Education & Pedagogy

This module, which is one in a series of 29 competency-based administrator education learning packages and related supportive materials focusing upon specific professional competencies of vocational administrators, deals with integrating academic and vocational-technical education. The first section discusses the need to integrate academic and vocational-technical education. In the second section, the following aspects of integrating academic and vocational-technical education are discussed: selecting and using strategies for successful integration, laying the foundation for and conceptualizing the nature and parameters of the intended change, preparing to implement the integration process, actually implementing the change process, evaluating the integration program, and maintaining an ongoing program evaluation and improvement process. The third part describes selected models for integrating academic, math, science, artistic, and practical skills that have been successful in the following locations: Arkansas, Massachusetts, Kentucky, Pennsylvania, Ohio, Oregon, and West Germany. Each of these program descriptions contains a program title, program description, and address from which to obtain additional information. (MN)

This document is the combined third and fourth modules of a series of four. It is designed to help educators learn more about how the double biases of sex and race have affected the quality of black women's high school and college education in southern schools since the Civil War. The following topics are discussed: (1) education of black women before the Civil War; (2) the purpose of black's academic education; (3) the founding of black colleges; (4) founding of private and public high schools for blacks; (5) academic education in high schools and colleges from 1900 to 1950; (6) extracurricular life in high school and college; and (7) black women in academic education today. Also included are short articles on Mary McLeod Bethune, secondary vocational training, pay inequity, and college women of Atlanta University in 1900. Questions for discussion and activities for enrichment, and a bibliography are included. (PS)

A future-oriented model for faculty development and inservice education is based upon expanded collaboration and cooperation of teacher education institutions and school divisions, to the extent that preservice and inservice programs are blended into one continuing process. The School of Education at Radford University (Virginia) is in the process of implementing this model in three phases. First, the model's foundation must be based on established relationships among the teacher education institution and the school divisions it serves. Secondly, specific strategies must be implemented to assure meaningful results, expanded dialogue, and collaboration regarding both preservice and inservice programs. Finally, all cooperating institutions must recognize and have opportunities to benefit from the interchange of resources for the mutual benefit of all. This program will provide freshmen with field experiences which would enable them to determine if their interest in education merits continued professional pursuit and, if so, to help them decide upon specific subject areas or levels for later certification. Students will be encouraged to gain broader experience by observation/participation in non-school agencies. (JMK)

Challenges exist in secondary education, and new developments are being made in the area of integration of academic and vocational education. The first section of this paper focuses on the need for integration and provides a conceptual framework for viewing academic and vocational integration as well as teacher collaboration. Section two summarizes key features of some consortium-developed applied curricula intended for secondary vocational education students. In the third section successful practices in improving academic performance of vocational education students have been grouped into five categories: (1) those occurring within a single class; (2) between two classes; (3) across a school; (4) beyond the school; and (5) at the state level. Section four outlines preliminary findings, by the National Center for Research in Vocational Education, on efforts to integrate academic and vocational education. The last section examines recommendations at the district, state, regional, and national levels for vocational and academic teachers to collaborate, and for integrating the two disciplines in teacher education. (49 references) (SI)

This document describes some of the variables influencing the education of science teachers in Japan. One consideration involving the preservice education of science teachers relates to the type of undergraduate program. Both the Teacher Training System (TTS), in which the undergraduate students are based within the college of education, and the Non-Teacher Training system (Non-TTS), where undergraduates are based in a science or agriculture department and then obtain the necessary education credits for certification, are described. The fundamental qualifications and minimum number of credits for both service and education are listed for high school and junior high school science teachers, as well as for elementary school teachers. The in-service education of science teachers in Japan is also addressed. Three types of in-service training include: (1) inservice education taken at a science education center; (2) taking courses at a university; and (3) voluntary attendance at meetings of science teaching associations. (TW)

There is a heightened focus within teacher education to centralize clinical experiences and develop strong partnerships between schools and universities. University field supervisors fulfill a critical role within clinical experiences because they are uniquely situated in spaces where they can help preservice teachers and school-based partners integrate theory and practice. However, historically, field supervision has been devalued within teacher education programs. The purpose of this research was to gain insight into how various teacher education programs are actualizing field experiences and specifically field supervision within this time of reform in teacher education. This survey explored the question, "What is the state of preservice teacher field supervision within elementary teacher education programs?" Findings from this study suggest teacher education programs surveyed are positioned to respond to reforms in the areas of enacting multiple field experiences as well as conceptualizing field supervision beyond observation and feedback. Findings can help teacher education programs begin to develop common understandings, goals, and nomenclature about actualizing reforms for clinically-rich teacher education.

Under critical examination, the English language and its use in daily interactions carry with them symbolic values in our social world, including social mobility, educational achievement, and employment. Its representations in government bodies, mass media, education, and legal documents have further increased those values and subtly created a hostile environment for many US immigrants who are nonnative English speakers. In the bilingual education debate, this view of nativism and monolingualism has received support from critics who believe that bilingual education serves only to disembody national unity and cohesion. As a result of the English-only view, a number of bilingual education programs are curtailed in the states of California, Arizona, and Massachusetts. In this article, I adopt the theoretical framework of equal educational opportunity (EEO) to examine bilingual education conceived by the California Education for a Global Economy Initiative. In the discussion section, I also propose a bilingual education plan that could better reflect language-positive liberalism and a participatory educational ideal.

The article examines the main approaches to content, forms and methods of training future teachers of vocational education in Europe. It has been found that the structure and content according to national traditions and European standards have led to success of European vocational education. It has been proved that training is practice-oriented, has a solid fundamental basis and is interdisciplinary, effectively contributes to the forming of a professional outlook. We have identified common trends in training teachers of vocational education: flexible training programs based on a broad concept of competence and establishment of closer links between education institutions and research laboratories; greater attention to quality control through a large diversity in the education content; increasing autonomy of education institutions that widens their perspectives, obligatory research and innovation projects within training of future vocational education teachers, diversity of forms and methods of professional training that develops creative innovative thinking, the importance of using ICTs in the training. All these aspects prove innovative nature of European education and great opportunities for training future vocational education teachers' readiness for creative professional activity.

In the United Kingdom, education studies degree courses offer students with a range of career plans both inside and outside the formal education system, a chance to study the foundations of education. The disciplinary nature of education studies has been debated from a variety of theoretical perspectives. This article explores the usefulness of the concept of personal epistemological beliefs in exploring the issue of disciplinarity in education studies and contributing to that debate. An empirical study utilizing measures of personal epistemological beliefs and epistemic match sought to establish whether students on an education studies degree course in the United Kingdom took an interdisciplinary or multidisciplinary approach to applying the disciplines of education studies to their assignments. The results show students apparently alternating between these two approaches and thus highlighting some of the potential of personal epistemological beliefs in exploring the nature of education studies and other similar courses.

Widening access to higher education is a key aspiration of Australian educational policy. Drawing on a sample of non-traditional undergraduate Health and Physical Education (HPE) students, this study argues that an inclusive curriculum recognises and builds on the resources represented by students from various socio-cultural backgrounds. Aligned with a strengths-based approach, this paper draws on Yosso's notion of community cultural wealth to explore the perceptions of 11 non-traditional students from an undergraduate HPE program regarding the resources they brought to higher education. Findings suggest a need to move beyond a traditional deficit approach and promote students' engagement and capital building in their higher education experiences. Implications for an inclusive curriculum with regard to the use of a strengths-based learning and teaching strategies for non-traditional HPE university students are also discussed.

In this article, we present an analysis of current art education research published from 2014-2016 in "Studies in Art Education" and the "International Journal of Education Through Art." Focus is on the state of art education research and the National Art Education Association Research Commission's Research Agenda. We use comparison charts to highlight critical elements of research studies in these two journals. We conclude that both journals present timely and relevant art education research, and we suggest more specific information be integrated into research reports so readers and researchers know more about how inquiries were conducted. Gaps that exist in the literature could be filled with a more balanced reporting of descriptive, experimental, theoretical/paradigm, historical, and philosophical research. More inquiry also is needed that addresses significant topics, through use of rigorous methods, that might inform future development of an articulate policy and practice in art education.

CC Vision -- an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City -- provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fifteen youth from seven different high schools in the Central City metropolitan area spent 18 weeks participating in the Central City Youth Co-Researcher Project as co-researchers. We aim to demonstrate the tensions of facilitating YPAR projects with diverse youth, and the benefits of YPAR as a student voice initiative intended to bolster justice-oriented education research. The influence of their scholarship vis-à-vis YPAR on wide-scale education policy-making, and education reform, in Central City is discussed.

Methodologies for engineering learning and teaching (MELT) approach aims to enhance the attractiveness of education through science, technology, engineering and mathematics (STEM) among young people, while promoting awareness of future careers in these areas. To this end, students' expectations are considered within university programmes, aiming to an increased engagement in STEM careers. To accomplish these goals, a new and integrated approach (MELT) is presented, involving the main stakeholders in both scientific education and society. An education framework is presented, providing guidelines for an improved collaborative approach to STEM education in the future. Results from the pilot implementation of MELT are presented, from a small-scale education parliament prototype. From these initial stage and results, it is seen that there is a need for a proper alignment of expectations from all involved stakeholders, concerning the engineering education towards society's demands.

As a contribution to the history of higher education in English further education colleges, two policy episodes are sketched and compared. Both periods saw attempts to expand courses of higher education outside the universities. In the first, ahead of policies to concentrate non-university higher education in the strongest institutions, efforts were made after 1944 to recognize a hierarchy of colleges, with separate tiers associated with different volumes and types of advanced further education. In the second, soon after unification of the higher education sector at the beginning of the 1990s, all colleges in the further education sector were encouraged to offer higher-level programmes and qualifications, with a reluctance or refusal on the part of central government to plan, coordinate, or configure this provision. The two episodes highlight very different assumptions about what types of institutions should be involved in what kinds of higher education. They are a reminder too of how short is the policy memory on higher education within modern-day governments and their agencies.

Education is seen as the bedrock of a nation's development and for any sustainable programme to take place, human factor, especially the community where the programme is taking place has to be considered. The inputs of the school are from the community and the products of the school service or engineer the community. It is in this context that, this paper assesses the significant roles played by community education in the management and sustainability of UBE programme in Nigeria. Concept of community education and Universal Basic Education are extensively examined. The paper reveals that, through knowledge, exposure and experience, what the community gains from education would enable them to see the reasons why they need to manage and sustain the UBE scheme. The study therefore, recommended that, government and other educational stakeholders should support, fund and embrace community education in the spirit of self-reliance and self-determination with a view to making the laudable objectives realized and sustained.