Education & Pedagogy

This monograph presents articles written by college presidents about teacher education in liberal arts settings. The publication is organized into 16 chapters (alphabetical by institution) as follows: "Liberal Arts College: The Right Crucibles for Teacher Education" (John T. Dahlquist, Arkansas College); "Teacher Education: Liberal Arts Colleges' Unique Contribution" (Thomas Tredway, Augustana College); "Presidential Involvement in Teacher Education" (Harry E. Smith, Austin College); "Dollars and Sense in Educating Teachers" (Roger H. Hull, Beloit College/Union College); "Restoring the Balance" (Paul J. Dovre, Concordia College); "Small Is Beautiful: Teacher Education in the Liberal Arts Setting" (Victor E. Stoltzfus, Goshen College); "Participatory Management: A Success Story" (Bill Williams, Grand Canyon University); "Teacher Education: A Vision for the Future (Martha E. Church, Hood College); "Ornaments of Society" (John H. Jacobson, Hope College); "Teacher Preparation, College, and the Real World" (H. George Anderson, Luther College); "Learning and the Elementary Teacher" (Roland Dille, Moorhead State University); "Teacher Education at NCE/NLU: Retrospect and Prospect" (Orley R. Herron, National-Louis University); "Teacher Education at North Park College" (David G. Horner, North Park College and Theological Seminary); "The Liberal Arts College and the Challenge of Teacher Education" (John B. Slaughter, Occidental College); "American Education at the Crossroads" (Bob R. Agee, Oklahoma Baptist University); and "Rediscovering the Teacher" (P. Michael Timpane, Teachers College, Columbia University). (LL)

The success of Native adult education and vocational training programs is linked to the economic health of Native communities. Reports since 1923 document the failure of Federal Government programs in producing educated Native adults and the inadequacy of adult education delivery systems. An array of federal legislation has attempted to increase educational and vocational opportunities for Native adults. The Adult Education Act and the Carl D. Perkins Vocational Education Act provide funds to the states to operate adult educational and vocational training programs. Direct funding is provided to Native communities for program development by the Indian Education Act, the Indian and Hawaiian Natives Vocational Education Program, the Joint Training Partnership Act, the Family Support Act, and several Bureau of Indian Affairs (BIA) programs. However, both the BIA and the Department of Education appear caught between serving the needs of Native communities and giving way to federal demands to reduce expenditures. In addition, neither agency has been able to resolve issues of sovereignty and self-determination with the tribal governments that they serve. Recommendations include the development of a national database on Native demographic data, changing the Indian Priority System to ensure consultation with Native governments, the development of model Native adult education programs, funding and technical assistance for tribal education departments, requiring the BIA to comply with federal law on funding of Native vocational education, and reworking the Indian Education Act grant formula. This paper contains 20 references. (SV)

This volume contains 21 papers commissioned by the Indian Nations at Risk Task Force, the first of which is an introduction that outlines the work of the Task Force and summarizes issues discussed at 7 regional hearings. Based on testimony and written materials submitted to the Task Force by hundreds of educational practitioners and concerned citizens, the papers provide in-depth analyses of current conditions in Native education and set forth rationale, plans, and strategies for the improvement of American Indian and Alaska Native education. The focus is on action to ensure high quality academic programs delivered in a Native cultural context. The topics of the 20 papers that follow the introduction are: current conditions in American Indian and Alaska Native communities; current demographics and trends in Native American education; responsibilities and roles of governments and Native people in Native education; funding and resources; Native and non-Native teachers and administrators for schools serving Native students; continuous evaluation of Native education programs; early childhood education in Native communities; plans for dropout prevention and special school support services; improving parent participation; incorporating Native languages and culture into the curriculum; strategic plans for the use of modern technologies in Native education; curricula for reading and language arts, mathematics and science, and history and social studies; gifted and talented Native students; Native Americans with disabilities; Native higher education; tribal colleges; adult literacy and vocational and technical education; and a concluding prospectus on change and development for Native education. (SV)

This book is a collection of essays on political education for democratic citizenship in higher education developed out of meetings over 5 years of a small group of faculty, administrators and students who gathered to discuss the way academia was educating young people for political responsibility. Following a foreword and an introduction by Bernard Murchland, the 21 papers are: "Democracy in America: Bringing It All Back Home" (J. Peter Euben); "Strengthening Citizenship" (Robert B. Woyach); "The People Shall Rule" (Sara M. Evans and Harry C. Boyte); "The Nature and Nurture of Public Life" (Parker Palmer); "Civic Intelligence" (David Mathews); "The Public Realm" (Hannah Arendt); "The Primacy of Political Education" (Amy Gutmann); "Civic Education and the Liberal State" (William Galston); "A Renewal of Civic Philosophy" (William Sullivan); "On Participation" (Hanna Fenichel Pitkin and Sara M. Shumer); "Toward a Cultural Democracy" (Manuel Ramirez and Alfredo Castaneda): "Democracy, Deliberation, and the Experience of Women" (Jane Mansbridge); "The New Cultural Politics of Difference" (Cornel West); "The Civic Mission of the University" (Benjamin R. Barber); "The Liberal Arts and Civic Education" (Ralph Ketcham); "Embracing Diversity as a Central Campus Goal" (Daryl G. Smith); "Civic Education, Liberal Education, and Democracy" (J. Donald Moon); "Education, Autonomy, and Civic Virtue" (Richard Dagger); "Some Reflections on Civic Education and the Curriculum" (Elizabeth K. Minnich); "The Difficult Dialogue of Curriculum Transformation" (Johnnella E. Butler); and"Critical Pedagogy and the New Politics of Cultural Difference" (Henry A. Giroux).

This document compiles representative resources to assist state and local administrators of vocational special needs programs, special needs educators, counselors, researchers, and policymakers in implementing and complying with the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Entries in the publications section are categorized by these headings: program administration, vocational and academic education integration, performance standards, tech prep, educational reform, work force development policy initiatives, and policy studies. The following sections list these types of resources: newsletters; journals; agencies, associations, and organizations; centers for educational information/services; clearinghouses; computer-based information networks; databases; and model programs. For each entry of a print resource, an annotation, the price, ordering information, and address are provided. For each organizational resource, an annotation, contact, address, and telephone number are provided. Directories of resource personnel are included for the following: National Network for Curriculum Coordination in Vocational and Technical Education; State Vocational and Technical Education Curriculum Centers; Office of Educational Research and Improvement Regional Educational Laboratories; State Directors of Vocational Education; State Personnel Responsible for Vocational Education for Handicapped, Disadvantaged, and Limited English Proficient Persons; and National Association of State Directors of Special Education, Inc. Indexes by title and author are provided. (YLB)

These Congressional hearings contain testimony pertinent to passage of the School-to-Work Opportunities Act of 1993, which is a bill designed to create a national framework within which states and localities can develop effective systems for offering U.S. youths access to performance-based education and training programs that will in turn prepare them for a first job in a high-skill, high-wage career and increase their opportunities for further education. The following are among the agencies and organizations whose representatives provided testimony at the hearings: Manpower Demonstration Corporation, National Federation of Teachers, New England Deaconess Hospital, Jobs for the Future, U.S. Department of Labor, U.S. Department of Education, Center for Law and Education, National Youth Employment Coalition, Wider Opportunities for Women, American Federation of Labor-Congress of Industrial Organizations, Hurley Hospital, American Vocational Association, National Education Association, Sullivan College, Louisville Chamber of Commerce, Alternative Schools Network, Association for Community Based Education, American Occupational Therapy Association, Hispanic Association of Colleges and Universities, Jobs for Youth, American Legal Defense and Education Fund, National Association for Bilingual Education, National Association of Protection and Advocacy Systems, National Displaced Homemakers Network, National Urban Coalition, Women's Legal Defense Fund, and National Tooling and Machining Association. The complete text of the bill is included. (MN)

This report discusses a meeting to examine proposals for a new European program in the field of education. The assistant director for education stressed the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) concern that its attempt at developing cooperation in the field of education in Europe may build up yet another new bureaucracy and result in a duplication of effort or diversion of funds from efforts on behalf of developing countries. When discussing the agenda, the participants fully supported the initiative taken by UNESCO for the development of educational cooperation in Europe, and set out the methodological principles that should govern those new activities. They emphasized the need to pay greatest attention to: (1) the current priority needs of Central and Eastern European states within the framework of their reform process; and (2) establish direct and multiple contacts between educational communities that have been kept apart from each other for too long by the arbitrary division of Europe. The participants recommended that efforts to reinforce the inter- and intra-regional exchanges and joint actions should focus on specific subjects in the following priority areas: (1) education for all, meeting basic learning needs; (2) strengthening educational exchange to cope with changes brought about by the upheavals in Europe through learning of foreign languages, democratic practices, education relating to human rights, peace education, civic education, multicultural education, school text revision, and teacher training, and environmental education; and (3) including higher education among the group's activities. The working document for the meeting elaborating on the three priority areas is included. (DK)

Demographic, social, and economic factors are shaping the future environment and clientele of California's adult education system. Continued population growth means adult education will have to serve larger populations. Direct implications of increasing ethnic and racial pluralism are demands for more flexible delivery systems that accommodate cultural diversity and demands by English-speaking persons to study a second language. Implications of an aging population are competition for resources, special systems for educational delivery, and a shortage of adult education teachers. The rise in the numbers of working and single parents has important implications for adult education: accessibility and need for classes on parenting and domestic skills. Changes in the labor market and world of work will create needs to increase the skills of adult workers, offer recurring job training, and provide resources to help workers cope with career change and job displacement. Trends concerning educational attainment and skill deficiencies point to roles for adult education in providing literacy, basic education, and upgrading. Two new public policy initiatives, the Immigration Reform and Control Act and Greater Avenues for Independence welfare reform program, will increase demand for programs in adult basic education and English as a Second Language. Two special groups are likely to place increasing demands on adult education: prison inmates and parolees and disabled adults. (YLB)

Six national education goals to be achieved by the year 2000 were established by the federal government and the nation's governors in 1990. The five essays in this monograph examine some of the changes taking place in society and in schools and colleges that are related to the six goals. The "Introduction" (Marilyn Guy) is followed by "Communities within Community" (Dolores Escobar and Carol C. Mukhopadhyay), which discusses the multiple and integrated cultures that shape the environments of today's students. "Family and School Coalitions: Surmounting Obstacles" (Earline D. Kendall) explores issues connected with changes in family life and parent participation. "Collaborating To Improve Teacher Education: A Dean of Education's Perspective" (Iris M. Tiedt) highlights the need for education faculty to take the initiative in the process of incorporating the perspectives of teachers, business leaders, and community social workers into the total curriculum of preservice teachers. "Teaching and Teacher Education: An Institutional Challenge and Commitment" (Janet S. Gross) discusses teacher education and its redesign from the liberal arts faculty perspective. Finally, "Professional Development Schools and Teacher Education: Policies, Problems, and Possibilities" (Dale L. Lange) provides a historical analysis of the professional development school (PDS) model and relates some of the challenges and opportunities which face school-university partnerships that are attempting to establish PDSs. (IAH)

This paper explores the issue of peace education in Northern Ireland in its broadest sense. It looks not merely at peace education per se but also at the sectarian context of schooling and at a variety of anti-sectarian initiatives. In recent years there have been several peace education ventures in Northern Ireland reflecting the statutory responsibility of the education and training agencies in the promotion of peace. These efforts have occurred at a variety of levels (none of them mutually exclusive from one another) but the principal venues have been the schools, youth and community agencies, and the higher education and adult education sectors. The schemes pioneered by these diverse organizations have ranged from holiday projects involving groups of Catholic and Protestant children to programs of study on Northern Ireland history and politics to various types of cross-community contact schemes in a variety of institutional and non-institutional settings. A relatively new feature on the scene is the work of the Community Relations Council (CRC) which has programs in the areas of reconciliation and community skills training. The CRC was established in January 1990 as an independent organization (with substantial government funding) and charged with the task of promoting better community relations and the recognition of cultural diversity. In recent years the Department of Education in Northern Ireland has developed the notion of Education for Mutual Understanding as a basic strategy of encouraging appreciation of a divided heritage and community. The possibilities as well as the problems of implementation of many of these ideas are the subject of this paper. (Contains 36 references.) (Author)

This book presents 17 papers on higher education, organized into four parts, which address the higher education setting, external forces, the academic community, and central issues for the 21st century. Following an introduction by the editors, the papers are: (1) "Patterns in Higher Education Development" (Philip G. Altbach); (2) "The Ten Generations of American Higher Education" (Roger Geiger); (3) "Autonomy and Accountability: Who Controls Academe?" (Robert O. Berdahl and T. R. McConnell); (4) "Academic Freedom: Past, Present, and Future" (Robert M. O'Neil); (5) "Issues Facing Higher Education in the Twenty-first Century" (Ami Zusman); (6) "The Federal Government and Higher Education" (Lawrence E. Gladieux and Jacqueline E. King); (7) "The States and Higher Education" (Aims C. McGuinnes, Jr.); (8) "The Legal Environment: The Implementation of Legal Change on Campus" (Michael A. Olivas); (9) "The Hidden Hand: External Constituencies and Their Impact" (Fred F. Harcleroad); (10) "Harsh Realities: The Professorate Faces a New Century" (Philip G. Altbach); (11) "Students, Colleges, and Society: Considering the Interconnections" (Eric L. Dey and Sylvia Hurtado); (12) "The Dilemma of Presidential Leadership" (Robert Birnbaum); (13) "Financing Higher Education: Who Should Pay?" (D. Bruce Johnstone); (14) "Technology and Higher Education: Opportunities and Challenges for the New Era" (Patricia J. Gumport and Marc Chun); (15) "Graduate Education and Research: Interdependence and Strain" (Patricia J. Gumport); (16) "The Canon and the Curriculum: Multicultural Revolution and Traditionalist Revolt" (John K. Wilson); and (17) "Race in Higher Education: The Continuing Crisis" (Philip G. Altbach, Kofi Lomotey, and Shariba Rivers Kyle). (Individual chapters contain references.) (DB)

This book contains 13 papers on the socioeconomic development, legal, gender, philosophical, and human rights dimensions of state governance within the context of social, economic, and political processes in Sierra Leone and Kenya. The Political Literacy and Civic Education (PLACE) Project, which was sponsored by the British Overseas Development Administration through the International Community Education Association, is credited with being the book's catalyst. The following papers are included: "Foreword" (S.K. Tororei); "Antecedents of the PLACE Project"; "Conceptualising Civic Education" (S.K. Tororei); "Reflections on Community Education" (Berewa R. Jommo); "Rationale for Political Literacy and Civic Education" (Ekundayo Thompson); "Purpose, Nature, and Scope of Civic Education" (Samuel K. Tororei); "The Development Context of Civic Education" (Ekundayo J.D. Thompson, Margaret Manley); "Civil Society and the Citizen" (Akie Wilson, Joe Sam-King); "Gender, Political Literacy and Civic Education" (Agnes Pessima); "The Constitution of Sierra Leone" (Solomon E. Berewa); "Democracy and the Rights of the Individual" (David G. Thompson); "Political Tolerance--A Prerequisite for Enhanced Democracy in a Multi-Party Environment" (Ahmed Ramadan Dumbuya); "Meaning and Nature of Government" (Walter N. Davies, Peter O. Koroma); "Politics, Political Literacy & Political Participation" (Edward D.A. Turay); "Curriculum for Civic Education" (Ekundayo J.D. Thompson, Joseph Simekha). (MN)

The conference recorded in this document covered a wide variety of themes and consisted of keynote addresses, research presentations, and workshops. The following keynote addresses are include: "Some Recent TAFE National Centre Research and Development in Australian Vocational Education" (Hall); "Vocational Teacher Education: Principles, Practices, Problems, and Promising Directions" (Magisos); and "Educational Training, Industry, and Commerce in the Future--A Contribution Concerning the Needs of School and Teacher Training" (Dahncke). The following research presentations appear: "Getting the Right People: Selection of Tourism Students--A Case Study" (Maddocks); "The TVEI. The University of Liverpool/North West TVEI 16-18 Curriculum Enrichment Program" (Macintosh); and"Keyboarding--A Valuable Skill" (Coleman). The following workshop presentations appear: "An Experimental Study of Incorporating Creative and Inventive Concepts into Vocation High School Curricula (A Correction)" (Wu); "Recent Developments in the Training of Trainers for Vocational Education in Europe" (Peak); "Distance Education: Mid-Career Upgrading and TAFE-Higher Education Articulation" (Atkinson, McBeath); "Engineering Education--Problemsolving Is a Strategy that Appeals to Girls" (Payget); "The Development of Access Mechanisms to Vocational Training for People of Non-English Speaking Backgrounds" (Kelly, Gill); "Introduction to Microwave Cookery for Disabled/Aged Persons" (Cooper); "Equal Opportunities Panelist Training" (Frazer, Ottrey); "The Non-English-Speaking-Background Learner in TAFE" (Mitchell, Frazer, Ottrey); and "The New Entry Lecturer Methods of Instruction Course (NELMIC)" (Mitchell, Trengove, Frazer). (CML)

A performance audit of the adult correctional education program in Massachusetts resulted in these findings: (1) the department is not adequately carrying out its obligation to educate prison inmates, especially those who are illiterate; (2) the relationship between the department of correction and the division of inmate training and education within the prisons limits the effectiveness of the education programs; (3) the educational program does not accommodate the educational needs of the prison's minority population, and minorities are underrepresented in the staffing of the program; and (4) there are substantial inequities in the adult correctional education system in that the principal institution for female prisoners does not have the same number of vocational resources as the institutions for male prisoners and the vocational education resources available to male prisoners are inappropriately distributed among institutions. Correlated with these findings, the audit recommends the following: (1) make literacy a systemwide goal, implement a demonstration project for mandatory education, and implement participation incentives; (2) review the organizational relationship between education staff and other staff in the prisons and increase program utilization with aggressive outreach; (3) develop a minority hiring and recruitment plan and expand education for non-English-speaking inmates; and (4) bring vocational programs for women up to the level of vocational programs for men and redistribute vocational resources. (Appendix A lists course offerings and appendix B is the auditee's response letter and a list of other oversight publications.) (CML)

This report on continuing library education in Idaho is divided into three parts. The first part is an evaluation of the state's first three-year continuing education plan. The evaluation, which showed that librarians found the effort to be an unqualified success, was carried out by interviewing librarians and reviewing plan objectives. The second part of the report is an assessment of unmet training needs, which was performed by holding a series of focus group sessions with continuing education participants to identify ongoing and emerging needs. These needs were addressed in the updated, three-year continuing education plan for 1992-1994, which forms the last section of the report. The updated plan addresses seven goal areas: (1) staff and trustees in all Idaho libraries will have access to education opportunities; (2) basic skills training will be available to all levels of staff; (3) continuing education will be available at the intermediate and advanced levels; (4) the Idaho State Library will continue to encourage the development of a strong, cohesive, statewide library community; (5) ongoing education will be available to public library trustees; (6) the State Library will lead the continuing education program; and (7) education activities will be based on effective planning and evaluation. Three-year objectives are spelled out for each of these goal areas. The statewide continuing education plan with objectives in chronological order, a list of the library's continuing education advisory committee, and a list of the members of the continuing education focus groups are appended. (KRN)