Education & Pedagogy

This document contains eight papers on the changing faces of virtual education. "Introduction" (Glen M. Farrell) presents an overview of the study during which the papers originated. "The Changing Venues for Learning" (Vis Naidoo) discusses innovative learning venues and forces driving and constraining their development. "The Continuing Evolution of ICT (Information and Computer Technology) Capacity: The Implications for Education" (Tony Bates) explores key emerging technologies and forces driving and constraining them. "Object Lessons from the Web: Implications for Instructional Development" (David Porter) examines the following topics: learning objects and structured information; ways structured content is developed; the structure of groups and their work; and implications for educational organizations, instructional developers, and learners. "The Provision of Learner Support Services Online" (Yoni Ryan) reviews options for providing learner support in distance education and issues for policymakers and managers. "The Development of New Organizational Arrangements in Virtual Learning" (Peter J. Dirr) reports on new virtual education institutions, consortia of institutions, commercial initiatives, and government-education alliances. "Quality Assurance" (Andrea Hope) explains the need for quality assurance in online education and ways of providing it. "Issues and Choices" (Glen Farrell) explores forces driving and constraining virtual education and myths, opportunities and risks of virtual education. (Some papers contain substantial bibliographies.) (MN)

This document consists of 10 issues of the newsletter "Community Update," containing articles on community and family involvement in education. Article topics include: preparing America's future teachers; reports on satellite town meetings; E-rate (education rate) discounts for telecommunications services in schools and libraries; President Clinton's Call to Action for American Education in the 21st century; 1998 and 1999 education budgets; early childhood development; summer reading programs; public school choice; opportunities for volunteerism and community service; role of parents as teachers; "America Goes Back to School" initiative; Education Excellence Partnership (EEP) public service advertisements; American fourth-graders exceed the international average in mathematics and science; college and career preparation; voluntary national testing initiative; education priorities in the balanced budget agreement; "America Reads Challenge"; excerpts from speeches given by U.S. Secretary of Education Richard W. Riley; importance of quality child care, after-school, and summer programs; U.S. Postal Service program "Celebrate the Century"; Smithsonian's National Museum of American Art print and video study kits; taking algebra and geometry early puts students on the road to college and good careers; quality teaching; millennium celebrations; role of religious communities and community learning centers in improving education; arts education; education standards; and excerpts from the "State of American Education" speech by Richard W. Riley. Each issue includes an insert on family involvement, "Partnership for Family Involvement in Education." (SWC)

Rural schools have difficulty recruiting and retaining qualified special education teachers. In light of this problem, advertisements for special education tenure-track assistant professor positions were analyzed to ascertain whether teacher education programs are addressing the need for rural special education teachers. A total of 397 advertisements in the "Chronicle of Higher Education" for the 1994-95 and 1995-96 academic years were analyzed in two major areas: characteristics of the teacher education program for which the faculty member was being recruited; and the descriptors used to characterize the successful applicant. The advertisements showed a lack of emphasis on meeting special education teacher needs in rural areas: of the 397 ads, only 6 mentioned rural areas; 21 addressed teacher preparation at remote sites; 18 mentioned teacher preparation through distance education; and only 1 discussed alternative certification programs. Four tables present data on advertisements listing expertise in preparing special education teachers to work in rural or urban settings, additional descriptors related to expertise in preparing teachers to work in rural settings, strategies to meet teacher education needs in rural settings, and frequency and percentage of advertisements requiring expertise in preparing teachers to work in rural or urban settings with descriptors about school services or programs. Study limitations include lack of review of actual programs, lack of nonadvertised information about the positions, and lack of information about successful applicants. Contains 19 references. (SAS)

This book explores the connections between art and education and, specifically, the links among the art of painting, the training of artists, and the education of adults. Five chapters discuss moralization, professionalization, aestheticization, musealization, and indoctrination. "Instruction and Diversion: Moral Lessons in Dutch Art" concentrates on the ethical education of adults with the help of techniques that belong to the world of the visual arts. "Painters and Andragogues: Two Cases of Professionalization" focuses on the vocational training of painters. "Art to the People: Ruskin and Morris in the Netherlands" discusses the following the social, cultural, and educational climate in Great Britain after the Industrial Revolution; the ideas and activities of Ruskin and Morris; and their influence on leading figures in the multifaceted area of Dutch popular education. "The Museum as Educator of Adults: Commercial Success and Social Failure" examines the past of museums and results of museum education in the Netherlands. "A Genealogy of Cultural Education: In Search of Discipline" covers the following topics: successive practices with regard to a broadly defined "cultural education" of adults; how two processes of professionalization took place, one in the field of strict "art education," the other in the wider area of "sociocultural work;" and the search for links between art and discipline using quotations from "discursive networks" closely connected with the past of Dutch cultural education. The book contains 304 references. (YLB)

This study is an outgrowth of a research project undertaken shortly after the collapse of the German Democratic Republic (GDR). The book is divided into four sections with 15 chapters. Part 1, "The Context," provides: (1) "Education and Social Change in Germany"; (2) "The Politics of Division and Unification"; (3) "Education in the Federal Republic of Germany"; (4) "Education in the German Democratic Republic"; and (5) "Teachers and Teaching in the Two Germanys." Part 2, "The Collapse and Its Aftermath," contains: (1) "The Crisis and Collapse of East Germany and Its Schools"; and (2) "Creativity in East German Schooling." Part 3, "The Unification of the Two Germanys," offers: (1) "Toward a West German Education Model"; (2) "School Laws in the New States of Germany"; and (3)"Transformed Education in the New States." Part 4, "Some Special Cases," includes: (1) "Gender Issues Related to Work and Education"; (2) "Family Education"; (3) "Free-Time and Education"; and (4) "Education, Extremism, and the Foreigner." Part 5, "Beyond the New States of Germany," has the chapter "A United Germany Faces the Future in a United Europe." The volume concludes with a copy of the school law of the state of Saxony-Anhalt and an extensive bibliography. (EH)

The papers in this proceedings explore two themes: "what environmental ethics can do for teachers," and "what teachers can do for environmental ethics." The papers are: "A Colloquium on Environment, Ethics, and Education: Considering the Context" (Bob Jickling); "Planning for the Future: Workshop Observations and Recommendations" (Colloquium Participants); "Welcoming Remarks" (Shirley Adamson, et. al.); "Transferring Wisdom through Storytelling" (Louise Profeit-LeBlanc); "The Role of Socially Evolved Ideals in Environmental Ethics Education in Canada and the Yukon: A Historical Approach Involving the Humanities" (Eugene C. Hargrove); "What Is a Good Way To Teach Children and Young Adults To Respect the Land? (A Panel Discussion)" (Lucy Wren et. al.); "Relational Modes of Knowing: Learning Process Implications of a Humane and Environmental Ethic" (David Selby); "Sacred Land" (Jim Cheney); "An Unwanted Story" (Martha McMahon); "Environmental Education, Liberatory Education and Place-Sensitive Narrative" (Val Plumwood); "The Role of the University, Scientists, and Educators in Promotion of Environmental Literacy" (John Lemons); "Professionalization and Environmental Education: Are We Guarding against Charlatans or Losing the Passion?" (Marilyn MacDonald); "Environmental Education as Values Education: A Critical Framework" (Pamela Courtenay Hall); "Instead of Environmental Education" (Anthony Weston); "Wolves, Ethics, and Education: Looking at Ethics and Education through the Yukon Wolf Conservation and Management Plan" (Bob Jickling); and "Directions for the Future: Environmental Education in British Columbia" (Rick Kool). (AA)

Factors affecting female participation in education in seven developing countries were examined through field visits to the following countries: Bangladesh, Cameroon, India, Jamaica, Seychelles, Sierra Leone, and Vanuatu. In each country, researchers interviewed key personnel, consulted local documentation, and conducted two empirical surveys designed to ascertain the views of gender and education held by primary school pupils and women training to become primary teachers. Nine groups of factors potentially affecting female participation in education were considered: geographical, sociocultural, health, economic, religious, legal, political/administrative, educational, and initiatives. Several factors, including residence in a rural area and the health effects of poverty and malnutrition, proved to affect female participation in education much more than male participation. The near-universal fundamental cultural bias in favor of males and economic factors proved to be the biggest obstacles to female participation in education in developing countries. Religious and legal factors had only indirect effects. Significant initiatives aiming to address aspects of the problem of female participation in education were noted in all seven countries; however, the political will to implement those initiatives policies was largely lacking. (Thirty-three tables/figures and the questionnaires are included. The Seychelles case study is presented as an appendix.) (MN)

This document contains seven previously published papers examining trends in adult education in Japan. "Deepening Democracy" (1992) examines democracy and adult education for special needs groups (women, dropouts, disabled persons, ethnic minorities, and refugees). "Literacy Movement" (1990) traces literacy education in Japan from its beginnings with special emphasis on nongovernmental organization-sponsored activities. In "Education and Culture in the Multi-ethnic Society" (1992), the role, development, and problems of education in a multicultural society are discussed within the context of the structure of Japan's multiethnic society. "Cultural Development, Adult Education, and Local Communities" (1993) presents a global perspective on cultural values in the 1990s and considers adult education in relation to cultural development and social movement. "Future Strategies for Lifelong Learning as Consumption" (1995) suggests strategies for promoting lifelong learning in the 21st century. "Adult Education and Multimedia Society: Living and Learning" (1996) examines the effects of multimedia on business management, office work, lifestyle, and education and reviews Japan's national educational policy on multimedia technology. "Adult Education from Viewpoint of Development Industrial Countries of the Far East" (1993) concludes that adult education should consider not only economic development but also sustainable and cultural development. Fifteen tables/figures are included. Appended is an outline of the Central Council for Education's first report concerning a model for Japanese education in the perspective of the 21st Century "Giving Children Zest for Living and Room to Grow." (MN)

Little is known about educational programs referred to as "career pathway programs" that attempt to integrate adult literacy, adult basic education (ABE), General Equivalency Diploma (GED) instruction, English language literacy (ELL), and pre-collegiate developmental education with postsecondary career and technical education (CTE) certificate and associate degree programs, and potentially with the baccalaureate degree. By conducting case study research, the authors sought to provide a detailed description of local curricular, instructional and support programs, policies and practices that seek to engage low-skilled adults in adult education and literacy programs that are linked to postsecondary CTE and ultimately to family-sustaining wage employment. Features common to the three pathways and lessons learned about implementation, transferability and sustainability are discussed. [This document represents the executive summary of a recently published technical report by the National Research Center for Career and Technical Education titled "A Cross-Case Analysis of Career Pathway Programs That Link Low-Skilled Adults to Family-Sustaining Wage Careers" (Debra D. Bragg, Christine D. Bremer, Marisa Castellano, Catherine Kirby, Ann Mavis, Donna Schaad, and Judith Sunderman) supported by the Office of Vocational and Adult Education, United States Department of Education.]

"Policy Alert" is a publication series that summarizes important policy findings affecting the future of higher education. This issue is based on an earlier study, "Squeeze Play: How Parents and the Public Look at Higher Education Today," from the National Center for Public Policy and Higher Education and Public Agenda. This "Policy Alert" summarizes the findings of the study, which explores how the American public views higher education today. This report revealed a considerable unease among the public regarding their perceptions about higher education because, while ever larger numbers see a college education as an absolute necessity for success, many believe that opportunity for higher education is slipping out of reach for a growing number of individuals. Over half of people surveyed think colleges are like a business, focusing more on the bottom line than on education. Nearly half say they want to overhaul public colleges. Nevertheless, these concerns remain in the background, and tend not to be seen as a top priority. Numerous factors have prevented the public from going into a panic about higher education availability, but people are increasingly nervous. Higher education leaders might be well advised to get out in front of this issue before the situation comes to a head. (Contains 20 figures.) [This "Policy Alert" is the most recent in a series of reports entitled, the National Center and Public Agenda Public Opinion Research Series, commissioned by the National Center and conducted by Public Agenda.]

This report describes the Forum on Flexible Education: Reaching Nomadic Populations in Africa, which was held in Garissa, Kenya, from 20-23 June 2006. The objectives of the Forum were to share experiences and best practices, create linkages and encourage collaboration in order to make education more accessible to nomadic communities. Representatives from the Kenyan MOE, COL, ComSec and UNICEF provided remarks at the Opening Session of the Forum. They stressed the need to find ways to include nomadic children in the education process and the importance of developing alternative channels for the delivery of education and training. There were two keynote addresses. The first, from Professor Gidado Tahir, Executive Secretary of the Universal Basic Education Commission in Nigeria--presented by his colleague, Dr Salihu Bakari--focused on the realities of the nomadic lifestyle and educational strategies that have been effective. The second, by Dr. Nafisa Muhammad and Professor M. I. Junaid from the Nigerian National Commission for Nomadic Education (NCNE), provided an overview of innovative interventions in nomadic education in that country over the past decade. The Forum covered issues related to the following topics: (1) Ensuring basic education for all; (2) Access to education and training for girls and women; (3) Teacher/facilitator training; (4) Skills training; and (5) Government policy. The Forum concluded with nine Recommendations for Action for improving access to education for nomadic groups. Appendices include: (1) Keynote Address: Nomadic Life and the Implication for Education Provision; (2) Forum on Flexible Education: Reaching Nomadic Populations in Africa. Background Paper; (3) List of Participants; and (4) Forum Agenda.

This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. Each issue also contains a message from the NCES on a timely subject in education statistics and a featured topic with invited commentary. The focus of volume 2, issue 1 is on "America's Kindergartners," the first report to present findings from the NCES Early Childhood Longitudinal Study (ECLS). ECLS completes the picture of the U.S. education system with surveys of 2 cohorts of the youngest learners, about 22,000 children from the kindergarten class of 1998-1999 and about 15,000 newborns of 2001. Issue 1 also contains reports on NCES work in the categories of: (1) early childhood education; (2) elementary and secondary education; (3) post-secondary education; (4) lifelong learning; (5) public, state, and federal libraries; (6) international statistics; (7) crosscutting statistics; (8) methodology; and (9) a list of data products, other publications, and funding opportunities. The focus of issue 2 is on the Common Core of Data (CCD) surveys, a series of six separate annual data collections of information from the administrative records of state education agencies. In addition to commentary on the CCD, issue 2 contains reports on elementary and secondary education, postsecondary education, international education, crosscutting studies, and research methodology, as well a list of data products, other publications, and funding opportunities for the quarter. (Issue 1 contains 39 tables and 41 figures. Issue 2 contains 32 tables and 26 figures.) (SLD)

Public education was introduced in the United States at the beginning of the 19th century to replace the informal community-based education system that had broken down as a result of immigration and war. At the beginning of the 20th century, as America changed from a largely rural agricultural society to the modern industrial economy, education was criticized as not being synchronized with urban life, and rural areas and their schools were viewed as backward. John Dewey and other progressive educators linked education and community in a dynamic whole that would both temper and adapt to change. But the meaning of community was gradually separating from geographic location and becoming more abstract. Today, education is increasingly disengaged from the life of the local place it serves. Qualities such as grounding and depth in education cannot be measured, yet research seems to indicate that when community involvement and support for education are high, students do better academically. The Annenberg Rural Challenge believes that education and community can share common benefits by implementing a pedagogy of place. Pedagogy of place uses what is local as a source of curriculum that deepens knowledge through the understanding of the familiar and accessible. Practical, aesthetic, and symbolic aspects of education can all be incorporated into a pedagogy of place. Politicians and educators have focused much attention on global issues such as global markets and hemispheric pacts, but they have paid little attention to the village. Acting responsibly on a local level through place-based education will do much to alleviate global concerns. (TD)

The Learn in Beauty Project at Northern Arizona University worked with a consortium of seven Navajo Nation school districts seeking to implement the Dine Language and Culture teaching perspective. This perspective is based on the premises that education is best when it reflects a sense of place; education should be based on the philosophy and values of those being educated; and preparation of teachers/mentors should reflect the Dine perspective of education. The project assisted teachers who were enrolled tribal members in completing a bilingual Navajo endorsement and an M.Ed. and provided continued support to the teachers as they juggled jobs, families, and studies. The goals of the project were to: support school reform by strengthening a network of schools on the Navajo Nation that provide exemplary community-based programs for limited-English-proficient students; implement a standards-based curriculum that reflected the Dine philosophy of education; and support beginning bilingual teachers. Mentors had a master's degree in bilingual education or curriculum and instruction and at least 3 years of bilingual classroom experience. Courses were provided at six reservation sites via onsite instruction, online courses, and interactive television. During the 5 years of the project, 100 Navajo students completed a master's degree in bilingual multicultural education. The project also served as a model of long-term collaboration between a college, a tribal education department, public schools, and Bureau of Indian Affairs schools to serve language minority students in rural settings. Comments of program graduates are included. (TD)

Society is becoming increasingly aware of the need for education to play a key role in integrating knowledge and understanding about sustainability into practical, vocational skills which can be used in the workplace. Education for sustainability is now a widely accepted concept which seeks to promote and develop sustainability skills and awareness throughout a learner's educational pathway. "Finding the Common Ground: Is There a Place for Sustainability Education in VET?" shows that the vocational education and training (VET) sector has a key role to play in promoting sustainability education by incorporating these skills into training packages. However, significant barriers exist to implementation, including the lack of a shared national vision and adequate resources. The report concludes with suggestions to encourage the adoption of education for sustainability in VET policy and practice. In support of the full report, this document discusses global context, education for sustainable development, future projections, international trends, national policy, building a model, and generic skill development. (Contains 13 tables and 17 figures.) [This document was produced by the authors based on their research for the report, "Finding the Common Ground: Is There a Place for Sustainability Education in VET?" (ED499704) and was funded by the Australian Department of Education, Science and Training.]