Education & Pedagogy

Addresses the challenge faced by North Dakota tribal colleges in incorporating tribal culture into distance-education courses. Contends that these colleges should seek guidance from local spiritual tribal leaders when researching the history, language, and culture of individual tribes. (VWC)

Provides a brief review of recent education-related issues facing Congress. Discusses attempts to tighten discipline guidelines concerning emotionally disturbed students currently protected under the Individuals with Disabilities Education Act, indecent material and the Internet, school prayer, and criticisms directed at the preference for mediation over civil litigation. (MJP)

Workers' education can facilitate labor relations, raise workers' living standards, and contribute to national development. Nigerian worker education institutions, such as the University of Ibadan, Industrial Training Fund, Administrative Staff College, and National Institute for Labour Studies must work together to improve the country's economic and educational crisis. (SK)

Describes activities of the Office of Student Academic Services that was developed at the University of North Carolina at Charlotte to support the needs of students enrolled in teacher education programs. Pre-enrollment steps, a pre-teacher education program, the teacher education phase, and a post-graduation phase are discussed. (LRW)

Examines the motivations behind proponents of distance education, as well as the potential impact of distance learning upon instructors and students. Curricular subjects and pedagogical styles that may not be appropriate for distance education are considered, and non-monetary costs of distance education are discussed. (Author/LRW)

Presents short profiles of seven distance education programs of varying types, a list of 11 World Wide Web sites concerning distance education, and a bibliography of 26 books and journal articles and four journals about distance learning. (Author/LRW)

Provides an overview of higher education in Italy, focusing on recent changes in admission procedures, high dropout rates, and the introduction of the diploma universitaio, conferred after two or three years of study. Discusses the need for reform and greater efficiencies in Italian higher education. (MDM)

Basic values and beliefs of British education for students with special needs are addressed in terms of "3 R's", i.e., Rights for learners, Responsive pedagogy, and Research for special needs education. Models for addressing these three aspects of special education are offered. (DB)

Notes that contemporary curriculum documents in science education advocate liberal or wide goals, including helping students to understand something of the historical and cultural significance of science. Concludes that courses in the history and philosophy of science are necessary. Contains 54 references. (DDR)

Responses from 53 postsecondary agriculture departments indicated the following: 32 required leadership/management development courses for agriculture majors; nearly half characterized courses as nontraditional; those not offering such courses cited lack of resources or student demand and institutional barriers; and faculty teaching leadership education had traditional agriculture backgrounds. (SK)

Explores the understandings developed by 65 preservice elementary and secondary school teachers from an experience in community service learning for multicultural teacher education. Findings suggest that community service learning for teachers should include more opportunities for reflection and more critical concern for inequity. (SLD)

Investigates observations that teacher candidates majoring in elementary education exhibit a world view very different from teacher candidates majoring in a science discipline while obtaining teacher certification in elementary education. Contains 43 references. (DDR)

The way competence is construed in Britain's National Vocational Qualifications (NVQs) has little use in nursing education because education differs from training. A holistic conception of competence that facilitates critical thinking is preferable to NVQs' emphasis on outcomes over processes. (SK)

Physicians participating in continuing education delivered via interactive video and those in a traditional classroom setting did not differ in their attitudes toward the attributes of content, speaker, and program in the two methods. (SK)

Interviews with 20 women in governmental and nongovernmental organizations in Rio de Janeiro revealed the following: (1) formal education programs lacked courses on gender issues; (2) nonformal education was a potential source of gender awareness; and (3) informal education was the main source of gender awareness. (SK)