Education & Pedagogy

Describes procedures for mainstreaming multihandicapped children at the elementary level in a program designed to meet children's individual needs while developing positive social skills, self-esteem, communication skills, and daily living skills. Notes benefits for regular education students. (Author/SV)

Estimates internal rates of return on primary, secondary, and university education in Chile between 1960 and 1985. Results show a declining time-trend in rates of return (especially social rates) attributable to expansion of the education system, the shift of labor demand from middle education to primary skills, and increasing real costs of education. Includes 21 references. (MLH)

Analyzes the party politics of religious education within the London School Board in the 1890s. Concentrates on the parliamentary struggle between two London School Board members: Edward Stanley (Progressive Party) and Joseph Diggle (Conservative Party) over the role of religion in education. Includes reactions of the Australian public to the debate. (RW)

Describes a meta-analysis of 41 studies that looked at effectiveness of continuing medical education (CME) for improving physician knowledge and performance; at influence of CME on patient health status; at variables relating to quality of instructional program design; and at effects of intervening variables and threats to validity in methodology and research design. All measured outcomes showed positive effects. (Author/JOW)

This survey investigated caseloads and time associated with assessing, planning, developing, and updating Individualized Education Programs and providing direct and indirect instructional services, for 100 special education resource room teachers and 80 speech pathologists. Special education teachers saw more students during an instructional period and had more meetings/consultations with other school staff. (Author/PB)

Factors influencing 834 Swedish men to participate in organized adult education programs on a life-long basis were studied. Indicators of social origins, cognitive ability, formal youth education, occupational status, job satisfaction, and attitudes toward education collectively explained little of the variation in participation. Factors possibly influencing participation are discussed. (SLD)

Compares employment opportunities for graduates and dropouts of two types of education in the Netherlands, using an estimation model for labor market position (employed and underemployed) in the first years after leaving school. Completed inservice training does not offer more advantageous transition probabilities than full-time education in the long run. Includes 14 references. (MLH)

A survey of teacher education faculty and graduate students (most were practicing teachers) in 44 colleges indicated 66 percent of faculty respondents and 81 percent of student respondents supported increased field experience to improve teacher preparation programs. Less than one-third of the respondents consistently supported increases in liberal arts coursework. (IAH)

A discussion of British higher education policy in the 1980s looks at the relationship between government, public institutions, and citizens in conservative ideology; to what extent this strategy confronts the peculiar traditions and weaknesses of British higher education; and how it compares with other European approaches. (MSE)

Discusses issues affecting the education of migrant students with disabilities. These involve identifying special education needs, promoting communication to ensure continuity of services, addressing students educational needs, preventing students from dropping out, involving parents in students' education, meeting health needs, and training special educators to work with these students. (29 references) (Author/VWL)

Argues that developments in educational research and teacher education, which have yielded many new ideas and procedures, have also yielded a confusing proliferation of educational ideologies. Questions whether the educational enterprise should be autonomous or subservient to prevailing ideology. Examines contemporary European philosophy on the question and considers the consequences for educational studies and teacher education. (GEA)

Describes William G. Perry, Jr.'s stages of student development (dualism, multiplicity, relativism, and commitment within relativism), examining their possible applications to undergraduate music education majors and implications for research. Concludes that the model provides a "philosophical map" of student changes and encourages exploration of how best to promote intellectual development among music education majors. (GEA)

Discussing the importance of the Black aesthetic experience, Curtis examines Black cultural heritage and participatory style, the spiritual, and the creation and recreation of Black music. Advocating multicultural music education in teacher training, he suggests that Black music be studied for its value and contribution to society. Lists five ways to improve awareness of Black music in the classroom. (GEA)

Assesses the historiography of African-American education in terms of its appraisal of the Black struggle for education and its ability to contribute to the emancipation of Black. Evaluates the topical and thematic content and the dominant interpretive stances of three periods: (1) 1890s to the Great Depression, (2) 1930s-1960s, and (3) the late 1960s-present. (GEA)

Describes adult educational program by University College Galway in rural West Ireland, following significant out-migration of young people. Aim is to encourage development initiatives, community participation, and self help. Program includes lectures, seminars, and class projects. Program's successes noted. (Author/TES)