Education & Pedagogy

This Educational Directory for the years 1915-16 contains listings for the following: (1) Officers of the United States Bureau of Education; (2) Principal State school officers; (3) Officers of State boards of education; (4) Executive officers of State library commissions; (5) Superintendents in cities and towns of 2,500 population and over; (6) Associate, assistant, and district superintendents in the larger cities; (7) County superintendents; (8) Township and district superintendents; (9) Officers of boards of trustees of universities and colleges; (10) University and college presidents; (11) Professors of pedagogy and heads of departments of pedagogy in universities and colleges; (12) Presidents and deans of professional schools; (13) Principals of normal and kindergarten training schools; (14) Superintendents of schools for the blind; (15) Superintendents of schools for the deaf; (16) Superintendents for schools for the feeble-minded; (17) Industrial education; (18) Directors of schools of art; (19) Summer school directors; (20) Directors of museums; (21) Librarians of public and society libraries; (22) Directors of library schools; (23) Educational boards and foundations; (24) Church educational boards and societies; (25) Superintendents of Catholic parochial schools; (26) Jewish educational organizations; (27) International associations of education; (28) American educational associations; (29) Learned and civic organizations; (30) State federations of women's clubs; (31) Mothers' congresses; (32) Educational periodicals; and (33) Foreign countries--Chief officer of education. [Best copy available has been provided.]

This study determines the strengths and weaknesses of the Special Education Competencies for School Leaders framework as adopted by the Pennsylvania Department of Education. The perspectives of Special Education Advisers (individuals with significant experience in serving students with disabilities) are gathered through semi-structured interviews. This research was designed to (a) identify special education challenges facing school administrators from the viewpoint of special education advisers, (b) contribute to the overall understanding of what beliefs, knowledge, and skills are needed in the administration of special education, (c) determine the current strengths and weaknesses of the Special Education Competencies for School Leaders, and (d) develop recommendations for the improvement of principal preparation programs. The sample for this study consisted of eight special education advisers from Pennsylvania's west region of the Division of Monitoring and Improvement, Bureau of Special Education. Prior to the formal study, the researcher piloted the interview protocol with four special education advisers outside of the formal participant pool. The individuals' feedback provided evidence of the protocol's reliability and validity. Following the success of the pilot study, the formal study was conducted and its data underwent descriptive analysis. Results were analyzed to make recommendations for strengthening principal preparation and to help schools avoid costly litigation incurred by special education mistakes. The study offers ways to close the "preparation gap" in administrator schooling, a flaw most evident in the area of special education and one that has been highlighted by the high-stakes accountability movement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

"Vitalizing Secondary Education" is a report of the first Commission on Life Adjustment Education for Youth prepared in accordance with the recommendations of the 1947 National Conference in Chicago. It is a summary of some of the Commission's activities in democratizing American secondary education through efforts designed to retain in school all youth of high-school age and to provide appropriate educational programs for them. Because the Commission's work represents but one of many such efforts, the first chapter presents the historical setting for life adjustment education. A tentative edition of this report was prepared for discussion and criticism by 184 representatives of 41 States and the District of Columbia at a conference in Chicago in October 1950. This publication is a revised edition of that report. The Commission believes that its activities have been timely, and that life adjustment education is a manifestation of the growing interest in education through real life situations. It is hoped that this publication will serve that interest. The bulletin is presented in five chapters, as follows: (1) Linking Life Adjustment Education with Developments and Problems of Secondary Education, 1890-1945; (2) Activities of the National Commission on Life Adjustment Education for Youth; (3) State Programs of Life Adjustment Education; (4) Some Highlights in Local School Programs; and (5) The Challenge in the Look Ahead. Appended are documents indicating the: (1) State departments of education and/or committees submitting materials related to life adjustment education activities; and (2) Schools submitting materials related. (Contains 3 tables and 31 footnotes.) [Best copy available has been provided.]

The movement toward the establishment of the State board of education as the administrative head of the educational system continues to gain ground. At the present time there are 42 States having such boards with functions relating to the common schools. Of the other 6 States, Iowa, Nebraska, Ohio, and South Dakota have boards known as State boards of education with functions restricted, in Iowa to the charge of State institutions of higher education, including the State normal college; in Nebraska to the administration of State normal schools; and in Ohio and South Dakota to the administration of the vocational education laws. Only Illinois and Maine have no boards known as the State board of education, but both have State boards for vocational education, the establishment or designation of such boards being necessary to enable the States to participate in the funds appropriated by Congress for the promotion of vocational education. Additional topics discussed herein include: composition of State boards of education, appointment, size of board and term of office, powers and duties, and summary of tendencies. The elements of the State superintendent of public instruction are then described including: title, term of office, manner of selection, and powers and duties. The bulletin concludes with a discussion of the staffs of State departments of education, including a list of positions in each of the State departments of education, together with the salary attached to each position in so far as the data were reported by the departments, and a tabular statement showing the salaries attached to certain positions in the departments having such positions. Individual sections contain footnotes. [Best copy available has been provided.]

With the decline in morality and values, character education is gaining considerable momentum. Public opinion polls show growing support for teaching it in schools. Evidence indicates that character education programs change the school culture for the better, allowing students to feel safe to concentrate on learning. In Colorado, character education began with the formation of a group called Caring Communities Build Character. The partnership, formed in 1998, is funded by a grant from the U.S. Department of Education. The program, which began with 10 demonstration schools, currently has 21 Denver (Colorado) schools involved in the project. Each school selected a group of character traits, defined them, and developed a mission statement that has become an integral part of the life of the school. This transformational process was used to implement the individual character traits into all aspects of the school including behavior in the cafeteria, gym, classrooms, playground, and on the bus. By focusing on traits such as respect, caring, responsibility, honesty, and good citizenship, character education dramatically changes the climate of the school. This booklet is divided into six sections: (1) "Intro" (Defining Character Education; Character Education in Colorado; What Is Character Education and Why Do I Need It? (Hank Brown)); (2) "Safe Schools" (Character Education in a Safe and Civil School Climate (Charles Elbot); Reducing Youth and Family Violence (Ken Salazar); Tate's Rules on Bullies (Ed Tate)); (3) "Teachers/Parents/Community" (Character Education in Teacher Preparation; School Partnerships That Work); (4) "Religious Issues" (Character Education and Religion in a Pluralistic Society (Marcia Beauchamp); Religious Issues and Character Education in the Classrooms); (5) "Resources"; and (6) "Colorado Character Education Policy References." (BT)

A task force studied adult education services in Maryland. The task force heard presentations from a wide range of stakeholders, including adult learners, professional associations, administrators, practitioners, and educational researchers. The presentations confirmed that the need for adult education services in Maryland is extensive and the impact of adult education on the state's workforce and economy is substantial. Existing client groups include workers in need of retraining, those without high school diplomas, nonnative speakers of English, adults needing literacy and/or basic skills instruction, and inmates and probationers. Although federal funding for adult education services has increased substantially since 1998, state funding has decreased, creating additional burden on local funding sources. Among East Coast states, only New Hampshire and Rhode Island had lower state appropriations for adult education in fiscal 2001. The task force issued the following recommendations to Maryland policymakers: (1) significantly increase public and private investment in the adult education system; (2) target new resources to improving adult education outcomes by increasing access to services, removing learner barriers, ensuring a professional workforce, and connecting students to careers, further education, or the workplace; (3) enhance accountability to increase the return on present and future investments; and (4) improve services for incarcerated individuals and probationers. (Contains 29 tables.) (MN)

Research suggests links between authoritative parenting style, parental involvement, autonomy, and school performance during adolescence. This study examined the nature of change over a 2-year period of parenting style, parenting involvement, and autonomy among special education students; compared these variables among regular and special education students; and attempted to assess the direction of influence of parenting style and involvement in schooling practices on regular and special education students' level of autonomy. Participants were from the first two waves of two 3-year longitudinal studies. The sample of Study 1 included 866 regular education students with an average of 14.4 years at Time 1. The Study 2 sample included 350 special education students with a mean age of 15.4 years at Time 1. Participants completed the Student Report of Autonomy, the Student Report of Parenting Style, and the Student Report of Parent Involvement twice over 2 years. Findings indicated no difference over time of parenting and autonomy measures among special education students. Special education students scored lower on autonomy than their regular education same-age peers. Special education students also reported lower parental supervision, lower parental psychological autonomy granting, and lower parental affective support. The direction of influence of parenting style on autonomy differed between regular and special education students. No significant relationship was observed between parental involvement in schooling and special education students' autonomy. On the other hand, reciprocal relationships were observed with regular education students. This study provides evidence for the importance of developing autonomy of special education students. Longitudinal data should be maintained and analyzed to clarify mutually interactive processes in parent-adolescent interactions of both regular and special education students. (Contains 34 references and 6 tables.) (Author/KB)

This document contains 95 papers and summaries of 5 poster sessions from an Australian conference on putting vocational education and training (VET) research to work. The following are among the areas covered in the papers: factors affecting VET graduates' employability over time; technical and further education (TAFE) institutes as models of learning organizations; school noncompleters' outcomes in VET; increasing disabled students' participation in VET; VET management; bringing research and policy development together; innovative and flexible approaches to training package implementation; online support for VET clients; work-based learning; self-determined learning in the workplace; quality control and employability; using statistical software to interpret educational research; moving from andragogy to heutagogy in VET; drivers of learning cultures within organizations; VET practices in foreign countries; action research as action learning; challenges facing TAFE teachers; urban disadvantage and provider equity strategies; factors preventing uptake of apprenticeships and traineeships among secondary school adolescents; literacy and first-line management; performance level assessment; linkages between adult continuing education and VET; using training indicators to improve VET planning; student experiences of generic competency learning; managing the transformation to an e-learning organization; learning from small enterprise structured work placements; and using research to inform business and strategic decisions. Many papers include substantial bibliographies. (MN)

This document (which is to be the last in its series) indexes business education articles and research studies compiled from a selected list of 38 periodicals published in 2000. Priority is given to journals essential to research and teaching across the broad business education spectrum. Articles are indexed by subject and author. The following are among the subject headings under which entries are indexed: (1) basic business (accounting, consumer awareness, economics, entrepreneurship/small business, finance/investments, international business, management, marketing); (2) communications (court reporting, electronic, multicultural, presentations, speaking, writing); (3) curriculum (colleges and universities, elementary, graduate, junior high/middle school, postsecondary/community college, secondary/high school); (4) document design and production (graphics, keyboarding, reprographics, Web page development); (5) general educational issues (administration, guidance and counseling, international education, standards); (6) information systems (data security, database management, decision support systems, end-user computing, expert systems, hardware, Internet/World Wide Web, networks, programming, records management); (7) office management (equipment and supplies, ergonomics and facility management, mail management, support staff); (8) personnel issues (diversity, ethics and law, occupational information, performance evaluation, professional development, temporary staffing); (9) research methodology issues; (10) teaching (adult learners, career awareness, distance learning, diverse populations, instructional technology, school-to-work, student recruitment, teacher preparation, technology education); and (11) training and development (instructional design, performance improvement). (MN)

This book, aimed at mathematics and vocational educators and researchers, analyzes the historical, sociological, and practical elements of mathematics within vocational education against the emerging impact of technology. Focus is on the current situation of mathematics within Australian vocational and technical education and how that might be applied to similar institutions internationally. Chapters 1 and 2 present reviews of literature that focus on the institutions and images of mathematics and mathematics education. The relationship between technology and mathematics in the workplace is discussed. Chapter 3 provides theoretical perspectives on technologies of power and new forms of knowledge production. Concepts of symbolic control, pedagogy, and identity are emphasized. After a brief introduction to the historical and contextual setting of Australian vocational and technical education, Chapters 4-6 considers technologies of power. Starting with the micro-level of teaching and learning, through the mid-level of curriculum and the conditions of teachers' work, the analysis ends on the macro-level of knowledge production and distribution, where the de-institutionalization of education is suggested as a serious challenge. Chapter 7 considers the construction of image in relation to technologies of management and to vocational mathematics as located within the public image of mathematics education. There are four figures, a glossary of acronyms, a 496-item bibliography; and name and subject indexes. (AJ)

A 6-month consultation process was conducted to identify changes needed in Ireland's system of adult education in the era of lifelong learning. The following issues were addressed: (1) financial barriers for adults wishing to return to education; (2) the lack of access to mainstream programs of education and training; (3) the lack of information and guidance services to meet adult learners' needs; (4) the lack of properly funded childcare facilities; (5) the discrepancy between opportunities available to long-term unemployed individuals and individuals in low-paid jobs; and (6) the lack of progression routes from basic education to higher education and training programs and between the formal and nonformal sectors. The following were among the recommendations that emerged from the consultation: (1) current finance systems must be evaluated in the context of equality of opportunity, particularly for students in part-time or modular degree programs; (2) to permit upskilling of the existing workforce, paid educational leave should be considered; (3) adult education in the context of an expanded service must be based in locally accessible premises; (4) all adult education practitioners should have opportunities to participate in professional training; and (5) local communities must play a key role in developing their own education. (22 references) (MN)

The extent to which vocational education and training policy is nurturing lifelong learning in Finland was examined. The analysis focused on the following issues: the political and structural framework of education in Finland; mechanisms supporting lifelong learning; and pedagogical solutions and learning environments facilitating lifelong learning. The following were among the major conclusions: (1) during the 1990s, lifelong learning became a central part of Finland's educational policy discourse; (2) commitment to implementing lifelong learning in Finland is strong; (3) lifelong learning has genuinely become an integral part of all levels of Finland's education system; (4) Finnish education planning has invested heavily in planning personal study plans; (5) strong decentralization has been a general trend since the 1990s; (6) in recent years, investments have also been made in developing cooperation between educational institutions; (7) access to lifelong learning and learning outcomes have been inferior in rural areas; and (8) the basis of lifelong learning in Finland is in line with the objectives set by the European Union. (Ten tables/figures are included. The following items are appended: a list of 15 pertinent legal provisions; a glossary of acronyms/abbreviations and terms; and the questionnaire and selected findings of a lifelong learning survey. The bibliography lists 42 references.) (MN)

This document presents detailed "definitions" of more than 150 key terms covering the lexicon currently being used in the field of adult learning in 20 European countries. The document begins with an introduction that discusses the glossary's theoretical and historical references and includes 14 references and a 16-item bibliography. The introduction is followed by the glossary entries, which were developed by 40 experts of different nationalities and typically include the following elements: the term in English and/or the language in which it originated; the country/countries where the term developed; detailed information about the term's origin, evolution, and current usage; and one or more references. The key terms belong to the following categories: (1) theories and general concepts; (2) strategies and policies (general concepts, legislation and measures); (3) system and sectors (the general system, services, school, culture, work, organizations and providers); (4) organizations and providers; (5) programs, activities, and methods; (6) the public; and (7) adult learning operators. The various entries concern a wide variety of forms of adult education, including community, continuing, nonformal, popular, reflexive, vocational, work-based, literacy, open, civic, professional, and corporate education, as well as lifelong learning, self-directed learning, study associations, workers' universities, apprenticeships, and adult education programs for specific ethnic groups and special populations. (MN)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

This book emerged from a "Summit in Geographic Education" at Southwest Texas State University in San Marcos, Texas, May 1993. This volume is comprised mainly of the papers prepared for the Summit. The book is divided into four sections: (1) "A View from the Summit"; (2) "The Reform Movement in School Geography"; (3) "Higher Education's Role in the Reform Movement"; and (4) "Geography Education Beyond the Classroom." The 16 articles include: (1) "The Reform Movement in Geographic Education: A View from the Summit" (Robert S. Bednarz; James Peterson); (2) "Guidelines for Geographic Education and the Fundamental Themes in Geography" (Salvatore J. Nataoli); (3) "Discovering Innovative Curricular Models for School Geography" (James F. Marran); (4) "The Dissemination and Implementation of the National Standards: A View from the Local Level" (Douglas A. Phillips); (5) "Geography Instructional Materials for Standards-Based Education" (A. David Hill); (6) "Technology in Geographic Education: Reflections and Future Directions" (M. Duane Nellis); (7) "Environmental Education: A Geographical Perspective" (Rosalyn McKeown-Ice); (8) "Geography in the Workplace: A Personal Assessment with a Look to the Future" (John W. Frazier); (9) "Baccalaureate Curricula in Geography: Need for Consensus Guidelines" (Sidney R. Jumper); (10) "The Bete Noire of Geographic Education: Teacher Training Programs" (Richard G. Boehm; John Brierley; Martha Sharma); (11) "Realities and Opportunities for Funding Geography Education" (Dorothy R. Jacobson); (12) "Implementation of Geography Standards: Strategies and Initiatives" (Anthony R. de Souza; Susan Munroe); (13) "Geography Education in National Context" (T. J. Wilbanks); (14) "Improving Geography Learning in the Schools: Efforts by the National Geographic Society" (Robert E. Dulli); (15) "Geography and National Education Policy" (Terry Smith); and (16) "The Need for Research in Geography Education: It Would Be Nice to Have Some Data" (Roger M. Downs). (EH)