Education & Pedagogy

Examines the complexities of postsecondary education for First Nations people in the Yukon. Discusses the importance of maintaining a balance between mainstream and traditional educational goals and values, the role of northern colleges in overcoming the deficiencies of public schooling, and the development of culturally relevant programming at Yukon College. (SV)

Analysis of responses to a British government report on higher education addresses the issue of explicit inclusion of lifelong learning in higher education goals. Examination of the meaning of lifelong learning and the learning society as culture show that the report supports traditional full-time higher education and does not envisage the extended cultural change needed. (SK)

Describes a university-school system partnership to provide high quality education to all students. Examines collaborative efforts of university and school faculty that resulted in a co-teaching model to eliminate separation between classroom instruction and Title I services. Experiences of a classroom teacher and a Title I director are presented, examining implementation of the model for literacy instruction and assessment. (SM)

Profiles the recent history of Tanzania's efforts to educate its people. After describing Tanzania's history and educational policies, the paper discusses school reform in its historical context and focuses on sharing the costs and benefits of education. Examines ideological intent, theoretical merits, and practical limitations of applied strategies, including current controversial reforms endorsed by extranational organizations. (SM)

Examines the relationship between National College Entrance Examinations and political centralism in China's higher education, presenting a history of this system and describing its purposes, characteristics, influence on K-12 education, strengths and limitations, and future. Recognizes how this system serves the political needs of commoners and how the power class contributes to the continuity of political centralism in China. (SM)

Examines how student teachers' roles are changing in Professional Development Schools (PDSs), focusing on three major influences of PDSs on the multiple roles of teacher education students: quality teaching and assessment for all students; extended school-based internships; and changing roles through changing expectations. Results of research on these changing roles are discussed. (SM)

Improving schooling and teacher education will be successful to the extent that educators make the public and budget-controlling authorities aware of the relationship between investment in education and productive citizenship. Until educators become more proactive and willing to serve as "American Reconstructioneers of Culture," our educational institutions will continue to be mediocre. (LP)

Presents evaluations of three video-based distance education programs--Star Schools, the governor of Wyoming's pilot distance learning project, and the Ohio SchoolNet Telecommunity. Discusses some common findings and implications for the future of video-based distance learning, including what can be done to make distance education courses more effective. (AEF)

Discussion of the special education ideas of Lev S. Vygotsky focuses on the application of Vygotsky's cultural-historical activity theory to special education; Vygotsky's views on the nature of handicapping conditions in children; the principles of psychoeducational evaluation of children with disabilities; the issues of compensation, rehabilitation and education of children with sensory and cognitive impairments; and the inclusion principle. (Author/DB)

The current status of special education and possible futures are examined through a true news story of current "reform" efforts in Washington, D.C. schools and in imaginary future news stories reporting on special education as an obituary, an accident, a conversion experience, and a reincarnation. The author urges special educators to reject merging with general education. (Contains references.) (DB)

This article addresses issues of ethics, power, and privilege within the context of educating African American learners with disabilities and gifts and talents, critical issues in education affecting African American learners, and the role of special education teacher educators and special and gifted teacher practitioners as change agents. (Contains references.) (CR)

A teacher education field-based course undertook to foster the beliefs and practices of 28 elementary preservice teachers on inclusion. Candidates discussed dilemma cases about experiences with inclusion in communities of practice, on-campus, and in schools. Themes indicated maintaining a critical stance, questioning one's own assumptions, and recognizing unresolved ambiguities. (Contains references.) (Author/CR)

Includes "Reinventing Agricultural Education [RAE] for the Year 2020" (Vaughn); "Before RAE 2020" (Gibson); "Process with Potential" (Daniel); "New Era in Agricultural Education" (Acker); "New Plan for a New Millennium" (Case); "News from the Western States Consortium" (Bellah, Casey); "Visioning by Region" (Vaughn); "The Local Perspective" (Conroy, Schiebel); and "The Key to Local Program Support" (Chason, Walker-Crawford). (SK)

Presents the responses of six of the leaders in developmental education to questions about the future of the field. Their responses point to three main trends: mainstreaming the developmental courses into college-level, graduation-credit programs; removal of developmental education from four-year institutions; and increased professionalism of developmental educators. Contains 19 references. (VWC)

Analyzes one of the ways the term "literacy" has come to have powerful domination of public conversation about other language issues in education. Discusses the adoption of the Australian Language and Literacy Policy in which a process of divisive naming of literacy and trade languages was inaugurated. (Adjunct ERIC Clearinghouse on ESL Literacy Education) (Author/VWL)