Education & Pedagogy

Claims that structural-adjustment programs, deregulation, and opening of markets may be good for international capital, but such processes increase inequalities, encourage people and countries to over-exploit natural resources, and contribute to reductions in spending on social and environmental welfare. (Author/CCM)

Discusses the distinctions made between hardware and technology as applied to distance education. Highlights include hardware and technology in the planning process, media-delivery systems in higher education, communication in teaching and learning, and new definitions of educational technology. (LRW)

Explains why it is difficult for the majority of bilingual-education teachers to develop teacher-like proficiency in Spanish in the context of the United States. Explores the "subtractive" orientation of U.S. society toward bilingualism that favors replacing the native language with English. (SLD)

Looks at the premises on which peer education is founded and considers whether the approach is the panacea that many claim. Also, describes how positive views of peer education have spread in the absence of any assessment of its premises, and evaluates each of the claims made for peer education. (DSK)

Discusses problems with the inclusion of students with disabilities in general education and characteristics of successful inclusion programs, including real collaboration between special-education and general-education teachers, involvement of parents in the education of their children, and considering inclusion to be a process, not an event. (CR)

A case study of a program to give apprentices access to undergraduate business education at a British university in cooperation with a local chamber of commerce identified these success factors: recognition that modern apprentices are unlike traditional college students and focus on technology, outcome-based learning, personal development, and mentoring. (SK)

Describes a program undertaken by the New Jersey Education Association in partnership with the National Education Association to make three urban schools safer, the "Schools as Fear-Free Education Zones" (S.A.F.E.). Data are not yet available about program success, but early collaboration appears promising. (SLD)

Discusses the transition to democratic government in the Republic of Latvia and the role of civic education in that process. Describes Latvia's history and demography, the Latvian constitution and government structure, the process of democratization, and the role of civic education organizations like the Democracy Advancement Center. (DSK)

Indicates that, after considerable interest in the 1960s and 1970s, religious education and catechetical programs at Catholic colleges are currently being discontinued or downsized. Argues that there is a great need for religious educators trained in catechism. Describes three cooperative programs between colleges and churches to fill that need. (AJL)

Describes three policy initiatives in Taiwan related to adult and community education: Five-Year Scheme (1992-96), Lifelong Learning-oriented Middle Stage Adult Education Development Scheme (1996-present), and the Whole Construction of Community. Discusses ways to bridge the policy-practice gap and increase participation in policy formation. (SK)

The educator's job is, in part, to reorient the student toward the truth and to encourage further cognitive development. Book VII of Plato's "Republic" outlines a curriculum that can orient the student toward truth. The curriculum outlined by Plato still forms the basis of much liberal arts education. (SLD)

Raises a number of questions about knowledge generation from mathematics education and the nature of pedagogical information in the field. Considers two main activities within the realm of mathematics education: (1) pursuing investigations to improve instruction and (2) redefining the boundaries of mathematics as a subject. (DDR)

The Tri-State Initiative is a collaboration for service learning linking the Iowa Department of Education; Minnesota Department of Children, Families, and Learning; and the Wisconsin Department of Public Instruction. Six demonstration schools are restructuring using service learning methodology. (SK)

Provides an overview of an antiracist education teacher study (with an emphasis on the Midwestern region) and examines the ability of teachers to survive, thrive, and make a difference by participating in antiracist education programs. Interviews with participants highlight the program's impact and successful implementation. (GR)

Asserts that intelligent believers and nonbelievers share similar doubts and ethical commitments. Argues that education conscientiously taught for intelligent belief and nonbelief would result in greater communication between the two groups. Explores several curricular topics designed to illuminate and develop this thesis. (MJP)