Education & Pedagogy

The paper examines some critical issues regarding the Spanish language proficiency of bilingual education teachers, primarily those from the Spanish-language-origin community. Recent longitudinal studies have demonstrated a positive relationship between sustained native language instruction and student achievement. Because this finding is encouraging, it is suggested that it is time to take a closer look at the context in which bilingual education teachers develop their Spanish language proficiency. This examination reveals that given the present subtractive sociolinguistic context in the United States, the likelihood of bilingual teachers developing native-like Spanish language proficiency is low. Further, the Spanish language preparation bilingual education teachers receive at higher education institutions is not commensurate with the task of developing a high level of Spanish proficiency. Finally, the Spanish language proficiency measures used to gauge the proficiency of bilingual education teachers have some problems. It is concluded that under present circumstances, bilingual education teachers with the ability to sustained native language instruction will be the exception. Contains 36 references. (MSE)

This report was developed from a task force of education, arts, business and foundation leaders to address the question: What knowledge can research create that will help schools and policy makers provide an appropriate arts education to American students? The report recommends that research be conducted on five aspects of student learning in the arts, including: (1) the effects of arts education on preschool children and how that relates student achievement in the arts and other academic areas; (2) the effects of arts education on preparing students for successful work and careers; (3) the effects of arts education on the academic performance of at-risk student populations; (4) the effects of arts education on student understanding and appreciation of the diversity of cultural traditions in America; and (5) identification of the best instructional practices in the arts along with the most effective methods of professional development for teachers throughout their careers to insure the highest caliber of arts instruction. The report also makes five recommendations for the development and dissemination of information to guide education policy makers in making decisions affecting arts education. (EH)

Instruction in small business development is particularly appropriate in vocational and career education. Vocational education teaches students job-specific and employability skills and provides opportunities to use them in work experience programs. The profile of the adult entrepreneur reflects characteristics attributed to vocational education students. Most entrepreneurs are action-oriented people and come from families where one or both parents have owned a business. Entrepreneurship education can be infused into vocational education to help students anticipate and respond to change and make them aware of self-employment as an option. Vocational education-business partnerships benefit entrepreneurship by providing a structure by which business can nurture business creation. Curricula to help students learn how to start and run successful businesses have been developed by Central High School, Louisville, Kentucky, and Ocean County Vocational Technical School in Toms River, New Jersey. Recommendations for curriculum and instruction include emphasis on business planning, computer applications, managing capital, marketing, accounting, and business management. Teacher inservice workshops to encourage infusion should be offered. (YLB)

This issue of the Asian-South Pacific Bureau of Adult Education (ASPBAE) Courier contains the following contributions related to the theme of unity in the diversity of interests and approaches to adult/informal education: "Unity in Diversity--The Future of Adult Education in Asia and the South-Pacific Region" (Rajesh Tandon); "Notes on a Theme" (Chia Mun-Onn); "A Brief Review of Adult Education in Asia Today" (Lim Hoy Pick); "Community Education in Promoting Peace and Justice" (A. T. Ariyaratne); "Development-Oriented Adult Education and Life-Long Learning" (Heribert Hinzen); "Government/NGO (Nongovernmental Organization) Relations--Focus on the Philippines" (Horacio Morales, Jr.); "Education and Development--Cause for Concern in the Lao PDR (People's Democratic Republic)" (Somsak J.); "Old Values and New Paradigm in Adult Education" (Chris Duke); "Elimination of Illiteracy in China by the Year 2000" (Guan Shixiong); "An Open Letter to All Adult Educators" (Usa Duongsaa); and "An Emerging Adult Literacy Prospect for Fiji" (Adele Jones). (NLA)

This handbook has been compiled for coordinators of cooperative education programs at the secondary level in Maine. The handbook includes in-school classroom instruction relating to specific jobs and the world of work. Introductory material includes the Maine Association for Cooperative Education Constitution, By-Laws, and 1991 officers. The handbook contains the following 16 chapters: (1) state requirements for cooperative education programs; (2) legal information; (3) advisory committees; (4) Maine's goals for the year 2000; (5) Maine's common core of learning; (6) objectives of cooperative education programs; (7) suggested general related subject in cooperative education; (8) sample course outline for cooperative education; (9) related technical instruction; (10) job site development; (11) sample student worker evaluation form; (12) resources--19 bibliographic references, 4 miscellaneous resources, 14 films, 13 filmstrips, 11 textbooks, and 5 videocassettes; (13) directory of Maine cooperative education programs; (14) public relations; (15) suggested cooperative education enrichment activities; and (16) miscellaneous sample forms--policy agreement, verification of student insurance coverage, parent permission form, parent permission slip, application and personal data sheet, weekly hours and activity sheet, and instructor permission/release form. (NLA)

This report examines the educational needs of and services provided to children with disabilities in developing nations and identifies key strategies for developing educational provisions for this population. It stresses that integrated education and community-based rehabilitation are two approaches which can provide cost-effective and meaningful education and training for disabled persons. The need is established in tables providing data on number of special educational enrollments in 13 African countries and number of pupils enrolled in special education as a percentage of school-age population. Three basic principles or rights are stated: the right to education, the right to equality of opportunity, and the right to participate in society. Strategies to improve the provision of special education are then outlined for the following areas: legislation, administrative support, educational provision, early childhood education, preparation for adult life, parental involvement, training, and research and development. (DB)

Economics and mass higher education have become firmly coupled not only in the minds of distance educators but also in those of policy makers, politicians, educational economists, and social scientists. These conference proceedings add to the knowledge and experience of colleagues from around the world who address the topics of cost effectiveness, efficiency, and benefits of distance education. Author, title, and an abstract are provided for the keynote address and two plenary lectures. The remaining 37 papers are provided in full-text, and address the following issues: public funding of distance education; government funding; planning and workforce needs; work based training; estimating the benefits of higher education and distance education programs; containing costs; student support; course feedback; videoconferencing; human resources; in-service teacher development; physical education courses; collaborative publishing in distance education; and materials production. Papers emphasize the cost factor, and address distance education in many world countries, including England; China; Thailand; Australia; Japan; Canada; South Korea; India; Sri Lanka; Fiji; Singapore; and the United States. An author index is also provided. (MAS)

Nongraded education is the practice of teaching children of different ages and ability levels together, without dividing them into groups labeled by grade designations. As the year 2000 approaches and schools are being re-evaluated in light of changing social and economic conditions, nongradedness is the focus of renewed interest. This publication contains an annotated bibliography of six pieces of research literature on nongraded elementary education: (1) "The Nongraded Elementary School" (John I. Goodlad and Robert H. Anderson); (2) "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8" (National Association for the Education of Young Children); (3) "The Case for Mixed-Age Grouping in Early Education" (Lilian G. Katz, and others); (4) "Supporting Learning: Understanding and Assessing the Progress of Children in the Primary Program: A Resource for Parents and Teachers" (Ministry of Education, Province of British Columbia); (5) "Nongraded Education: Mixed-age, Integrated, and Developmentally Appropriate Education for Primary Children" (Joan Gaustad); and (6) "Making the Transition to Nongraded Primary Education" (Joan Gaustad). (LMI)

An investigation was conducted to determine how many studies have been done, and on what subjects, in the field of education in Israel over the last 20 years. The study was based on the Israeli database "Current Research in the Social Sciences in Israel," which covers education among its topics. The database includes publications in Hebrew and English, with a few in French and German. This review excludes Master's theses, but does include doctoral dissertations. In the database, there are 7,915 "education" records. Only a few predate 1975. Under the main topic "School Settings" are studies on: (1) boarding schools; (2) kibbutz education; (3) special education and mainstreaming; (4) religious education; (5) Arab education; and (6) informal education. A second main topic,"Participants in Education," encompasses studies of students, teachers, administrators, and parents. The remainder of the studies cover a range of general issues dealing with curriculum, instruction, and educational policy. Twenty-four supporting documents in Hebrew are attached. (SLD)

This paper looks at the educational thought system that provides a contextual understanding of education, discusses what schools are for, and presents a vision for education. A review of educational literature reveals an ongoing search for a new educational paradigm and focuses on a transformed conception of teaching that shifts the focus from knowledge as commodity to understanding knowledge as a gift to be received, developed, and shared by all. In this context, the primary purpose of education is to actualize human potential rather than to impart an established body of facts and skills. The educational vision operative in the national education goals--"Goals 2000," which ties the purpose of education to national productivity, is contrasted with "Education 2000: A Holistic Perspective." The vision of "Education 2000," articulated in 1991 by the Global Alliance for Transforming Education, espouses optimal human development rather than the traditional industrial/technological world view. Education 2000 is developed around 10 principles, which are listed, along with educational implications. Contains 10 references. (ND)

The Kentucky Education Reform Act of 1990, which champions arts education as an integral component of a holistic curriculum and assessment process, encourages schools to make use of resources from the community, including arts and cultural organizations, artists, folklorists, and craftspeople. This broadened approach to education provides opportunities for Kentucky's artists and craftspeople to become involved in education. This document aims to inform artists and educators of education reform and become familiar with potential funding sources. The text is organized in six sections, including: (1) "Background"; (2) "An Overview of Education Reform"; (3) "Professional Artists and Craftspeople in the Classrooms"; (4) "Professional Artists and Craftspeople in Other Education Reform Programs"; (5) "Funding and Resources for Artists and Craftspeople"; and (6) "Keeping Informed about Special Opportunities and National Grants." Appendices give "Kentucky's Learning Goals and Academic Expectations"; the "Kentucky Scoring Rubric"; and "Sample Lesson Plans" in dance, drama, music, and visual art. (MM)

This document proposes establishment of eight bachelor of science programs to be offered through Partnerships for Enhancing Postsecondary Participation by Indiana State University. These mediated instruction programs are in the areas of: (1) business administration, (2) community health, (3)electronics technology, (4) general industrial supervision, (5) general industrial technology, (6) industrial automotive technology, (7) mechanical technology, and (8)vocational trade-industrial-technical education. It is proposed that they will be offered at campuses and postsecondary centers in six regions throughout the state: South Bend/Elkhart/Warsaw; Fort Wayne; Kokomo/Logansport; Muncie/Anderson/Marion; Columbus/Bloomington; and Sellersburg. The document summarizes the history of the program, delivery methods, transfer arrangements, budgeting understandings, and enrollment projections. The text is supported by appended enrollment/completion data projections, extracts from a report on student transfers from associate programs to public four year colleges, revised budget requests, and descriptions of the proposed eight telecommunications programs. (CH)

This paper describes the Respecialization in Special Education (RISE) program, which helps noncertified special education teachers in Hawaii earn their endorsement for certification. The program was developed to address the shortage of special education teachers experienced by school systems both nationally and locally. The alternative teacher training program attempts to both alleviate the critical shortage of qualified special education teachers and enhance the long-term retention of trained teachers. Major characteristics of the program are: (1) its unified and systematic approach; (2) its usage of 20 all-day seminars covering curriculum and instruction, classroom management, foundations of special education, and professional development; (3) its supervised field experience using resource teachers as mentors; and (4) its centralized training delivery despite geographic separation, via the Hawaii Interactive Television System. Formative and summative evaluation is built into the program and has indicated a pass rate of 82 percent on the National Teachers Examination Special Education Area Test. Expansion of the program is being considered. (DB)

State special education regulations on class size/caseload in special education programs and services are analyzed, and regulations from 21 states are excerpted. Research on class size in general education and special education is reviewed. While there are hundreds of studies reported for general education, there have been very few studies focused on class size and special education. Characteristics of some state regulations that govern student-teacher ratios are addressed. State requirements for class size/caseload in special education programs and services are more specific and complicated than those for general education. It is suggested that there is no single best way to determine appropriate class and group size for special instructional programs and services. However, there is a need for more research to identify factors involved to support the policymaking process. Regulatory information is presented for the following states: Alabama, California, Illinois, Indiana, Iowa, Kansas, Massachusetts, Maryland, Maine, Michigan, Missouri, Nebraska, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Oklahoma, Pennsylvania, Utah, and West Virginia. (Contains 14 references.) (SW)

This publication explores the role of the university in the education and professional preparation of teachers. It examines this relationship in a cross-national perspective with the goal of exposing a whole range of embedded attitudes about education, cultural assumptions, and political habits in three countries--France, the United States, and England. Circumstances differ widely in the three countries, but for all of them it can be argued that the mid-1960s represented a time of dramatic and fundamental changes, hence 1963 was established as a starting point for the individual country expositions. Each study begins with an overview of the situation in that country during 1963, followed by an analysis of how the prevailing relationship between the university and the training of teachers had by 1963 been generated, and then an analysis of teacher education since 1963. Finally, the current status of education in the three countries is summarized with projections for the future relationship between the university and teacher education. Contains substantial bibliographies on each country. (ND)