Education & Pedagogy

This annotated bibliography is intended as a guide to some 370 curriculum and instructional resources in art education located at The Curriculum Resources Center at Rhode Island College (48 books, 123 curriculum guides, 87 non-print media, 101 art prints). The process of identifying and classifying materials in art education led to the acquisition of new materials and an affiliation with the Getty Center for Education in the Arts. The guide has been organized around the four major components of the Discipline-Based Art Education model. The four components are art history, art criticism, aesthetics and production. Other trends in art education have been noted and an attempt was made to enlarge the collection in the areas of art and technology, non-Western art and multicultural education, women in the arts, art and the exceptional child, and health hazards and safety in the art classroom. (EH)

Dance, nurtured in physical education departments, has elected to move away from physical education and affiliate with other disciplines in academia. The strongest argument for dance to remain in physical education is that removing physical dance from physical education department is tantamount to removing dance from removing dance from physical education is tantamount to removing dance from the physical education curriculum in the public schools. Dance faculty frequently find themselves a minority and not in decision-making positions in physical education departments. Frustration with powerlessness encourages dance faculty to leave. The catalyst that encouraged the move was the advent of the Arts and Humanities governmental funding policy (1965) that enabled dance faculty to receive federal funding because of the status of dance as an art form. Affiliation with other disciplines in academia offered greater autonomy for dance faculty and their programs. (Author)

This document presents excerpts from reports submitted by deans of education of the 17 teacher education institutions in Colorado. The information presented includes number of students recommended for teacher certification in 1993-94 by institution and by endorsement area, and the number of graduates from 1972 to 1994 by endorsement area. Narrative report summaries are provided for each institution, describing significant changes in the teacher education programs. Institutions include Adams State College, Colorado Christian University, Colorado College, Metropolitan State College at Denver, Mesa State College, Colorado State University, Fort Lewis College, Regis University, University of Colorado-Boulder, University of Colorado-Colorado Springs, University of Colorado-Denver, University of Denver, University of Northern Colorado, University of Southern Colorado, and Western State College. (JDD)

Since 1991, the National Science Foundation (NSF) has signed cooperative agreements with 26 states to undertake ambitious and comprehensive initiatives to reform science, mathematics, and technology education. This effort to improve public education is known as the Statewide Systemic Initiatives (SSI). This brief presents some initial observations about the SSIs based on the first two years of a national evaluation study, and discusses some of the issues state and local leaders are facing as they attempt to transform science, mathematics, and technology education. Also discussed are state strategies for implementing ambitious goals, teacher professional development, building capacity to extend and sustain reforms, supporting local initiatives and model sites, state policy alignment, reforming higher education and the preparation of teachers, mobilization of public and professional opinion, issues and challenges facing the SSIs, and the agenda for state policymakers. (MKR)

This transcript of a Congressional hearing deals with the effectiveness of education for deaf students at the local and state levels, in the context of the reauthorization of the Education of the Deaf Act. This Act provides for, among other things, the establishment of a study commission which concluded in 1988 that the education for persons who are deaf is unacceptably unsatisfactory. Prepared and oral statements from the following people are included: deaf high school and college students in both integrated and special school settings; an administrator of the National Association of the Deaf; special school administrators; a North Carolina state education administrator; and a college professor. (DB)

This document is a resource for information on distance education research in Iowa. The material is divided into three sections. The first section describes distance education in Iowa, the Iowa Communications Network (ICN), the Iowa Distance Education Alliance (IDEA), and the research plan underway. The second section contains a review of the literature on distance education, including the definition, history and theory of distance education, research, operational issues, and a selected bibliography. In the third section, research project results are discussed. Highlights include teacher training and the effects of technology, interactive television, assessing learning needs and course performance, music, foreign language, and science instruction using telecommunications technology, teacher development, use of the ICN for secondary agriculture programs and instrumental music instruction, demographics and innovation of the community college, student and teacher perceptions of effective instructional methods, and teacher attitudes. (AEF)

Across the nation grassroots efforts are springing up in which technical professionals are helping enhance science education. This guide has been prepared to help technical professionals become productively involved in enhancing K-12 science education. It has been prepared by scientists and engineers at Sandia National Laboratories who have been extensively involved in the K-12 science education effort for several years. This guide outlines key principles for conducting effective education outreach activities. Many of these principles are illustrated with examples of activities that proved successful in the Sandia program. This guide is divided into the following sections: (1) Introduction, (2) Science Education: Things You Need to Know Before Getting Involved, (3) Working Effectively With Students, (4) Working Effectively With Teachers, (4) Conducting a Tour of Your Worksite, (5) Sources of Hands-On Science and Math Activity Ideas, and (6) Reader Questionnaire. (JRH)

This document catalogs the photographs in the adult and continuing education collection at Syracuse University. The following materials are included: photographs and other materials received from the Fund for Adult Education in 1970; the archives of the continuing education programs at Syracuse University, the papers of educators of adults at the University; and photographs from other offices of the university such as public relations. The document also lists the descriptive subject headings that were developed in the early years of the Library of Continuing Education at the university, with a few modifications. These descriptive headings contain the following main categories: general; accreditation; administration; agencies; communications; comparative; counseling; evaluation; distance education; finances; foundations; futures; history; instruction; international; learning; legislation; policy and planning; programs; and program development. Short definitions are provided for each of the headings, and subheadings are also included. (KC)

This directory provides information about training programs or education programs that last from six months to several years and promote cultural heritage of U.S. education. There are three sections in this directory. Section 1, "Discipline Definitions and Education Programs or Directories," defines the groups of related terms, identifies the schools or colleges that offer them, and refers the reader to additional directories or resources. Section 2, "State by State Program Descriptions," describes the schools or colleges in more detail and includes a mailing address and the types of programs offered. Section 3, "Additional Education Directories," provides greater detail on the additional directories and resources. This directory is intended for high school and undergraduate level students (and their counselors and advisors) seeking advanced training related to the preservation and management of cultural resources and cultural heritage. (EH)

Analyzing teachers' perceptions of law-related education in grades 1-5 in South Dakota on the basis of a sample group of 310 teachers, this study concludes that while teachers value law-related education, significant impediments to successful programs exist. The paper examines law-related education implementation methods, perceptions of impact of on students, background experience of teachers, and instructional needs. The study recommends the following provisions: (1) additional materials and strategies relating to law-related education; (2) pre-service and in-service training for teachers; (3) meaningful research in law-related education; (4) educational guidelines emphasizing law-related education at the school district and state level; (5) an intellectual commitment to the subject matter and financial support by policymakers; and (6) creation of a central clearinghouse to act as a general facilitator of law-related materials in South Dakota. (TSV)

This paper suggests that a way of overcoming the conflict experienced by student teachers doing field work when their field-work teachers often have different philosophies than those taught on the college campus is to model a true learner-centered approach in teacher education courses. A stronger experience than using cooperative groups or having students pursuing activities in a teacher education courses is necessary for students to fully understand how a learner-centered classroom for preservice teachers can work. The paper describes classroom activities used over a 2-year period in a move toward an extreme position of learner-centeredness. The paper reports experiences with portfolios, cooperative-group assignments, task cards, and mini-lessons. Some of the changes that occur in teacher education students, and the students' responses to the course, are reported. Contains six references. (TM)

This study investigated the criteria for admission to teacher education at 50 National Council for Accreditation of Teacher Education (NCATE) accredited undergraduate universities. These universities varied in geographical location, public and private affiliation, and size of student enrollment. The study analyzed and evaluated admission criteria in light of recent educational reforms that call for higher standards and more qualified candidates in order to ascertain whether the universities had actually implemented more demanding performance based on criteria for teacher candidate selection. Based on the findings, the study identified the absence of standardized admission criteria and consistent policies of ongoing assessment. It proposed a balanced integration of both performance based admission criteria as well as continual evaluation of program goals in the admission and education of preservice teachers. (Contains 32 references.) (Author)

This booklet profiles seven participants in Colorado adult literacy and basic skills education programs and describes the effects that participating in literacy and adult basic education have had on participants, their families, and their communities. The first profile illustrates the positive effects that parents' participation in literacy and basic skills education can have on their children's social and educational development. The next three profiles demonstrate how participation in literacy and basic skills education can help individuals achieve citizenship, find success in the workplace, and find employment and participate in community activities despite their disabilities. In the final three profiles, past participants in literacy and basic skills education share their views regarding what their educational experiences have meant to their individual development, self-esteem/self-confidence, family life, and ability to cope with health problems. (MN)

Outdoor activities are hurt by participants who have no respect for nature and the environment. The poor behavior of these individuals hurts resources while lowered public perceptions are placed on all participants. The aim of this guide is to empower outdoor users to develop ethics in acting to sustain and nurture the natural world. Outdoors ethics education helps develop ethically fit and competent outdoorsmen. The report is designed to make ethics education theory, practice, and research more accessible to outdoors ethics educators. The first three chapters summarize research on ethics and character education, and on behavior. The last three chapters discuss outdoor ethics education and evaluation. Included in the approaches to outdoor ethics education are: public awareness campaigns and codes of ethics; user education courses; interactive methods; Project WILD; use of role models; mentoring; community clubs; and peer teaching. Contains approximately 300 references. Seventeen appendices contain sample questionnaires, sample ethics codes, and ethical dilemmas for discussion. (AIM)

The Advanced Technological Education (ATE) program specifically addresses the education of science and engineering technicians. In 1994, the National Science Foundation, through the ATE program, awarded 58 grants to improve the quality of advanced technological education in science and engineering technology fields. This document contains information on the awards that support projects in curriculum and laboratory development, teacher preparation, faculty and teacher enhancement, and planning grants for Centers and a few Centers of Excellence. Section I contains information about the ATE program and fiscal year 1994 awards; a U.S. map of all awards; a listing of awards by technology; and a history of the ATE program. Section II provides abstracts of awards divided into Centers for Excellence, planning grants, and projects in advanced technological education. Section III is an appendix providing an index of awards by state, award maps, and an index of principal investigators. (LZ)