Education & Pedagogy

This report contains the recommendations of the Physician Consortium for significantly improving medical education and training to enhance the physician's role in early identification, treatment, and prevention of substance abuse. In addition, the consortium subcommittees report on their examination of substance abuse treatment needs of ethnic and racial minority groups and on the unique training needs that are especially germane to the care of adolescents and children. Recommendations address the need for changes in undergraduate medical education, graduate medical education, and continuing medical education; they also focus special attention on the concerns of adolescents and children and the multicultural issues in substance abuse education and training of physicians. The report concludes with background information on the problems of substance abuse in general and on certain specific substances--cocaine, marijuana, alcohol and tobacco products--in particular. Contains 32 references. (GLR)

This book provides an overview of the educational events and ideas that emerged in Australia during the years 1960 to 1985. It offers a comprehensive view of Australian education, covering all levels from kindergarten to university. Focusing on the remodelling of curricula and the teaching process, the book describes and assesses the "curriculum revolution," an effort by educators to raise the quality of life in Australia. In an examination of the relationships between political, social, and cultural change, on the one hand, and educational thought and practice, on the other, chapters present information on the following: federal government initiatives, public examinations in secondary education, the development of Technical and Further Education (TAFE), tertiary education in transition, education for a multicultural society, education for the disadvantaged, changes in preschool and primary education, the development of curriculum style, and the growing politicization of educational administration. Fifty-three figures are included. (LMI)

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs in business education offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program. Standards are mandated by Florida law. Each program course standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: major concepts and content, laboratory activities, special notes, and intended outcomes. Student performance standards are listed for each intended outcome. For secondary job preparatory programs, courses are designated with student performance standards listed for each course. Program and course standards are based upon competencies required for entry, advancement, and upgrading in occupations in business. Competencies in the following areas are covered: management and personnel, accounting, data processing, clerical, secretarial, court reporting, material processing, and word processing. (KC)

This paper describes the importance of the CIVITAS@Prague meeting in June 1995. The conference provided a much-needed look at the role of education in the future of world peace. This international conference of educators is likely to affect world history in the obvious ways that international meetings of diplomatic, military, or financial leaders do since it underscores the role that civic education can play in promoting democracy and peace in the world. Explanations are given about the significance of the term "civitas" and of the location of the meeting in Prague (Czechoslovakia). The paper explores the contributions of the National Standards for Civics and Government, and its predecessor volume: "CIVITAS: A Framework for Civic Education." The organizing questions and topics needed in civics education courses and how undergraduate education needs to address the need for civic education at the university level also are examined. (EH)

This annotated bibliography consists of 76 entries dated 1975 through 1988, describing publications in the area of distance education and the Native learner. The bibliography represents one phase of a project entitled "Native Priorities for Distance Education," with the goal being the participation of Native peoples in the planning and implementation of distance education for Native communities in Northwestern Ontario. The emphasis of the coverage is the cultural aspects in designing distance education programs for Native learners. The information is divided into four categories: (1) community involvement and self-determination; (2) learning styles and teaching strategies; (3) distance education and use of technology; and (4) existing programs. The entries include journal articles, workshop reports, organization reports, dissertations, books, and conference presentations. Each entry includes author, title, publisher, publication date and an annotation. The information is not considered exhaustive and it is intended that the development of this bibliography will be an on-going project. (LP)

These studies of the involvement of women in higher education in China, Nepal, and the Philippines provide a common framework for analysis. Each study is organized around five broad areas: socio-cultural factors, politico-economic factors, ideological factors, legal factors, and infrastructural factors. An analysis of the progress of women's participation in higher education presents, for each country, national statistics on the involvement of women in the higher educational system. An examination of socio-cultural factors affecting female participation in higher education attempts to identify and analyze factors that are inherent components of a social system and that influence women's participation in higher education. Significant policies, programs, and strategies for women's participation in higher education are outlined. An in-depth examination of empirical case studies that investigates the phenomenon of women's participation in higher education against the backdrop of the statistical profiles is discussed. Each study offers conclusions and recommendations. Tables of data appear throughout the studies. (DB)

This information bulletin presents data collected from 41 state education agencies concerning categorical and noncategorical certification of special education teachers. Part 1 is a state-by-state profile of the certification of special education and related services professionals that serve students with special needs. Each state listing provides information on areas of certification, other special education teacher approvals, other special education personnel reported, and name and address of a contact person. Part 2 examines trends in the data provided, such as the use of terminology and changes in certification practices for specific disabilities. A preface analyzes the data, finding that only 4 states (of 41 responding) reported truly noncategorical certification, while 20 considered their certification to be noncategorical but issued certificates in some specific areas, and the other 17 respondents specified categorical certifications. Of the states that reported, early childhood special education is issued as a separate certification in 21 states. (JDD)

In Pakistan female students and teachers have much less access to education, both geographically and academically, than their male counterparts. For rural areas this inequity is even more severe. In light of the national government's policy to universalize primary education, the most critical shortage in the education system is for properly trained teachers, especially rural female teachers for rural schools. The concept of the project proposed in this paper is based on a balanced, innovative, and optimal use of a multi-mode and open learning system aimed at motivating female students to enter the teaching profession, particularly females in rural areas. The project promotes open learning systems using a conventional teacher training system, distance education, non-formal education, and a mix of these systems depending on the situation and clientele needs. A list of roundtable participants is attached. (IAH)

This booklet profiles 10 former participants in adult basic education (ABE) and literacy programs who have gone on to build successful lives and careers and have been designated outstanding adult students by the Pennsylvania Association for Adult and Continuing Education. The men and women selected as award winners were sponsored by the following Pennsylvania ABE, literacy, and vocational rehabilitation programs/agencies: Greater Pittsburgh Literacy Council, Mid-State Literacy Council, Intermediate Unit 10 Development Center for Adults, Clarion County Literacy Council, Cumberland Valley School District, Northwest Tri-County Intermediate Unit, Luzerne Intermediate Unit 18, Tuscarora Intermediate Unit Adult Education and Job Training Center, Eagleville Hospital, the Lighthouse, and the Center for Literacy, Inc. Each profile includes information on the following: award winner's level of formal education before enrolling in an adult education program, the obstacles and/or personal/physical problems overcome by the individual, career progress and/or community activities since completing the adult education program, and continuing involvement (if any) with ABE or literacy education. (MN)

Published criticisms that have been leveled against multicultural education in the United States are reviewed, and their implications for the field's development are discussed. The majority of critics either deem multicultural education too radical, or they argue that it is too conservative. Conservative critics usually argue that multicultural education lacks intellectual rigor, is not founded on sound theory, and does not address the real causes of underachievement by minorities. Many of their criticisms seem to arise from the unease white America seems to feel about its own future. Radical opponents criticize multicultural education for embracing an individual mobility more than collective advancement and structural equality. In answering both types of criticisms, multicultural education must assert itself as a shift in decision-making power in education away from dominant groups and toward oppressed groups. Supporting theory must be strengthened, and multicultural education must be sold to the general public if it is to succeed in effecting change. (Contains 129 references.) (SLD)

This twentieth edition of the Directory of Approved Programs has been updated to reflect the numerous changes in each recognized institution's approved program listing. The directory lists state approved programs for the preparation of education personnel in Illinois. Addresses, telephone numbers, and contact persons for each institution are listed. The data are provided in 11 sections: (1) alphabetical listing of recognized institutions and approved programs with listing of specific curriculum areas; (2) approved early childhood education certificate programs; (3) approved elementary (K-9) certificate programs; (4) approved secondary (6-12) certificate program areas; (5) approved special (K-12) certificate program areas; (6) approved special education areas for the special (K-12) certificate; (7) approved school service personnel certificate programs; (8) approved administrative credit certificate programs; (9) approved transitional bilingual certificate programs; (10) geographic location of Illinois institutions recognized for teacher education; and (11) special programs offering alternatives for individuals with degrees. (JLS)

This edition of "Network" reports on state-level activities to increase diversity in the teaching force and to prepare teachers to work with increasingly diverse student populations. The studies took place in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. An overview and information on recruitment, preparation, credentialing, and contacts are provided for each state. In general, state agencies such as legislatures, higher education governance boards, and State departments of education are using a number of strategies to address diversity in teacher education. These include: (1) systemic approaches to teacher professional development; (2) multicultural courses in teacher preparation curricula; (3) financial incentives such as tuition waivers and fellowships; (4) counseling and other support services in higher education institutions; (5) encouraging collaboration among school districts, higher education institutions, and/or state education agencies; and (6) increasing the number of teacher education faculty members from different language, ethnic, and racial groups. (ND)

Current research literature on the education of language minority students in the United States is reviewed as it relates to the Bilingual Education Act of 1994 (Title VII of the Improving America's Schools Act). The review specifically examines these areas of concern: language diversity in the United States; limited English skills, poverty, and education; challenges for limited-English-proficient (LEP) students; the special status of Native Americans; teacher training and the role of higher education institutions; Title VII instructional programs; promoting high standards and bilingual skills; the national need for language resources; educational technology and LEP students; parent involvement; improving research, evaluation, and data collection; goals of the Title VII program; Title VII and equal educational opportunity; and capacity-building for language-minority education. Contains a glossary and 124 references. (MSE)

This assessment kit has been designed to assist local school districts in Michigan in evaluating their vocational education programs for compliance with Title IX. The information that is collected and tabulated can be used by the districts in planning efforts to achieve Title IX compliance and sex equity in vocational education. The assessment kit includes worksheets, checklists, and surveys that will gather information in the following areas: (1) high school and area center student vocational education enrollments by sex, by class, and by program area; (2) staffing patterns--districtwide, at the middle school and high school, and within the vocational education department; (3) vocational education program requirements; (4) potential barriers in the physical facility; (5) resources and materials that support recruitment or retention of nontraditional students in vocational education; (6) other recruitment and retention efforts; (7) student perceptions and concerns regarding vocational education programs; and (8) Title IX awareness (including sexual harassment). (KC)

This collection of articles, based on the 1993 annual consultations between the Society for Research into Higher Education (SRHE) and The Staff College (Bristol, England), examines the nature of franchising (partnerships) between further education (vocational and continuing education) and higher education institutions in the United Kingdom. The articles are: (1) "Introduction" (Sue Brownlow and Heather Eggins); (2) "Setting the Scene" (Susanne Haselgrove); (3) "The Nature of the Higher Education Experience" (John Kingman); (4) "Second Generation Franchising: Widening the Partnership Network" (David Morris); (5) "The Validating University and Associated Colleges: The Evolution of a Relationship" (Jennifer Bone and others); and (6) "HE/FE Partnerships: Redrawing the Boundaries" (Jean Bocock and Peter Scott). Three workshop sessions are summarized These focused on the strengths, weaknesses, opportunities, and threats of partnerships; learning support, resources, and quality; and recommendations for future further education/higher education partnerships. (MDM)