Education & Pedagogy

Traces how the meaning of "skill" has broadened considerably since the 1950s by examining relevant policy literature and the central, "re-defining" role of the (British) Manpower Services Commission and Further Education Unity in the 1970s and 1980s. Recent usage seems compatible with a low-skill economy. (Contains 71 references.) (MLH)

Presents data demonstrating the disproportionately low numbers of female technology teachers, teacher educators, and students in British Columbia. Discusses recruiting inequities, history of gendering in industrial technology classrooms, and resistance to gender-specific interventions. Outlines a technology education curriculum for all students. (Contains 103 references.) (SK)

Notes that inclusion of special needs students in regular classrooms requires that regular and special education teachers share goals, decisions, classroom instruction, assessment, and responsibility for students. Examines the benefits of this collaboration, the role each teacher plays, planning for effective collaboration, and teacher education and professional development in the context of this collaboration. (HTH)

Examines the connection between higher education and economic development in Massachusetts. It appears the elite model of the world-class research university sparking numerous industry spin-offs has been joined by newer, diffusion-oriented models of academic outreach that extend from the community colleges into the workplace, even into elementary and secondary schools. (Author/MSE)

Asserts that governance of U.S. schools is decentralized, and extremism not a part of the curriculum. However, American schools would be more effective if students understood their place and behaved more politely, if trying hard were routine behavior, and if public education were more highly valued. (23 references) (MLH)

Talks with Dr. Barbara McIntyre, Professor Emeritus, internationally known educator in the field of drama education about her own teacher preparation and early teaching experiences; how teaching in a one room school laid the foundation for her philosophy of drama education; major changes in the field of drama education; children's theatre and teacher education; and highlights of her career. (SR)

Explains the concept of least restrictive environment (LRE) and explores the ways in which it fits and does not fit gifted education. The paper discusses LRE as it relates to special education and to gifted students, investigates whether separate education hurts gifted students, discusses gifted students and the equitable society, and looks at the future educational environment for gifted students. (SM)

Uses stories of 19th-century people to demonstrate how art education contributed to their ability to find work and to ideas about gentility. Argues that while the ideology of gentility claimed to transcend class, it was bound to middle-class formation and gender stereotypes. Reflects on how "gentility" continues to influence art education. (DSK)

Examines the work of 18th-century educational reformer Anna Barbauld. Traces her links to other radical reform circles including the dissenting academy of Warrington, radical circles in East Anglia, Stoke Newington, the publisher Joseph Johnson, and Joseph and Mary Priestly. Discusses the impact of these groups on early 19th-century education. (DSK)

Analyzes whether giving up studies in higher education is considered a pivotal point wherein an educational career may change course. Reveals that in Finland the status-oriented inheritors of the societal elite do best on the higher education internal and external transfer market. Raises questions about equality between educational units. (CMK)

Describes how mathematics-and-science-education specialists in Arizona examined their programs to determine avenues for reform. Employs both qualitative and quantitative research methods to explore five areas pertaining to initial certification programs in mathematics and science. Concludes that various components of initial certification programs may not be consistent with national reforms in mathematics, science, and teacher education. Contains 17 references. (Author/ASK)

Compares the science locus of control and the past science experiences of a group of preservice teachers who had declared an academic concentration in science with elementary education majors in general. Finds that the science-concentration group reported more favorable science experiences from kindergarten through college. Contains 14 references. (Author/WRM)

Examines the relationship between education and marginalized social groups with respect to the labor market. Argues that problems in these markets are structural, so they will not disappear in the current period of economic recovery. Discusses the contribution education can make toward solving these problems, as well as its limits. (DSK)

Offers a critical reinterpretation of the development of Finnish popular adult education from 1890 to 1939, a period marked by great turbulence. Breaks with traditional analyses by presenting a sociohistorical contextualization of the conceptual relations expressed in ideological discourses and cultural practices associated with popular adult education of the period. (DSK)

Teaching science is justified by linking scientific ways of thinking with the advancement of democratic society. Claims that science education must reflect the ways in which the theories and practices of science are constrained by the real world. Presents three goals of science education that can help defend it from antiscientific criticisms. Contains 44 references. (Author/WRM)