Education & Pedagogy

A 1991 study conducted by the Ohio Legislative Office of Education Oversight examined the Career Education program funded through the Ohio Department of Education. During the 2 years studied, the Career Education program was funded for $11.5 million in 60 local programs serving 365 school districts in grades K-12. (Career education is not a course or curriculum; it is a set of principles that are to be infused into all courses and curricula.) The study sought to determine whether the principles of career education were more effectively taught in districts that received funding than in districts that did not. To evaluate the program's effectiveness, eight surveys were designed and field tested to students, graduates, parents, teachers, and employers. The researchers also gathered information on the history of the program, attended conferences of leaders in the Career Education program, and reviewed newsletters from a variety of schools and districts that described special events and teacher training programs. The surveys found no statistically significant difference between funded and unfunded districts. Of several hundred studies conducted on this topic, less than 50 percent found career education to show a difference in the lives of the students at whom it is directed. The study recommended that the Ohio Legislature delete Career Education funding from the state budget. Future funding of only $500,000 should be used by the Ohio Department of Education to fund a small central office to diffuse career education principles, disseminate materials, and conduct conferences. (Survey documents are included in appendixes to the report.) (KC)

This volume collects several case studies on the relationship between government and higher education in developing nations in Africa, Asia, and Latin America. In particular these studies ask whether specific forms of government regulation help to solve the crisis of higher education in the developing world better than other forms of regulation. The papers are: "Government and Higher Education in Developing Nations: A Conceptual Framework" (G. Neave and F. van Vught); "Ghana: Relations between Government and Universities" (A. Sawyerr); "Kenya: Management of Higher Education in Developing Countries: The Relationship between the Government and Higher Education" (I. M. Omari); "Tanzania: The State and Higher Education" (J. C. Sivalon and B. Cooksey); "Uganda: Higher Education and the State" (T. O. Eisemon); "People's Republic of China: Autonomy and Accountability: An Analysis of the Changing Relationships between the Government and Universities" (W. Min); "India: Government and Higher Education" (T. Majumdar); "Philippines: The Anatomy of the Government-Higher Education Relationship" (A. Gonzalez); "Singapore: University Autonomy versus State Control: The Singapore Experience" (V. Selvaratnam); "Argentina: The Federal Government and the Universities": (C. Marquis); "Brazil: Higher Education and Government" (S. Schwartzman and L. Klein); "Chile: Government and Higher Education" (J. J. Brunner); "Mexico: Towards State Supervision? Changing Patterns of Governance in Mexican Higher Education" (D. C. Levy); "Conclusion" (G. Neave and F. van Vught). Contains a subject index. Most papers contain references. (JB)

In 14 papers by various authors this volume contains both assessments of specific higher education systems and analyses of cross-national trends. Following an introduction, the chapters are: "From Humboldt to 1984--Where are We Now?" (Stig Stromholm and others); "Creation, Transfer and Application of Knowledge Through the Higher Education System" (Henk J. van der Molen); "Continuities and Change in American Higher Education" (Martin Trow); "Unified and Binary Systems in Higher Education in Europe" (Peter Scott); "Who is Going to Study?" (Staffan Helmfrid); "Distance Systems in Europe" (Walter Perry); "Education and Work in an Ageing Population" (Karl-Ulrich Mayer); "Higher Education and New Socio-Economic Challenges in Europe" (Ulrich Teichler); "New Perspectives on Learning and Teaching in Higher Education" (Erik de Corte); "The French University System: Assessment and Outlook" (Daniel Bloch); "Inspiration of the Muse or Management of the Art? Issues in Training for Academic Posts and Teaching in France" (Guy Neave); "University Autonomy and the Search for Quality" (Juan M. Rojo); "Higher Education in Central and Eastern Europe: An Approach to Comparative Analysis" (Wolfgang Mitter); and "Higher Education in Japan" (Ulrich Teichler). Also includes information on the contributors and both subject and author indexes. Many chapters contain extensive references. (JB)

During the 1993-94 program year, 75% of Arkansas' grade 7 through 12 students were enrolled in at least one vocational education (VE) course. Of those students, 52,847 were either academically disadvantaged, disabled, or limited English speaking. In addition, 15,940 and 8,008 students were enrolled in VE programs at Arkansas postsecondary technical institutes and technical and community colleges, respectively. Among the highlights of Arkansas' VE program during 1993-94 were the following: development and implementation of curriculum frameworks for each vocational occupational area of study; implementation of applied mathematics and applied biology/chemistry or physics in most school districts; continued development of strategies for integrating curriculum content in high school and adult education programs; creation by the state legislature of a two-pathway system for education and training consisting of college prep and tech prep core curricula; designation of 1 correctional education, 3 tech prep, and 20 secondary school programs as exemplary; continuation of efforts to provide equal access to recruitment, enrollment, and placement of special needs students; and continued efforts by 13 consortia to strengthen links between secondary and postsecondary education. (Appended are tables detailing enrollment in secondary and postsecondary VE programs in Arkansas.) (MN)

This paper reports on a study to determine what various groups of teachers and prospective teachers consider to be the aims of the Hong Kong education system in relation to their teacher education courses. The participants were uncertified preservice teachers in their second and third years of study, certificated inservice teachers, and uncertified inservice teachers. The first section of the paper reviews background issues, including financing education, the teacher's role, and quality in education. The first part of the study was a questionnaire relating participants perception of the aims and objectives of their teacher education courses and comparing the response of certificated and uncertificated teachers to various aspects of their courses. The second part of the study focused on students' view of the curriculum, using a checklist of items considered the most and the least important in relation to Hong Kong's schools. Both preservice students and inservice certificated teachers rated practical teaching as the main purpose of teacher education courses. The inservice uncertificated teachers rated benefits to society, such as improving the education system, as the main purpose. All three groups rated practical teaching skills as the primary reason for taking a teacher education course. The study also illustrated that student teachers seemed to have no particular common focus, and appeared to find little coherence within their courses. The report suggests more effort may be needed to help students realize how their teacher education courses fit together to become the body of professional knowledge to which all educators subscribe. (ND)

This document is a comprehensive report of Ohio activities related to the expenditures of federal funds under the Carl Perkins Vocational and Applied Technology Education Act of 1990. Section I describes the progress Ohio has made in achieving the objectives outlined in the State Plan for the Administration of Vocational Education in Ohio. It lists statewide core standards and performance measures; describes vocational education linkages to other national and state efforts; and provides data for these specific areas: secondary, postsecondary/adult occupational programs, services, and activities; single parents, displaced homemaker, and single pregnant women; sex equity programs; criminal offenders; special populations; state leadership and professional development; community based organizations; family and consumer sciences education; tech prep; integrating applied academics into vocational education; and career guidance and counseling. Section II is an accountability report of the major goals identified in the state plan, identifying progress in the achievement of each of the state plan objectives. Section III is a summary report of the statewide system for the evaluation of 20 percent of the eligible recipients assisted within the state. It provides an overview of the Measuring and Planning Progress (MaPP) system, Ohio's vocational and career development assessment system, and presents this information for each program: program area description, strengths, recommendations, and MaPP findings and initiatives. Five appendixes provide enrollment data on the following: secondary vocational education, postsecondary adult education, occupationally specific associate degrees, secondary state-funded academic courses, and secondary job training programs. (YLB)

This publication is the product of an ongoing study of how teacher educators in the United States and Canada are bridging the gap between multicultural and global education to prepare teachers for diversity, equity, and interconnectedness in the local community, the nation, and the world. The first part of the book is an essay that synthesizes data collected from 77 teacher educators to investigate how they were making connections between multicultural and global education and the advice these teacher educators have for others who may be looking for new programmatic approaches, pedagogies, or resources that can help in making such connections or in strengthening ongoing initiatives. The second part of the book is a collection of profiles written by the teacher educators about their lives and work in multicultural and global education. These teacher educators were nominated by American Association of Colleges for Teacher Education member institutions and leaders in multicultural and global education as exemplary in the ways in which they are intentionally making connections between multicultural and global education. The profiles provide information on the background of each of the teacher educators, their conceptualizations of multicultural and global education, lessons they have learned, their recommendations, and resources they are willing to share. The profiles also illustrate efforts in teacher education programs, courses, special projects, professional development schools, research, writing, and curriculum development. Part 3 is an annotated list of publications and electronic listservs to provide an orientation to resources useful in making connections between the two fields. The appendix describes the methods and documents used for the study. (ND)

This publication offers suggestions for business leaders on how they can help support the reform of teacher education and, in the process, create the diverse, qualified, and culturally responsive teaching force that is needed. Through grant making, technical assistance, and cooperative effort, corporate officials can help to reformulate the job of teacher development from a continuous, systems perspective, i.e., teachers should not be produced by one sector (teacher education schools) to be consumed by a different, unrelated sector (schools). Education can learn much from business about managing diversity and developing human potential. Yet business leaders must first learn the education issues and under what conditions and with what success they can be addressed. Second, they must choose options or entry points best suited to educational expectations, needs, and resources. Third, they must develop a clearly focused strategy, monitor its progress, and record its effectiveness. Specific opportunities for business leaders include: supporting efforts to recruit top students into teaching, promoting efforts to improve teachers' content knowledge, helping teachers to learn a variety of ways to teach students, and supporting and advocating the redesign of teacher education. Business has the power to bring difficult education issues to the attention of state and local officials and to influence creative approaches to solving them. Financial support for path-breaking reforms in teacher education is critical, and the opportunities for corporate investment are great as evidenced by cited examples of existing business support for teacher education. A list of organizations working on teacher education is appended. (NAV)

A study by teacher education students identified the views on teacher education of 12 professors and administrators involved in teacher education at a large university in the Midwest. It was hoped that these perspectives would provide insights into possible areas of growth and change, and capture various visions of an "ideal" teacher education program. The data, gathered through interviews, were analyzed for common themes and reported as visions and challenges. Common visions were described in terms of "what is" versus "what should be"; perceptions of the type of students in the ideal program; support for the study of multicultural ideas and diverse learners' needs; collaborating in the university community; and quality teaching in both the university and the schools. Challenges were described in terms of a connection between theory and practice; the quality of preservice teachers; the large number of students in the teacher education program; and the lack of focus in the teacher education program. The respondents were enthusiastic about their respective roles in teacher education and idealistic in their visions, and provided insights into the challenges of attaining these visions. They indicated a desire to be involved in working toward a teacher education program that is more in tune with needed reforms in education and society, and they stressed the need for the university to value the time professors need to spend to set up collaborative structures between the university and schools and among university staff members. (Contains 11 references.) (ND)

The Wahsa Distance Education Centre is operated by the Northern Nishnawbe Education Council (NNEC) for Cree and Oji-Cree secondary students living in the 23 remote communities of Sioux Lookout District in northwestern Ontario. Although most communities have locally controlled K-8 schools, very few communities offer secondary education. The NNEC, a Native-run organization, has been mandated by the 23 tribal leaders of Sioux Lookout District to serve the needs of secondary and postsecondary students. In 1990, Indian and Northern Affairs Canada agreed to fund a distance education program that would allow Native students to remain in their communities and attend high school. An advisory board composed of representatives from NNEC, Wawatay Native Communications Society, tribal councils, and four First Nations met regularly to work on program development. Wawatay Native Communications Society agreed to deliver Wahsa's distance education program over its radio network. Communities donated buildings to be used for learning centers, and community members offered to be distance education coordinators and tutors for the program. The program provides radio and correspondence courses for students in grades 9-11, including required subjects and courses in Native culture and language. This paper also discusses effective program delivery methods; areas for program improvement; and plans for program expansion to encompass educational television, increased programming for 12th-grade students, adult education classes, and teacher education courses. (LP)

This study was commissioned by the Virginia State Legislature to provide baseline data on the post-school outcomes for youth with disabilities in Virginia. The study was conducted by an interdisciplinary team including individuals representing five state agencies, local education agencies, parents, and researchers. The study involved an analysis of the 1990-91 Virginia Federal Special Education Child Count report; a statewide follow-up study of 755 special education students who left school in 1990-91; a review of the transition services component of Individualized Education Programs developed in 1992-93 for 238 special education students; and a survey of state agencies' information systems data collection and procedures for youth and young adults with disabilities. Results were similar to those reported in the national literature and illustrate that differing and individualized support systems are needed with disability needs, manner of school exit, and gender all factors influencing program development and priorities. The study concludes that, important for all youth are the need for linkages, the need for information, the need for planning to occur, and the need to begin planning early. Seven primary recommendations focus on the roles of various state agencies (e.g., the Department of Education, the Department of Rehabilitative Services, and local education agencies) in developing effective transition programs. Five appendices include survey instruments and the Resolution authorizing the study. Contains six references. (DB)

The Research About Teacher Education (RATE) project is an ongoing data collection effort to establish a reliable database about institutions of higher education where teachers are prepared, and about the faculty, students, and programs at these institutions. This RATE study is based on a survey of 91 heads of schools, colleges, and departments of education (SCDEs) and 388 teacher education faculty, and on institutional data concerning 91 schools of education. The study investigated changes in the responsibilities of teacher education methods faculty over time, relationships with P-12 schools, relationship of preservice programs to school reform, education heads' perceptions of SCDE contributions to reform in P-12 schools, progress in teacher education reform, and institutional arrangements to enable collaboration. The study found that about 80 percent of faculty and 80 percent of deans were involved in P-12 schools on a regular basis. Most of that time was spent on traditional functions such as supervising student teachers and providing school-based professional development. There appeared to be considerable initiative taken in SCDEs to pursue these relationships. The majority of faculty and deans reported an increased willingness to engage in cooperative ventures with schools over the past 5 years. The lack of resources to support initiatives in P-12 schools was acknowledged. Most relationships with P-12 schools tended to be negotiated on an individual faculty basis. Appendices list participating institutions and members of the RATE Research Team. (JDD)

The affective domain can be difficult to teach and define and is underactualized in Physical Education (PE) and Physical Education Teacher Education (PETE). Through the lens of Occupational Socialization Theory (OST), affective domain issues are understood as more significant problems within the PE enterprise, starting with PETE faculty members' training and acculturation into PE of decades-old approaches and conceptions of the subject. Literature indicates that Pre-Service Teachers (PSTs) need more experience participating and teaching affective-based curriculum models and pedagogical content like Adventure Education (AE) during PETE. When PETE and thus secondary PE programs are ruled by the hegemonic norm of multi-sport-based activities, they can miss the mark on cultural competency and teaching and assessing the affective domain. By giving PETE PSTs affective-based experiences as participants and facilitators, PSTs may have more holistic perspectives (learning and teaching through all three domains of learning) and may become more culturally competent teachers. This paper provides four strategies to implement AE within PETE programs and requirements of sequencing. As PETE evolves and improves content and delivery mechanisms to meet learners' needs (PSTs and students in K-12 PE), the propensity for change in the enterprise of PE increases as positive benefits of affective-based teaching ripple through generations of new students acculturated into the field every day.

COVID-19 struck the world suddenly and unexpectedly. Since traditional education requires face-to-face communication, to avoid further spreading of the virus a majority part of that education has moved online. Our study attempts to compare the differences between online medical education with a unique course design and traditional face-to-face education. We conducted a retrospective analysis of a total of 4,098 medical students between 2019 and 2020, including two groups of students who received online education and classroom education for the same subjects, respectively. Freshmen enrolled in September 2018 received traditional classroom physiology and pharmacology education in the spring semester of 2019. Because of the impact of the COVID-19 pandemic, freshmen who were enrolled in September 2019 received online physiology and pharmacology education in the spring semester of 2020. The final marks of the two groups of students were recorded and compared. Data on students participating in online discussions, learning, homework, and watching instructional videos were also recorded. There was no significant difference in the final academic performance between the two groups [average mark: 55.93 (online education) vs. 56.27 (classroom education), P = 0.488]. Further analysis showed that student participation rates in online discussions, online learning, and online viewing of instructional videos were closely correlated with final grades in online courses (P < 0.01). In conclusion, our results suggest that the pedagogical effects of online education during COVID-19 were promising, and we provide a well-designed medical online course to inspire further improvements in online education.

Supplementary education, which is different from the formal education system, is more likely to reflect the other form of inequality in educational opportunities through the process of education. In China, supplementary education is generally divided into two sorts: academic-oriented classes and hobby-oriented classes. Using the dataset of China Family Panel Studies 2018 and analysing with the Logit Regression models (LR), this study analyses how gender and sibling structure impact the students' supplementary education participation opportunities. Applying the "resource dilution theory" and "budget constraint theory" in Chinese modern families, siblings might have a competitive relationship with each other in obtaining limited family resources, while parents would assess the lifetime cost of raising a child when deciding the investment in supplementary education. According to the results, an increase in sibling numbers and density dilutes the family resources of supplementary education for each child on average. Females have more opportunities to participate in supplementary education than males, especially in hobby-oriented supplementary education. The "female advantage" is significant in the supplementary education opportunity of the first-born child and the "gender minority" child. This study claims that the family allocation of supplementary educational resources is influenced by economic motives. This study supports both the "resource dilution theory" and the "budget constraint theory" in supplementary education in contemporary China, while the issues of gender inequality regarding family resources allocation seem still remain.