Education & Pedagogy

This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues relevant to special education for Native American children. Issues and problems were in the areas of: (1) gifted and talented education, including lack of services due to financial problems or racial bias among educators, exclusion of gifted children from services due to culturally biased standardized tests, and parent participation; (2) education of handicapped and learning disabled students, including misdiagnosis of language problems as learning deficits and misdiagnosis and inappropriate placement of students who are performing poorly due to family problems or cultural barriers; (3) the shortage of Native special education teachers and the inaccessibility of teacher education programs to most reservation American Indians; and (4) difficulties with Bureau of Indian Affairs guidelines on exceptionality and standardized tests, and inadequate funding for textbooks. Also discussed were successful programs and strategies that motivate gifted students, provide a summer college experience for gifted students, provide handicapped students with peer helpers, expand accessibility of higher education for students with disabilities, and use local elders to help with exceptional children in the classroom. Recommendations are made for school improvement strategies. (SV)

This digest reviews the concepts of "culture" and "multicultural education" and advocates multicultural education for rural schools. Culture applies to any group with coherent norms and traditions that help members engage the world around them. Multicultural education seeks to create an environment in which students can understand, respect, and ultimately value cultural diversity. Multicultural education in rural schools merits attention for several reasons, including the changing character of rural life and educational needs and the increasing ethnic and cultural diversity of American society. Three considerations bear on making multicultural education work in rural schools: (1) to reduce cultural isolation and to gain a multicultural perspective, students should first learn about their own culture in order for them to understand and respect other cultures; (2) school practices to address cultural diversity are varied, but attention to the following areas are critical for success--mission, staffing, curriculum and instruction, home and community linkages, extracurricular activities, and student characteristics; and (3) evidence exists that multicultural education is important in making schooling more relevant, decreasing racial stereotyping, and increasing the self-confidence of ethnic minority students. Multicultural education can help individuals and communities value and preserve their own cultural uniqueness and can also serve the same function more generally so that the American multiculutural society values and preserves itself. (LP)

This research project analyzed results of data collection from surveys of and interviews with a population of underrepresented groups at three Canadian university sites: Windsor, London, and Thunder Bay (Ontario). The project designed a program for transition from secondary and/or undergraduate university level education or concurrent or consecutive teacher education programs. It created a model for access and admission of targeted underrepresented candidates to Ontario (Canada) bachelors of education and teacher certification programs, and it made proactive recommendations to appropriate institutions and government agencies. Researchers surveyed students in a preservice teacher education program (to determine ethnic and educational background), conducted interviews with the students (to elicit family, educational, and career data), canvassed Canadian faculties of education (to compare admissions policies and procedures), and collected teacher education admissions data (to determine ethnocultural origins). The report presents eight recommendations in the areas of recruitment, retention, and admissions of students from minority groups. Eight appendices present: Teacher Apprenticeship Program; South Carolina Teacher Cadet/ProTeam Program; Oklahoma Minority Teacher Recruitment Model; Minnesota Multicultural Teacher Development Project; Written Survey Sample for the Faculty; Structured Student Interview Sample; Teacher Education Application Form; and Teacher Education for America's Minorities Project (TEAM). (SM)

This report by the UNESCO Institute for Education compares approaches to providing nonformal education to out-of-school children in Bangladesh, Burundi, Colombia, India, Pakistan, and Sri Lanka. The report analyzes some of the educational and demographic characteristics of the six countries, and the countries' policies concerning universal primary education and nonformal education. A profile for each of the six programs includes descriptions of the program's target population and its origin and evolution. For each of the six programs, the report also discusses: (1) structure and organization, including the contribution of nongovernmental organizations; (2) the development of curricula, which are generally based on formal education curricula; (3) special characteristics and innovative methods of the teaching-learning process for nonformal education; (4) learning materials, which include textbooks; (5) various types and varied amounts of training required for nonformal teachers; (6) strategies used for evaluating the programs and the students participating in the programs; and (7) financial support of the programs by governments, the church, and international agencies; and community support and participation. Program innovations and outcomes, including increased literacy and student achievement, are reviewed. Problems related to nonformal education, such as scarcity of resources, are discussed. (BC)

Presentations at this conference focused on future developments in distance education and innovative uses of learning technologies. Ten papers from the general sessions, including keynote addresses and a panel, are presented in the first of two sections. Topics covered include planning for new priorities in distance education; trends for the 1990s; strategic planning for new priorities; new learning needs and educational roles; responding to new realities in higher and K-12 education, education/industry partnerships, and business and industry role; and meeting the challenge with creative vision and action. Topics addressed by the 27 seminar papers in the second section include using distance education to reach out to underserved adult populations; live and interactive instruction; assessing effectiveness of interactive learning systems; the changing infrastructure; equality of educational opportunity; communications satellites; improving teacher/tutor performance in literacy and basic education; computer networks; effects of delivery systems on educational outcomes; the role of television in distance education; training distance educators; cross-cultural distance teaching; teleconferencing to meet individual needs; instructional design; assessing and supporting distance education courses; computer-based learning systems; and strategies for designing teleclassroom training programs. Most of the papers provide their own bibliographies. (DB)

This collection provides an overview of literature entered into the ERIC database in 1990 on computer applications in elementary and secondary education, adult education, and special education. The first of four sections contains a list of overview documents on computer assisted instruction. Focusing on special applications, the second section lists documents on artificial intelligence, cognitive processes and thinking skills, computer literacy, computer networks (including distance education and telecommunications), computer equity, counseling and guidance, interactive video, keyboarding, the Logo programming language, management/administration, research, software, and tests and testing. References to documents for various subject area applications are listed in the third section under the headings of Business, English as a Second Language and Foreign Languages, Fine Arts, Language Arts, Mathematics, Physical Education, Programming, Reading, Science, Social Studies, Vocational Education, and Writing. The fourth section contains references to documents on special populations grouped into the following categories: adult education, disabled learners and learning disabilities, disadvantaged, gifted, and preschool education. Each entry includes the title and author of the document, information on price and availability, the publication type, major ERIC descriptors, and an abstract. An alphabetical index of authors and information on ordering ERIC documents are included. (DB)

The Asian Consumer Education Study was designed to gather information about the current status of consumer education in Korea. Conversations and informal interviews with 27 consumer leaders showed that, with the exception of academic specialists and consumer professionals in government, business, and community organizations, consumers gave little thought to consumer education and were not aware of its importance in a consumer-oriented marketplace. A movement was underway to organize a coalition of professionals and academics who would focus on consumer education. Consumer concepts were taught within courses at middle and high school levels. Curriculum specialists at the Ministry of Education revealed that instruction was theoretical and lacked important practical applications to current and emerging consumption issues. Teaching materials were somewhat limited. Teacher training in economics and life economics needed to be strengthened. Barriers to the development of consumer education were limited teacher preparation and updates, and lack of awareness of the benefits of consumer education. The study concluded that the time was right for cooperative initiatives between the United States and Korea to strengthen consumer education both within and across national boundaries. (Appendixes include the participant list, interview questions, classification of concepts chart, Ministry of Education curriculum charts, sample textbook table of contents, and newspaper article and photographs.) (YLB)

This report documents the status of professional development and training for school personnel who work with students with disabilities in Alberta (Canada). A comprehensive review of postsecondary programs and courses was undertaken to determine required and optional courses containing special education content. Advocacy groups/associations were contacted to determine inservice planned for their membership. Among findings concerning programs and courses at Alberta universities and colleges were the following: most university students trained to teach in regular classes have little or no preparation in special education; university courses that have special education content do not emphasize integration practices for the regular classroom teacher; and college students in the rehabilitation services or teacher assistant programs receive more special education content than do most practicing classroom teachers. Other findings indicated that few associations/advocacy groups provide regular professional development for their members and the public; that there is a need for more and ongoing training for paraprofessionals; that practicing teachers prefer the workshop format for professional development; and that high priority topics for professional development are teaching strategies and integration of exceptional students into regular programs. Appendices provide descriptions of special education courses at 16 Alberta colleges as well as the sample survey instrument. (DB)

To clarify dominant perspectives on women in adult education publications, ethnographic content analysis was used to examine 112 journal articles in 4 major adult education journals. Articles analyzed were from two North American journals ("Adult Education"/"Adult Education Quarterly" and "Adult Leadership"/"Lifelong Learning") and two British journals ("Adult Education" (U.K.) and "Studies in the Education of Adults"). Five major perspectives on women were identified: (1) women as adult learners; (2) women's need for personal development; (3) women's role change and adjustment; (4) marginalization of women; and (5) women as collaborative learners. A sixth potentially emergent perspective was also found: women as feminists. Strengths and limitations of each perspective were described, along with implications for future scholarship on women and gender in adult education. Implications for scholarship that could form the foundation for new educational strategies were identified: (1) adult education research must start with women's experiences and perspectives as the focal point; (2) women's learning within formal education might be explored more extensively from the perspective of the learner; (3) adult education scholarship might strive for a more pluralistic understanding of women and men as learners; and (4) researchers might move toward a broader understanding of gender as a socially and culturally defined system that shapes and is shaped by adult education. (123 references) (YLB)

Schools cannot succeed without collaboration with parents and the community. Defining community education as active community involvement in the education of children, this booklet describes aspects of community education. Community education, the booklet points out, can take place at physical locations such as formal school buildings, which lie dormant much of the year, and recreation centers. The booklet argues that community members must be involved in designing a community education program that meets a large variety of needs, by providing diverse educational services, by promoting interagency cooperation and public-private partnerships, and by providing community improvement and citizen involvement. Possible components of a community education program are suggested: (1) remedial and enrichment activities; (2) noncredit enrichment classes for adults; (3) sports, craft, and other recreation activities for adults and children; (4) preschool and after-school child care; (5) programs serving senior citizens and other special populations; (6) career education; (7) volunteer programs; (8) literacy programs; (9) family education programs; and (10) community newsletters. Sources of possible funding for community education are also listed, including: (1) school or city budgets; (2) municipal or county agencies; (3) fees paid by program participants; (4) federal and state programs; and (5) grants from corporations and foundations. Two important aspects of programs, ongoing assessment and public relations, are noted. Descriptions of various existing community education programs conclude the booklet. (JW)

The 1997 "Condition of Education" is an indicator report, analyzing key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The report first presents four "Issues in Focus": (1) "The Social Context of Education"; (2) "Women in Mathematics and Science"; (3) "Public and Private Schools: How Do They Differ?; and (4) "Postsecondary Persistence and Attainment." Following the discussion of issues are 60 indicators of the current status of education, 18 of which are new. The indicators are divided into six areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) organization and management of educational institutions; (5) climate and diversity of educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Information on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. Appendices comprise over half of the publication and contain supplemental tables and notes, a list of data sources, a glossary, an index, and a list of selected publications of the National Center for Education Statistics. (LMI)

This curriculum guide, based on the position that career education is a major focus of the educational program, is designed to assist students with disabilities to become productive workers and independent adults. Chapter 1 provides an overview of the history and importance of career education for children with disabilities. The features of career education and the differences between career education and vocational education are explained, and barriers to the implementation of career education are identified. Recommendations for future directions are also provided. Chapter 2 describes the Life Centered Career Education (LCCE) Curriculum, which organizes 22 student competencies into three primary categories: daily living skills, personal-social skills, and occupational guidance and preparation. Information is presented on the LCCE transitional model; implementation of the LCCE model; and the roles of special educators, general educators, families, and community personnel in the LCCE education program. Each of the 22 competencies is further divided into 97 subcompetencies presented in Chapter 3. For each subcompetency, objectives are listed along with activities and strategies for achieving the objectives and an explanation of the adult/peer role. The final chapter discusses student competency assessment and provides rating scales to measure performance on subcompetencies. A LCCE individualized education program form is provided. Appendices include a competency rating scale manual and master forms for duplication. (CR)

This paper explores the impact of the Kentucky Education Reform Act (KERA) of 1990 on the funding and allocation of resources to special education. Overall, the results indicate that the revenues generated for the special education system by KERA are approximately equal to marginal costs of special education services statewide. However, there is significant district-to-district variation in special education expenditures relative to revenues generated by KERA. Moreover, these patterns are related to student poverty, identification rates, and per capita income. While the overall funds generated have approximated costs by special education funding category, there is substantial variation in costs within funding categories that affect the equity of the system. However, district special education directors appear to favor the new system over the old system because of the increased flexibility for serving children, the reduced costs of fiscal audits, and the reduced incentives for placement. Individual chapters describe the Support Education Excellence in Kentucky (SEEK) Program, the study methodology, empirical results, policy implications of cost analysis, and perspectives on the special education funding system from sample local directors of special education. Appendices provide an explanation of the SEEK formula and estimated figures for tuition costs for out-of-district placements. (Contains 20 references.) (Author/DB)

This paper is designed to assist education planners and policymakers in the Middle East and North Africa (MENA) region to identify a range of strategic options to increase the access and retention of girls in the education system. It provides a review of materials relating to the status of female education in the MENA region, statistical data on demographic and economic factors affecting education in the region, and an overview of education in four subsets of nations in the MENA region. The report then discusses 20 educational strategies to improve opportunity for girls. They include: building the political will to reallocate budgets; promoting networks; mobilizing partners; decentralization; reducing opportunity costs to girls' families; having primary schools closer to communities; providing sanitary facilities; sex-segregated schools where appropriate; making schools more accommodating; improving teacher quality; making teachers agents of change; gender-sensitive curricula and teacher training; sufficient textbooks; more female teachers at the secondary level; promoting tolerance; extra-curricular activities; utilizing educational technology; instilling basic skills in out-of-school girls; integrated parent-child education to improve female adult literacy; and promoting female adult literacy. Three appendices provide information on workshop participants and strategies to improve educational opportunities for girls. (Contains 182 references.) (MDM)

A study solicited perceptions of 60 Illinois Education for Employment (EFE) system directors regarding proposed changes in federal funding for vocational education programs; 88 percent responded. Its more specific focus was the changing role of the federal government in vocational education and the proposed federal block grant financing of state-run vocational education programs. A literature review focused on the federal role in funding vocational education programs. Studies addressing federal educational block grants since 1981 were also reviewed. The directors' responses included the following: (1) the federal government should assume a reduced role in the administration of vocational education; (2) state and local administrators were ready to assume the increased responsibility necessitated by a reduced federal role; (3) the federal government should maintain a presence in guiding the vocational education field with respect to new and developing industries; and (4) the federal government should require comprehensive program coordination between students and available jobs. Most directors seemed to appreciate the flexibility and increased responsibility offered by the block grant. Their perception of the ideal role of the federal government appeared to be one of assistance in the development of comprehensive vocational education planning and occupational training in new and developing industries. (Appendixes include a 36-item bibliography, survey instrument, correspondence, and results summary.) (YLB)