Education & Pedagogy

Discusses the Reality Based Multicultural Model (RBMM) created for Minnesota's teacher education programs to ensure that the preservice teacher interacts with diverse student populations and demonstrates competence in each of six program components. The RBMM requires that preservice teachers complete a field experience in a culture other than their own. (SLD)

This study described the teacher education experiences of a diverse group of early childhood majors. Periodic interviews with Black, White, Asian, male, female, heterosexual, and gay students highlighted their feelings about their teacher preparation experiences, diversity in education, field experiences in urban/suburban schools, and special pressures not to teach. (SM)

To explore the implications of recommendations from national reports on teacher education reform, a university course was designed for teachers using practical inquiry to structure the use of craft knowledge, collaboration, and reflection. Participating teachers reported that they gained confidence in their teaching choices through the course. (Author/SM)

Examines changes in the positions and concerns of South African sociologists of education as they move from an oppositional status to a more ambiguous space. These sociologists now face the prospect of choosing between criticism and reconstructive efforts. Reviews themes and issues related to this conflict. (MJP)

The history of comparative higher education for purposes of policy analysis is chronicled from its origins in comparative political science and public administration. Methodology is discussed, and some recent studies are examined. It is concluded that comparative higher education has not gone far beyond the descriptive stage, and must take advantage of analytical frameworks from other disciplines. (MSE)

Notes that over the quarter-century of the Council for Economic Co-operation and Development's Program on Institutional Management in Higher Education (IMHE), study of higher education has developed considerably. New disciplines have emerged, new ideologies have altered perspectives, and higher education's priorities continue to change. Implications of these changes for higher education's direction are discussed. (MSE)

Describes the College of the Menominee Nation, a partnership between a tribal college and the University of Wisconsin. The College is a two-year tribal institution that encourages Menominees to obtain postsecondary education without leaving the reservation. A "2+2" articulation agreement is designed to increase the number of Native-American teachers for Menominee students. (SLD)

Reports on a study of attitudes of U.S. voters regarding diversity and diversity education in higher education based on telephone interviews with 2,011 voters. The majority support diversity education in general and specific programs under this heading. Support is strongest among 18- to 30-year olds and self-described liberals. (SLD)

Examined whether the Teacher Concerns Questionnaire-Physical Education (TCQ-PE) was representative of concerns of British and Belgian preservice and inservice physical educators. Preservice and inservice secondary-level physical educators completed the TCQ-PE before and after student teaching. Neither Belgian nor British data predicted the TCQ-PE model, and there may have been a cultural-context effect. (SM)

Authors Elliot Eisner, Ivan Illich, and Aldous Huxley take similar positions about language in education, professing that schools limit student access to an adequate range of learning opportunities, resulting in narrow definitions of literacy and education. Examines Eisner's attitude about curriculum balance, Illich's beliefs about tools for conviviality, and Huxley's stand on language and knowledge, noting implications for the curriculum. (SM)

Examines issues inherent to the gap between the home and school cultures of Native Hawaiian students, focusing on: developing an understanding of present dilemmas in Hawaiian education; reviewing related research; describing initiatives in K-12 curriculum development and teacher training; and identifying implications for policy and reform issues in the future. (SM)

Responds to Goodlad's article on teacher education's journey over the past century and its current malaise, suggesting that the rest of the journey is up to teacher education faculty, their university colleagues, and partners within communities and schools who must work to improve education. Describes Massachusetts' experience in attempting to improve the competence of preservice and inservice teachers. (SM)

Describes the major characteristics of elementary school education in rural China and the problems that confront rural educators. Discusses student-teacher relationship, classroom management strategies, principal and teacher roles, differences between urban and rural education, economic influences on rural education, and challenges for rural educators in China. (Contains 20 references.) (TD)

Describes the Milwaukee Teacher Education Center (MTEC), a new system of alternative preservice and inservice teacher education which meets the needs of the Milwaukee Public Schools and prepares teachers to succeed with children in poverty within an urban school district. The paper discusses what works in preparing urban teachers and explains how the MTEC functions. (SM)

Explores the development and status of earth-science education in the United States. Compares the U.S. case with those of Israel, England, and Wales. Discusses the need to share common concerns and visions between cultures and communities. Contains 45 references. (Author/WRM)