Education & Pedagogy

Findings from a 2-year study of arts education reveal that the first and most important factor in a school district's ability to provide strong arts education is the community's support and involvement. Districts with strong arts education also require a supportive school board, superintendent, and a cadre of principals, teachers, and parents. Sidebars offer some additional suggestions and provide information about the study. (MLF)

Highlights the issues that have shaped the way arts education is being practiced in Australian schools; in particular, how arts education is viewed in a cross-curricular perspective and how the arts relate to the key competencies and vocational education. Recommends that educators advocate the contributions each of the arts make to student development. (CMK)

Investigates the effects of the Structural Adjustment Program (SAP) on the educational systems in Nigeria and Zambia. Reports that SAP impacted the public expenditure on education, the purchasing power of the incomes earned by both learning institutions and their staff, and on access, equity, and quality indicators in education at all levels. (CMK)

The principles of experiential education were applied to a traditional teacher education course through use of a reflective framework that enabled students to study themselves as learners through analysis, synthesis, and theorizing. Reflecting on how they learn empowered students to better manage their own learning and consequently enabled them to develop insights into how to teach. (TD)

Service-learning is a pedagogy that promotes an action research philosophy in early childhood teacher education. Components of meaningful service-learning programs include: (1) clear interrelation with academic goals of the course; (2) student participation in the assessment process; (3) students and faculty becoming part of the community to be served; and (4) regular evaluation of service-learning activities by all stakeholders. (LBT)

Suggests three main reasons for incorporating a global dimension in teacher education. Provides and incorporates principles to inform the development of Information and Communication Technologies (ICT) in curriculum design, and illustrates ways in which teacher educators can proceed. Includes a creative project to facilitate preparing teachers' use of research into ICT in education. (AEF)

Discusses distance education partnering strategies between faculty and academic librarians based on experiences at Louisiana State University (LSU). Highlights include the distance education program at LSU's library school; systems theory; supporting students for effective learning; supporting faculty for effective teaching; skills and abilities needed by librarians; and distance education resources. (LRW)

Private Islamic universities are increasing in East Africa, where higher education is increasingly privatized and diversified. The progressive scholars behind the trend are seeking opportunities for dynamic encounters between Islam and modern secular disciplines. The model is the 11-year-old Islamic University in Uganda, which is now attempting to substantially increase women's enrollment. (MSE)

A response to Kenneth Ludmerer's "Time To Heal: American Medical Education from the Turn of the Century to the Era of Managed Care" examines changes already occurring in American medical education in both preclinical and clinical curricula. Concludes that, while Ludmerer's arguments are warranted, there is evidence of a commitment to change in the current environment. (MSE)

Reviews research on teacher education, focusing on studies of the relationship between student achievement and high school grades, junior college transfers, gender, fraternities/sororities, attendance, student evaluation of faculty, and problems of teaching method in teacher education. (Originally published in 1930) (MSE)

Proposes a renewed focus on parent education in early intervention but urges the development of strategies that are consistent with contemporary family-service concepts, the provision of explicit instruction to service providers in parent education strategies, and research studies on short- and long-term effects of parent education. (Author/DB)

A study of 128 general education teachers found that teachers' efficacy beliefs for instructing students with learning and behavior problems had a direct effect on their perceived success in instructing mainstreamed special education students. Teacher efficacy also mediated the influence of self-perceptions related to the quality of preservice education. (CR)

Recounts how a university/high school program was set up between a college of education and public school professionals--redesigning the teacher education program in secondary English at the University of Georgia was the end result. Cites the problems faced and gives a theoretical framework. Discusses early stages and relationships, as well as teacher research in teacher education. (PA)

Our national focus on school improvement and its relationship to employment is too narrow for American Indian education. School reform strategies must address the linguistic and sociocultural uniqueness of American Indian learners. Native communities and tribes must partner with schools, guiding education from an Indian perspective and creating a holistic and community-owned approach to educating their young. (TD)

Responds to common charges against formal teacher education programs, arguing that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; accomplished performance will develop only over many years of effortful, deliberate practice; and high quality teacher education programs are profoundly challenging, indispensable, inaugural components in developing accomplished performance by teachers. (SM)