Education & Pedagogy

The module described in this document is part of a series of instructional modules on sex-role stereotyping in education. This document (including all but the cassette tape) is the module that explores the myths and stereotypes that have limited women in the world of work. The material provides suggestions for helping students expand occupational interests and make career decisions that go beyond traditional job aspirations. (Author/MLF)

This curriculum guide for health education from kindergarten through high school contains course objectives, content outlines, resource suggestions, and classroom activities appropriate for each grade level. The following units of study are included: 1) consumer health, 2) dental health, 3) environmental health, 4) family health, 5) mental health, 6) nutrition, 7) personal health, 8) disease prevention, 9) safety, and 10) drug use. (JD)

AN ANNOTATED BIBLIOGRAPHY CONTAINS 21 INDEXED ENTRIES, MOSTLY WITH ABSTRACTS, ON SUCH ASPECTS OF PROFESSIONAL CONTINUING EDUCATION AS MEDICINE, LAW, MANAGEMENT DEVELOPMENT, THEOLOGICAL EDUCATION AND PASTORAL COUNSELING, VOCATIONAL COUNSELING, SOCIAL WORK, AND EXTENSION WORK, TOGETHER WITH PARTICIPATION, MOTIVATION, EDUCATIONAL NEEDS, EDUCATIONAL METHODS AND MEDIA, AND CAREER OPPORTUNITIES FOR COLLEGE TRAINED WOMEN. (LY)

Eighty-six journal references cite games to promote multicultural education in elementary and junior high schools. The games are divided into the following curriculum areas: (1) social studies, (2) reading, (3) math, (4) language arts, (5) speech, (6) science, (7) health and safety, (8) home economics, (9) physical education, (10) music, and (11) miscellaneous. (MK)

This list of environmental education programs was compiled to assist Pennsylvania school administrators in the development of their K-12 environmental programs. The publication is a directory of school district programs and college and university programs. The list also includes programs offered by four environmental or nature learning centers in the state. Each program is briefly described and the names and addresses of each of the directors is listed. (AJ)

The document provides guidelines intended for: (1) the preparation of secondary level chemistry teachers; (2) the publication of texts; (3) sponsorship of workshops, summer conferences, and institutes; and (4) the continuing education of teachers. The guidelines emphasize: pre-service preparation; necessity of continuing education; laboratory-centered secondary programs; and the responsibilities of secondary chemistry teachers, teacher educators, state and national agencies, and industry. (SL)

The competency-based teacher education program presented here focuses on special education and the severely handicapped. Specific requirements are set forth concerning the following curricular areas: the severely handicapped child, student teaching the severely handicapped, and teaching strategies for the severely handicapped. Twenty-four specific requirements are established, and goals and objectives are included along with forms for teacher evaluation of competencies. (DS)

This article describes how the current Greek sport-education context seems to offer relatively poor dual-career support in comparison to other available structures in the world. This results in additional obstacles for Greek athletes who wish to educate themselves and an ambiguous prospect for their future. Consequently, the Greek sport-educational context raises serious doubts whether high performance sports and education are compatible.

Over the period of this journal's life the education of adults has been changed and developed in a wide variety of ways: the same phenomenon--adult learning--has been given a variety of meanings and the education of adults has assumed many titles. The aim of this paper is to unravel some of the changes that have occurred in this field during this time.

The United Nations Decade of Education for Sustainable Development (DESD) drew to a close at the end of 2014. People ask: What happened? In broad brushstrokes, the author describes activities of the DESD in the formal and nonformal education sector of the education community. The author also identifies some enablers and barriers to advancing Education for Sustainable Development during the DESD.

This article discusses some of the generalized analyses of adult learning education, mostly informed by technocratic thinking, highlighting perceived trends in adult learning education between CONFINTEA V and CONFITEA VI. Those trends could be understood as challenges. Employing a political sociology of adult learning education as a critique of instrumental reason is advanced.

The popularization of higher education largely impacts the balance of the supply and demand of the China higher education market. Starting from the basic concepts of the supply and demand of higher education, the actuality and influencing factors of the supply and demand in China higher education market are analyzed in this article, and corresponding advices and strategies about the sustainable development of Chinese colleges are proposed.

Inclusive education refers to including all the people to realize the democracy, justice and diversity of education. Inclusive educational idea means to make all the students have equal opportunities in enjoying high-quality education and make every student have all-round development, reflecting the yearning for the education without exclusion and discrimination of people from different countries, nationalities and beliefs. Inclusive educational idea should be spread widely and put into effect.

This paper explores the question, should we integrate mathematics and science in reforming science education? As science, especially physical science involves mathematics, and both subjects involve process skills, integrating science and mathematics methods courses might be a way to improve science education. Considerations and recommendations for mathematics and science integration are addressed.

Recent writing on Higher Education has seen much policy and practice attributed to the advent or impact of neoliberalism. This paper examines the origins and meaning of the term, its application to Higher Education and Higher Education research, and the issues and critique that have been raised in this context. It is argued that neoliberalism is just one more in a whole series of 'fright terms' used in an attempt to galvanise opposition and resistance to the current directions of Higher Education policy and practice.