Education & Pedagogy

A study of the approaches to learning of adult students in nine United Kingdom colleges of further education found them qualitatively different from those of traditional students as determined by a previous study. Results suggest that adult education courses may inculcate an educational culture inconsistent with the dominant culture in mainstream higher education. (MSE)

Between the 1982-83 and 1991-92 school years, state and local education revenues increased 39.1% (after removing price increase effects) and 27.8% on a per-pupil basis. Examines revenue variations among states. The growth of real personal income per pupil is a good measure of how much a state's economy expanded in relation to the growth of demand for education. (22 references) (MLH)

The international education industry is thriving now that Western education systems have recognized the money-making potential of behaving "charitably" toward education in developing countries. This "confessional" examines whether consultants and workers in nongovernmental organizations are providing genuine leadership and assistance to these countries. Consultants must eschew simplistic approaches, realize the limitations of foreign language interpretation, and focus on participants' needs. (11 references) (MLH)

Notes business studies lecturers in the United Kingdom (n=244, 40% response) do not believe the exclusive aim of their programs is for business. Suggests there are distinct academic and professional traditions with which attitudes toward aims and knowledge are linked, and that perceptions of business programs as strictly vocational may be misplaced. (SK)

Traces the history of the idea of a general education' from the reforms of the 19th century through the Soviet system to its current incarnation. Originally conceived as an investment in the economic future of the country, it developed into an educational counterweight to the growing professionalization of instruction during the Soviet regime. (MJP)

Examines the changing social character of upper secondary schools (noncompulsory education, generally regarded as a stepping stone to university) in England. Previously, upper secondary students tended to be academic high achievers, however, a shrinking job market has created an influx of working class youth. (MJP)

Argues that the United States always has possessed a unified political culture (representative democracy defined by compromise and consensus) and a fragmented ethnic and social culture. Claims that concerns about the divisive effect of multicultural education confuse the two realms. Suggests some curriculum topics that address both ideas. (MJP)

To help future teachers understand how problems of poverty, abuse, and indifferent medical care affect children's learning, the elementary education faculty at SUNY-College at Oneonta (New York) instituted a new graduation requirement called "Early Field Experiences." Elementary education majors must complete 40 hours of field observations in various service agency and school settings. (MLH)

Successful professional development schools are characterized by shared decision making among stakeholders; exemplary educational programs; culturally responsive teaching; coaching as a professional development tool; a set of proficiencies that guide curriculum for future teachers; emphasis on technology to facilitate student, teacher, and teacher educator learning; and encouragement of scholarly inquiry. (IAH)

Maintains that a paramount task of religious education is to expose and redress social injustice. Identifies two of the most pervasive problems as sexism and racism. Argues that, because of their theological authenticity and influence, religious educators are in a unique position to effect social change. (MJP)

Examines current interest in computer technology in education, posing important questions to consider (what computers offer, whether technology use is consistent with contemporary learning theories, whether technology effectively promotes change, whether technology is synonymous with good teaching, whether technology promotes critical thinking, and how much information is appropriate and tolerable). (SM)

Argues for the importance of teachers developing knowledge and skills related to curriculum development, action research, staff development, and collaboration to find unique solutions to the specific needs of language minority students. The paper examines how to incorporate such training into preservice teacher education for teachers of language minority students. (SM)

Paper describes two assessment projects that provide examples of how preservice physical educators design, implement, and understand assessment, focusing on formative assessment. A volleyball project occurred in a middle school where students had physical education twice weekly. A gymnastics project occurred in an elementary school where teachers saw students weekly. (SM)

Highlights the importance of teacher education that places preservice teachers in the classroom for extended time periods before they engage in education courses, demonstrating how a teaching approach that acknowledges and builds upon early experiences can have positive results when preservice teachers take ownership of their own professional development. (SM)

Describes a teacher education program that provides multiple opportunities for preservice teachers to construct and reflect on learning to teach. The program emphasizes helping teachers to see themselves as learners, as teachers of content, and as researchers. Examples of course work and assignments that reflect a constructivist perspective are described. (Author/SM)