Education & Pedagogy

This paper examines formal goal statements for education systems from 43 states to determine the overall context of such statements, governance of education goals, and goals related directly to students and learning. Context is explored by determining who is responsible for developing goal statements, the reasons for articulating education goals, and the general features of goal statements. Education governance goals discussed involve management functions and program objectives. Academic, work-related, self-fulfillment, interpersonal, and societal goals related directly to student learning are also discussed. Although equity, freedom of access, and accountability remain as goals, the paper concludes that more recent statements have emphasized the quality of education and awareness of the importance of higher-order skills. (PB)

Numerous reports calling for reform in education have resulted in trends showing greater emphasis toward practical preparation experiences in teacher education. Many teacher education programs now stress more hours of teacher preparation devoted to professional education curriculum, strengthened and longer clinical experiences, stronger guidelines concerning the qualifications and responsibilities of university supervisors and cooperating teachers, five-year preparation programs, and more field experience. Some educators have expressed concern about the inclusion of too many practical experiences in teacher education programs, objecting that the prospective teacher may be unduly influenced by the ongoing practices they observe during these experiences. A five-page reference list is included. (CB)

The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making informed decisions about language development programs. Several questions associated with bilingual and immersion education are addressed: What is immersion education?; What is bilingual education?; Under what conditions have immersion and bilingual education programs been effective?; What is the potential of modified immersion designs to meet the educational need of minority language students?; and Under what conditions is modified immersion education a viable alternative to bilingual education? A list of references is supplied. (MSE)

This directory lists approximately 175 adult education periodicals published in Africa, Arab states, Asia and the Pacific, Europe, North America, Latin America and the Caribbean, and other international areas. Within each category, periodicals are further divided into the individual countries in which they are published. Each entry may provide some or all of the following information: title, publisher and address, editor(s), language(s), frequency, types of contents, subjects covered, cost, indexes, and complementary services. A title index is provided, and an appendix lists other reference material. (YLB)

Few positive comments about the way the nation prepares its teachers have been made. Many teacher education programs are in disarray due to inept staff and curricula that have not kept up with research results. In addition, many state agencies have set teacher certification requirements that are political in nature. From current analyses of teacher education and recent research on effective teaching and learning, one can derive at least 10 criteria by which to judge the quality of teacher preparation programs. These criteria can serve as guidelines for the redesign of teacher education. In conclusion, the reform of education and the improvement of teacher education must go hand in hand. (BJD)

The document describes the Learning Disabilities and Emotional Disturbance Master's Degree Programs developed at Washburn University of Topeka, Kansas. Fourteen prerequisite and program course requirements are described. Each course description includes: specific course objectives, a general course description, the competencies associated with the given course, the student evaluation procedures, and a selected bibliography. The document also describes the manner in which the Kansas State Department of Education requirments are fulfilled. In addition, special education-related resources available in Topeka are summarized. Courses address such topics as educational research; methods, materials, and curriculum; assessment; behavior management; reading; and issues in modern American education. (Author/CL)

The following questions are addressed in this paper: (1) What should be the goals for teacher education as we move into the twenty-first century? (2) Given the present organizational framework for teacher education, how is change which is responsive to the future needs of teachers and learners possible? How can such changes be planned and implemented? (3) Which components of our traditional model of teacher education need to be re-examined as we plan for change? What organizational patterns are more appropriate for the future? (4) What should be the role of research in teacher education? and (5) How must leaders within teacher education institutions approach change in a proactive, futuristic way? (JD)

This guide on physical education research reference resources was compiled for the use of physical education students and teachers. While it was written to be used by Northern Illinois University library users, much information may be useful to all physical education students who would be doing research using standard basic reference sources available in many libraries across the country. Information is included on: (1) physical education research reference sources; (2) how to locate publications on physical education in the University of Oregon microfiche collection; (3) library computer systems; (4) on-line computer searching; (5) how to use ERIC; (6) the selected test review sources; (7) the Social Science Citation Index; (8) how to locate education statistics; and (9) the location of library materials when not on proper shelves. (JD)

This issue contains abstracts and critical comments for ten mathematics education journal articles, plus an editorial on teacher education needs by Thomas J. Cooney. Two articles focus on problem solving; the remainder concern instruction about and with computers, geometric perceptions, preservice teachers' conceptions of volume, attitudes toward mathematics, time on task, mastery learning and student teams, teachers' conceptions and practices, and small-group interaction. References to mathematics education research reported in "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE) from October through December 1984 are also included. (MNS)

A survey of agencies and persons involved with the education of handicapped students in Alaska was undertaken to examine state practices in teacher certification. A review of the literature on such issues as accreditation, certification, endorsement and competency based certification across the country was performed. Alaska state laws and regulations regarding certification procedures are reviewdd. Results of the surveys supported the need for a statewide special education certification program, changes in recertification requirements, less emphasis on categorical organization of teacher education programs, regular education exposure for special education teachers, examination of certification waiver, more clear articulation of the relationship between inservice training and recertification, and more consumer involvement in Alaska's program accreditation process. (CL)

The 59 articles in this sixth edition of "Annual Editions: Early Childhood Education 83/84" are drawn from several professional journals and present a wide variety of points on the philosophical and educational continuum of early childhood education. Divided into four sections, these points focus on the history and care of young children; terminology; purposes and methods of programming; arguments for particular types of intervention modules and research on their effectiveness; questions of evaluation and teacher training; the varied roles of teachers with children of differing ages, developmental levels, and degree of health or handicaps; changing types of family structures; media influences; and parent education. (MP)

This book provides the motor development knowledge base and program planning procedures for developing the elementary physical education program. Part one is an overview of the motor development knowledge base and includes chapters on growth, how exercise affects children, motor skill development, how children learn motor skills, and psychosocial factors and children's movement. Part two describes developing an elementary physical education program using the information presented in part one. Part three presents ideas teachers can use to be more effective, including effective observation of children and teaching, a plan for developing facilities and equipment, and ways to evaluate a child's performance in physical education. References and a health education unit are appended. (JD)

The authors offer their view of a normative basis for an approach to teacher education that contributes to the establishment of more critical and emancipatory practices in the public schools of United States. These ideas are then linked to the broader tradition of radicalism in teacher education. A variety of conceptual lenses and instructional strategies utilized by radically oriented teacher educators are discussed together with the possibilities for the realization of a radical agenda for teacher education. It is argued that teacher educators need to become much more politically involved in confronting the external conditions that limit the possibilities for reform in teacher education. (Author)

This module, which is one in a series of training packages intended to train educators working with handicapped adolescents and young adults in correctional settings, deals with the U.S. criminal justice system. Addressed in the individual sections of the module are the following topics: the major functions of the criminal justice system, differences in the treatment of juvenile and adult offenders, and the major types of correctional education programs. The module includes instructional design specifications (module title, competency statement, rationale statement, prerequisites); module objectives; evaluation procedures and criteria, learning activities and alternatives; a content outline; references; handouts; overhead transparency masters; and a training evaluation form. (MN)

This information bulletin examines research and practice issues considered critical in resolving the crisis in science education. Analyses are presented of (1) the current reform movement in science education, (2) the changing culture of science, (3) science education research, (4) the rise of the cognitive sciences, (5) science teachers and research, and (6) the issues of science education research. Hurd suggested that a new vision of science education must be developed, implemented, and validated in ways that will be in harmony with the current status of society. A listing of the major issues in science education and explanations of their impact are also included. (ML)