Education & Pedagogy

Describes five dimensions of multicultural education, focusing on the knowledge construction process in order to show how the cultural assumptions, frames of reference, and perspectives of mainstream scholars and researchers influence the ways in which academic knowledge is constructed to legitimize institutionalized inequity. (Author/SLD)

Discusses the importance of ongoing adult education, summarizing four books that provide a comprehensive guide to the themes and concerns of contemporary adult educators, considering various issues raised in the books (borders and boundaries of adult education, impact of economic restructuring, and emphasis on learning) and examining how the scholarly development of adult education is captured in the books. (SM)

Reviews research on literacy skills and demographics of welfare recipients, characteristics of adult basic education programs, and literacy program goals and outcomes under welfare reform. Notes that, although educational credentials or training dramatically improve employment outcomes, welfare reform deemphasizes education and training. (SK)

Outlines as a goal for the field of educational anthropology the study of how education after compulsory schooling is interpreted by its diverse participants. Suggests the study of acquiring educational credentials as another area that warrants exploration in the ongoing study of how postsecondary education helps to structure society. (SLD)

Based on the survey responses and transcripts of students with disabilities, examines these students' representation in, access to, and persistence in post-secondary education. Also includes early labor outcomes and graduate school enrollment rates among college graduates with disabilities. (Author)

Teachers' eyes glaze over when conversation turns to how international trade agreements might affect public education. Industry Canada says GATS (General Agreement on Trade in Services) will open up new markets in postsecondary education without damaging elementary/secondary education. MAI was deflected, but WTO agreements pose threats. (MLH)

Discusses a process in which stakeholders in a community can engage to advance their thinking about beliefs regarding education and ideal visions of education, as a first step toward educational reform. Also presents some beliefs about education that include the roles of students, teachers, parents, administration, and the community. (LRW)

Argues for the reorganization of medical education around professional values such as those delineated by the American Association of Medical Colleges' Medical School Objectives Project. Suggests that, if this is not done, managed medical education will follow existing models of corporate managed care and managed research to lower the costs of transmitting medical knowledge and skills. (DB)

Provides a history of the National Council of Teachers of English's guidelines which are put forth every 10 years. States that before 1986 the guidelines served mainly the function of informing graduate and undergraduate programs of principles to build or modify programs in English education. Questions who shall control teacher education in the future. (PA)

With the demand for higher education increasing rapidly worldwide, the advent of new technologies and international collaboration offers new solutions and challenges. Presents facts about multinational and distance education, examining problems and challenges this raises, and stressing the importance of analyzing the new realities, both positive and negative, of these enterprises. (SM)

Discusses issues present in early childhood music education, including the role of parent involvement, a balance between spontaneity and structure in the learning environment, the certification requirements for early childhood teachers, and educational research. Provides resources for early childhood music education. (CMK)

Explains that an important relationship exists among democracy, visual technologies, and education. Stresses that one of the essential responsibilities of art education must be to teach students about the power of technological imagery and how to use that power for democratic forms of expression. (CMK)

Provides background on decision making in curriculum planning and examines attempts to reform teacher education curricula in China that seek to (1) reformulate a proper balance between academic and professional knowledge and (2) respond to new market demands. (CMK)

Describes how socio-politcal changes have affected civic education in Chinese Mainland, Taiwan, Hong Kong, and Macau in the post-World War II era. Analyzes the elements of nationalistic and democratic education in the formal curriculum. (CMK)

Focuses on the uneasy relationship between science and environmental education. Argues that science probably offers the strongest justification for the adoption of pro-environmental behaviors and policies, but that the relationship between environmentalism is strained by conflicts over fundamental values that are apparent in the interpretation of the precautionary principle. (Author/SAH)