Education & Pedagogy

This collection offers strategies for making health education culturally relevant. The volume is organized into five sections. The first section, "Foundations for Multicultural Health Education," includes chapters: (1) "Who Are the Children and How Is Their Health?" (Iris M. Tropp, Marie J. Montrose); (2) "The Acculturation Process and Implications for Education and Services" (J. Manuel Casas and Antonio Casas); and (3) "Ethnicity and the Health Belief Systems" (Leonard Jack, Jr., Ira E. Harrison, and Collins O. Airhihenbuwa). Section 2, "Comprehensive Health Education in a Multicultural World," consists of chapters: (4) "What Is Comprehensive Health Education?" (William M. Kane, Lisa Shames, and Mark Jager); (5) "A Multiethnic Perspective on Comprehensive Health Education" (Anthony R. Sancho); (6) "General Guidelines for an Effective and Culturally Sensitive Approach to Health Education" (Sally M. Davis); and (7) "Integrating Multicultural Health Education into the Curriculum" (Markella L. Pahnos and Karen L. Butt). Section 3, "Multicultural Relevancy in Instruction," includes chapters: (8) "Empowerment Education Applied to Youth" (Nina Wallerstein); (9) "Student-Produced Health Education Materials" (Rima E. Rudd, Linda R. Comfort, Jeanne M. Mongillo, and Linda Zani); (10) "Working Cooperatively with Native-American Communities To Educate Children and Youth" (Michael E. Bird, William M. Kane, Lisa Shames, and Mark Jager); and (11) "Teaching Health through Sheltered English" (Lillian Vega Castaneda). Section 4, "Increasing Staff Capabilities," presents chapters: (12) "Shifting the Dominant Paradigm: A Challenge for Administrators" (Maria Natera); (13) "Staff Development for Multicultural Competency" (Loren B. Bensley, Jr.); (14) "Preservice Education for Multicultural Understanding" (Deborah A. Fortune); and (15) "Inservice Training: The Health Teacher As Professional Learner" (Veronica M. Acosta-Deprez). Section 5, "Working Together: Family and Community Involvement," provides chapters: (16) "Family Involvement in the Classroom and School Site" (Maria E. Hernandez and Charlen A. Day); and (17) "Community Partnerships in Comprehensive Health Education" (Katherine-Kerry L. Bozza). Ethnic and demographic profiles are appended. (LL)

The following papers are included: "Emerging Themes in Youth Apprenticeship Programs" (Evanciew); "Improving the U.S. System of School-to Work Transition for Youth and Young Adults" (Stone); "Recent National Studies and Reports on Education and Economic Reform" (Ellibee); "Improving Employment Readiness of Urban Youth" (Womble, Ruff, Jones); "'Vocational' Student Participation in Vocational and Academic Courses in Illinois High Schools" (Roegge, Flesher, Evans); "Perceptions and Practices of Georgia Guidance Counselors Regarding Agricultural Education Programs" (Woodward, Herren); "Career Indecision Types of Rural Adolescents in the Career Exploration Stage" (Rojewski); "Perceptions of Regular and Special Population Students toward Enrollment Practices and Career Value of Their Current Vocational Education Program" (Presley, Flowers, Jewell); "Analysis of Students' Classroom Experiences in Vocational and Academic Classes" (Schmidt); "Teacher Use of Assessment Information in Ohio Vocatonal Education Programs" (Kershaw, McCaslin); "Measuring Academic and Other Performance in Vocatonal Education" (McCaslin, Headley); "The Effects of Cooperative Learning Methods on Achievement, Retention, and Attitudes of Home Economics Students in North Carolina" (Abu, Flowers); "Is Tech Prep Really Reform?" (Bragg, Hammons); "Attitudes of North Carolina Principals toward Secondary Vocational Education Programs in Technology Education" (Jewell); "Technology Education in Transition" (Wicklein, Hill, Daugherty); "Identifying Priorities for Tech Prep Teacher Education" (Wentling, Roegge, Bragg); "The Knowledge and Perceptions of Michigan Secondary Vocational Education Administrators toward Vocational Student Organizations" (D'Haem, Wamhoff, Elliot); "Contributions of Vocational Education to Education Reform as Perceived by Vocational Education Policy Influencers" (Watkins); "Principals' Perceptions of Non-Traditional Gender Vocational Teachers" (Rolling, Burnett); "Multivariate Analysis of Perceptions Held by Vocational Educators toward Female Participation in Nontraditional Programs" (Sheng); "A Comparison of the Educational Philosophies of Training and Development Professors, Leaders, and Practitioners" (Spurgeon, Moore); "Teacher Characteristics Related to the Adoption of Agriscience Curriculum in Virginia Agricultural Education Programs" (Rudd, Hillison);"Speaking about School Climate in Emerging Vocationalism" (Hernandez-Gantes, Phelps, Jones, Holub); and "Families' Contributions to Adolescents' Preparation for Work" (Rossman, Way). (KC)

The President's Advisory Commission on Educational Excellence for Hispanic Americans was established by the 1990 Executive Order 12729 to advise the Secretary of Education on how to promote quality education for Hispanic Americans. The Commission is also responsible for providing advice to the Secretary on the progress of Hispanic Americans toward the achievement of the National Education Goals; assisting in establishing linkages among public and private educational institutions, government, the private sector, and Hispanic communities for improving education; and providing advice on ways to increase private sector and community involvement in improving education. Using available measures and indicators the Commission found that Hispanic Americans are failing to meet the National Education Goals and are progressing more slowly than other groups. The sources of information reviewed by the Commission included: data on major issues and citizen concerns; information on the participation of Hispanic Americans in nearly 600 education and education-related federal programs, special initiatives directed toward advancing educational excellence for Hispanic Americans; and demographic, socio-economic, and health profiles. The progress report covers the following topics: (1) a snapshot of the status of Hispanics in relation to the National Education Goals; (2) the Commission's ongoing efforts to assemble and examine relevant information and expert opinion; (3) an analysis of the challenge faced by the nation in providing Hispanics with a quality education; (4) a statement of the Commission's vision for the major education-related themes it is addressing, including greater parental involvement and educational partnerships; and (5) finally, the Commission's proposed next steps for carrying out its responsibilities in support of educational excellence for Hispanic Americans and for increasing accountability in both governmental and the educational community to ensure that appropriate progress is made. An appendix contains two exhibits: an inventory of education and education-related federal programs with Hispanic American participation; and demographic, socio-economic, and health profiles of Hispanic Americans. (AA)

The purpose of this study was to understand the perception of self-efficacy and training of teachers to teach high school students with disabilities in the regular education classroom in rural schools in Missouri. The theoretical framework for this study was Bandura's (1977) theory of self-efficacy. The participants in this study were high school principals and high school general education teachers in rural public school districts in the state of Missouri. This study included themes of teacher experience, special education leadership, collaborating with special education teachers, and professional development. This study reviewed how teacher experience and professional development impact a teacher's self-efficacy in the regular education classroom. This study discussed the importance of collaboration with special education administration, special education teachers, and regular education teachers. The personal experiences of how behavior difficulties are handled in the regular education classroom or the lack of behaviors was noted from the teachers within the study. This study provided information on the need for training for general education teachers in the area of research-based strategies and the use of assessments for students with disabilities in the regular education classroom. Administrators should provide opportunities for general education teachers to gain experiences in working with students with disabilities in the regular education classroom. School districts should focus on professional development to increase teacher confidence to teach students with disabilities and provide professional development training on inclusion and working with students with disabilities in an inclusive setting. Time should be provided for general education teachers to collaborate with special education teachers to increase the self-efficacy of regular education teachers to teach students with disabilities in the regular education classroom. [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.]

Given the academic achievement of students with disabilities, as well as school accountability measures, school leaders are tasked with improving learning outcomes of students served in special education programs. However, there are principals and assistant principals who may be unable to effectively fulfill their role as instructional leader for special education. Despite existing studies regarding instructional leadership, a paucity of studies addressed instructional leadership for students with disabilities. Further research was needed regarding how instructional leadership for special education occurred in schools. The purpose of this basic qualitative study was to understand how principals and assistant principals, who self-identified as having special education knowledge and experience, defined, described, and enacted instructional leadership for special education. The research questions guiding this qualitative study were (1) How do principals and assistant principals, who self-identify as having special education knowledge and experience, define and describe their role as instructional leader for special education? , (2) How do principals and assistant principals, who self-identify as having special education knowledge and experience, enact instructional leadership for special education? and, (3) As instructional leaders for special education, how do principals and assistant principals, who self-identify as having special education knowledge and experience, support the instruction of special education teachers to ensure improved learning outcomes for students with disabilities? The findings indicated that school leaders defined their role as instructional leader for special education as coaches, advocates, problem-solvers, and learners. Principals and assistant principals described their role as supportive, collaborative, administrative, and reflective. The three primary practices school leaders engaged in as instructional leaders for special education were instructional walkthroughs and observations, reviewing and utilizing data, and supporting the instruction of special education teachers. In employing this support, principals and assistant principals give special education teachers instructional feedback, afford them professional development, and foster collaboration with others. [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.]

Includes suggestions for teaching science to kindergarten children. (SB)