Education & Pedagogy

Examines Curitiba's (Brazil) public education system, comparing it to those in the United States, how Curitiba promotes education, and the partnership between education and the city's sustainable goals. The lessons learned from this examination as to their applicability in educational design in the United States are discussed. (GR)

Imagination is indispensable for knowing the world. However, visual and musical imagery are ignored in education. Adult literacy education can be enhanced by the process of reading the world through print, pictures, and music. (SK)

Reviews Native American education, including the Indian Education Reform Movement and the boarding school program of 1878-1928. Shows how Native American women empowered themselves through traditional learning, but Western-based education under government control worked to destroy their traditional power. (SK)

Describes the development of occupational standards for technicians in education and highlights the main aspects of the work. Explains the importance of learning as much as possible about technicians' work so that emerging occupational standards are both accurate and enabling. (DDR)

Describes and explains the rationale for establishing a program in higher education that would support and interact with the community of institutions and individuals involved in informal or nonformal science education. Outlines a number of research questions proposed at a recent meeting of informal science educators. (DDR)

Orchestrating simultaneous renewal of schools and teacher education is possible in the presence of appropriate leadership, reformer diversity, program audits, accurate assessments, and a focus on the big picture. Public education is the glue that holds society together, not just a place where job skills are acquired. (MLH)

The demand for employees capable of functioning in high-performance workplaces will only increase. There must be significant changes in technology-education curriculum for secondary programs and technology-education programs that participate in school-to-work and tech-prep programs. (JOW)

Reviews the literature on the role and application of music therapy in special education in an Australian context. Notes that music therapy in Australia is practiced in medical contexts, education contexts, and in private practice and community programs. (DB)

Studied the beliefs of eight student teachers about multicultural education. Findings illustrate internal contradictions in student teachers' belief patterns and the contradictions between their professed beliefs and classroom practices. Implications for preservice teacher education are discussed. (SLD)

Defines education for sustainability and contrasts its ethical positions with current approaches to career development. Argues that sustainability is a useful framework for locating vocational education within the context of efforts to address equity, social justice, and economic and environmental issues. (SK)

Attributes needed by model technology-education teachers include the following: a teacher (1) is a guide; (2) can work with diverse students; (3) is knowledgeable about problem solving and cooperative learning; (4) is experienced; (5) is computer literate; (6) can collaborate; and (7) enjoys working with students. (JOW)

Problematizes a relational epistemology in education, investigating the concept of home and the public and private responsibility of teachers of education in research and teaching. Argues that knowledge is relational and that the metaphor of home is taken to confront us with the relational character of knowledge transfer and transformation in education. (SM)

Discusses the foundation for the Commission's conclusion that the nation's future is tied to the need for continuous learning across all levels and groups of people. Asserts that business, labor, government, higher education, and philanthropy must forge partnerships to reform America's postsecondary educational and training systems. (VWC)

Outlines current practices and future trends for science education in Thailand. Advocates a change in the teacher's role to that of facilitator and the increased incorporation of technology and multimedia approaches to science education. (WRM)

Surveys and case studies of modules and programs provided insight into flexibility in post-registration nurse education in England. Identifies 43 dimensions of flexibility under the headings of provision and access, teaching and learning, assessment of theory and practice, and evaluation. (PEN)