Education & Pedagogy

This paper explores challenges higher education institutions face while ensuring one of the quality assurance criteria--meeting the demands of labour market. The relationship between labour market and higher education institutions becomes even more complicated during the periods of rapid changes in labour market caused by economic collisions. In this article statistical data on employment and higher education is analysed and compared with employers' position expressed in interviews. As a result it is considered that students/potential employees remain the main driving force that brings the demands of labour market into higher education. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Life expectancy is increasing worldwide. Unfortunately, people are generally not prepared for this long life ahead and have ageist attitudes that inhibit maximizing the "longevity dividend" they have been given. Aging education can prepare people for life's later years and combat ageism. It can reimage aging as a time of continued growth, development, fulfilment. Unfortunately, aging education is not a common occurrence. This education needs to begin with children and continue throughout life. This article discusses why we need to teach about aging, aging education content, suggests a conceptual framework for aging education, and presents aging education resources. The concept of ageism is discussed and suggestions for combating ageism are proposed.

This report presents Special Education Indicator Performance data tables for 173 Bureau of Indian Education schools. Indicators include: (1) Graduation Rate; (2) Dropouts; (3) Assessment Targets; (4) Assessment Targets--Reading; (5) Assessment Targets--Mathematics; (6) Suspensions and Expulsions--High School; (7) Suspensions and Expulsions--Elementary School; (8) LRE Placement; (9) Parental Involvement; (10) Child Find; (11) Secondary Transition; and (12) Post-School Outcome. Data include target percentage, school results, and if the target was met (yes or no).

Teacher preparation in science and mathematics will be best served by improvements both in the pedagogy and content of the undergraduate science and mathematics courses required of future teachers and in the reform of required science and mathematics methods courses. In a review of the history and politics of teacher education, the paper underscores the twin goals of achieving program coherence and higher standards. It compares the place of mathematics education in mathematics departments with that of science education in science departments and recommends the replacement of bare bones methods courses with those combining pedagogy and content. (Contains 23 references.) (Author/YDS)

The International Conference on Mathematics/Science Education and Technology (M/SET) is an annual conference focusing on current research, theory, issues, classroom applications, developments, and trends related to the use of information technologies in mathematics, science, and computer science education. The M/SET 99 Program Committee accepted 111 papers from 21 nations addressing these topics across a wide range of educational levels and settings. This proceedings is organized in the following sections: Business/Corporate Sessions; Computer Science; General Papers; Invited Speakers; Mathematics; Panels; Poster/Demonstration Abstracts; Roundtable; and Science. Most papers contain references. (MES)

This report directory provides environmental education training resources and related support to education professionals. Surveys were sent to over 60 organizations asking them to self-identify as Environmental Information Providers or Environmental Education Information Providers. This report includes the list of organizations that responded and provides information on each of the following topics: (1) publications available; (2) world wide web access; (3) geared toward teachers; (4) geared toward students; (5) adult education; (6) national; (7) international; (8) regional; (9) workshops/conferences; (10) scholarships; (11) 800 number; (12) subscription fees; (13) free access; (14) cost for information; (15) CD-ROMs available; (16) e-mail; (17) resource center; (18) networks for education; and (19) films/videos available. (KHR)

This meeting proceedings provide a forum for the program directors to discuss various educational challenges facing undergraduate science departments and to learn how their colleagues in other institutions are addressing the same challenges. The meeting theme was New Tools for Science Education and participants examined issues related to how new educational technologies are transforming teaching and learning in undergraduate science education and in outreach to elementary and secondary schools. Appendices contain a list of meeting attendees, and undergraduate biological sciences education program award recipients from 1988-1994. (DDR)

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "Educating Our Children": "Forbes" Taps Leaders in Business, Government, and Education for New Ideas on Education Reform; and (2) State of the State Addresses: Even in Tight Budget Environments, Governors Continue to Stress the Importance of Education.

This guide will assist paraprofessionals in selecting state and national resources for training. The compilations are contributions from representatives of: (1) Local Administrators of Special Education; (2) Missouri Association of Paraprofessionals in Education; and (3) Special Education Effective Practices in the Missouri Department of Elementary and Secondary Education. Paraprofessional Staff Development Topics include: (1) Special Education Process and Information; (2) Collaboration and Teaming; (3) Classroom Strategies; (4) General Orientation; (5) Teacher Supervision: (6) Transition; (7) Early Childhood; (8) Personal Care-Low Incidence Disabilities; and (9) No Child Left Behind (NCLB) Requirements for Paraprofessionals. [Report compiled by: Missouri Center for Innovations in Education (CISE).]

This report is the fourth and final paper in the research series by the Commission on the nexus between postsecondary education and workforce development. Prior reports have reviewed the overall context, considered employers' concerns with whether postsecondary education is doing enough to ensure California has a competitive workforce, and examined the existing workforce activities of the state's postsecondary institutions. This final report summarizes conclusions that can be drawn from the research. It also offers some policy options that the Commission may wish to consider, including fostering collaboration and regional approaches, and improving data.

When Congress passed the Individuals with Disabilities Education Act (IDEA) in 1997, it authorized an evaluation to track progress at the state and local levels on the legislative goals of IDEA. The U.S. Department of Education's Office of Special Education Programs (OSEP) commissioned a national longitudinal study, the Study of State and Local Implementation and Impact of the Individuals with Disabilities Education Act (SLIIDEA), toward that end. This document synthesizes information from the SLIIDEA study pertaining to the increased involvement of parents of children with disabilities in their child's education. (Contains 1 footnote.)

The ways in which public funds have been used to support activities dealing with the arts in general education and the creative and performing arts are examined. Topics covered include: (1) the Elementary and Secondary Education Act of 1965, (2) teacher education under NDEA, NFAHA, and EDPA, (3) other OE-administered legislation with limited applicability, and (4) programs administered by other agencies which support arts-in-education activities. The conclusions show that large sums of federal funds have been directed toward supporting the arts in education, including the creative and performing arts. The great bulk of this support came from Titles I and III of the Elementary and Secondary Education Act. (CK)

This report contains nine speeches presented at a Conference on Designing Doctoral Programs in Education held at Kansas State University on June 28-29, 1968. Titles included are: 1) "The Role of Doctoral Programs in Today's and Tomorrow's University"; "Trends in Student Personnel Work: Implications for Graduate Education"; "Research Training in Doctoral Programs in Education: Why, What, and from Whom?"; 4) "Designing Curriculum and Instruction as Part of Doctoral Programs in Education"; 5) "The Doctoral Program for Specialists in Curriculum and Instruction"; 6) "Counselor Education"; 7) "Changing Roles and Performance of the Superintendent"; 8) "Designing a Doctoral Program in Educational Administration"; 9) "New Designs for Adult Education Doctoral Programs." (RT)

General session addresses focus on urban society and its impact on environment, government, and education with special emphasis on the industrial arts. Seventeen speeches within the AIA divisions of ACESIA, ACIAS, ACIATE, and AIACSA are included. Representative addresses from the major group and special interest sessions deal with the following subjects: accountability, aerospace, career education, construction, curriculum, environment, games, individualized instruction, interdisciplinary studies, manufacturing, materials, metric system, power, professional publications, special education, teacher education, technology, and urban crisis. The business of the Association is also reported. A comprehensive index is included. (MS)

This document, a report on teacher education in music, contains both recommendations and surveys of current activities from the Commission on Teacher Education of the Music Educators National Conference. The document is divided into five sections for the topics of the five task groups of the commission: qualities and competencies for music educators; recommendations for critically needed changes in teacher education; identification of innovative programs and practices in the preservice preparation of music educators (includes brief descriptions of individual college programs); musical qualities and competencies for classroom teachers; and recommended standards and evaluative criteria for the education of music teachers. Included in the appendixes is a bibliography of research on the evaluation of music teacher education programs. (JA)