Education & Pedagogy

The growing phenomenon of cross-border higher education (CBHE) will not help developing countries unless it is accessible, available, affordable, relevant and of acceptable quality. Foreign Providers in the Caribbean: Pillagers or Preceptors? focuses on the trends of CBHE in the Caribbean, which has its own unique characteristics. Following a Preface (Sir John Daniel), Contributor information, and Prologue (Stewart Marshall and Christine Marrett), the book includes nine case studies: (1) External Tertiary Education Providers in Barbados (Michael L. Thomas); (2) External Tertiary Education Providers in Belize (Maria Isabel Tun); (3) External Tertiary Education Providers in the British Virgin Islands (Marcia Potter); (4) External Tertiary Education Providers in the Cayman Islands (Deborah Ann Chambers); (5) External Tertiary Education Providers in Jamaica (Nancy A. George); (6) External Tertiary Education Providers in Trinidad and Tobago (Karen Rosemin and Lystra Sampson-Ovid with Aaron Anthony O'Neal and Lynne Mohammed); (7) External Tertiary Education Providers in the Turks and Caicos Islands (Carlton Mills); (8) Maximising the Benefits of an In-country Foreign Tertiary Education Provider: The School for Field Studies, the Turks and Caicos Islands (David T. Wilson and Carlton Mills); and (9) External Provision of Tertiary Education Through Institutional Collaboration in Distance Education in the Commonwealth Caribbean (Christine Marrett.) The book concludes with an Epilogue The Global and the Local (Stewart Marshall.) (Chapters are noted and referenced individually. Contains 5 figures and 27 tables.).

Past and present policies and practices in education and vocational training for offenders in the United Kingdom were examined. Changes in the content, delivery, and funding of education and vocational training for offenders over the past decade were reviewed. Special attention was paid to the following changes that took place in 2001: (1) transfer of responsibility for support of education and training in prisons from Education Services to the new Prisoners Learning and Skills Unit; (2) for the first time, education for prisoners received its own clearly allocated funding, and funding for prisoners was increased; and (3) inspection and evaluation of funding for prisoners were strengthened by adding inspectors from the Office for Standards in Education and from the Further Education Council's Funding Inspectorate to the team of prison inspectors. Forty-seven specific recommendations pertaining to areas such as the following were presented: (1) revision of the core curriculum to meet the needs of particular groups within the overall prison population; (2) procedures for awarding contracts for prisoner education; (3) development of an overall strategy for vocational training within the prison system and within individual establishments; (4) development of an information and computer technology strategy for prisons; and (5) universal application of screening to identify prisoners with learning difficulties and language and basic skill needs. (MN)

Community, higher education, and business partnerships are often touted as critical links to helping students graduate from high school and making sure that they are college- and career-ready when they do. Now a panel of state board of education members from across the country has found common ground for partnerships with the country's single largest employer: the military. This new report from a National Association of State Boards of Education (NASBE) study group examines the desired outcomes shared among educators, the military, business and higher education and how to align these goals with shared best practices. The group determined that educators can adapt many of the best practices the military applies to instruct secondary students enrolled in a cross-section of programs, including JROTC and the National Guard Youth ChalleNGe. The application of these practices that give students discipline, pride, and a sense of belonging can be harnessed for use in many school settings. In addition to partnerships, military education programs exhibit a host of best practices that can be used to inform civilian programs. Appendices include: (1) Overview of Featured Education-Military Programs; and (2) Education-Military Resources. (Contains 3 tables, 2 maps, and 52 endnotes.) [Support for this report was provided by the U.S. Army Accessions Command.]

Several briefing papers were presented during the 14th Annual National Indian Education Association (NIEA) Legislative Summit. This briefing book contains the following papers presented during the summit: (1) Restoring the Trust in Native Education; (2) NIEA Legislative Priorities for 2011: "Talking Points"; (3) Reauthorization of the Elementary and Secondary Education Act: "NIEA's Ongoing Commitment"; (4) Investing in Tomorrow's Workforce, Colin Kippen, Op-Ed in "The Hill" Publication, Jan. 21, 2011; (5) "Education Secretary: "No Child Left Behind" has led to a 'Dumbing Down'", Emmanuel Touhey, "The Hill", Jan. 28, 2011; (6) "Jobs and American Competitiveness are Top Priorities", Rep. John Kline (R-Minn.), "The Hill" publication, Jan. 25, 2011; (7) Strengthening the Native Voice at the U.S. Department of Education; (8) The President's FY 11 Budget Requests For Native Education; (9) NIEA Appropriations Priorities for 2011; (10) Bureau of Indian Education Schools; (11) Bureau of Indian Education Race to the Top; (12) The Johnson O'Malley Program; (13) Funding Indian Education Through Impact Aid; (14) Insufficient Funding for the Construction and Repair of Bureau of Indian Affairs Schools; (15) Tribal Education Departments; and (16) Funding American Indian--Alaska Native Head Start and Early Head Start Programs. [For the 13th Annual Legislative Summit Briefing Papers, see ED523546.]

The American Association of Colleges for Teacher Education (AACTE) is the sole national organization that represents the institutional interests of university-based teacher education programs. Specifically, AACTE represents more than 770 schools, colleges, and departments of education and affiliate organizations that produce more than two thirds of the nation?s new school personnel each year. One of the Association?s primary goals is to contribute to the knowledge base on teacher education by conducting surveys on topics of critical interest, publishing scholarly papers, and collecting information that assists users in the study of education policy, especially as it relates to the quality preparation of educators. In addition, AACTE and the National Council for Accreditation of Teacher Education (NCATE) cosponsor the Professional Education Data System (PEDS), which annually collects and examines data on the productivity, demographics, and financial resources of AACTE and NCATE member institutions. This report provides selected data for TECSCU member institutions from the 2002 PEDS report, which collected data on the 2000-2001 academic year. Of the 662 AACTE members who completed the survey, 176 institutions (26.6%) indicated that they were affiliated with TECSCU. Data used for this report is based on these 176 institutions and is organized into four subsections: (a) Professional Educational Faculty; (b) Enrollment; (c) Degrees Conferred, and (d) Technology and Distance Education.

In "Educations in Ethnic Violence", Matthew Lange explores the effects education has on ethnic violence. Lange contradicts the widely-held belief that education promotes peace and tolerance. Rather, Lange finds that education commonly contributes to aggression, especially in environments with ethnic divisions, limited resources, and ineffective political institutions. He describes four ways in which organized learning spurs ethnic conflicts. Socialization in school shapes students' identities and the norms governing intercommunal relations. Education can also increase students' frustration and aggression when their expectations are not met. Sometimes, the competitive atmosphere gives students an incentive to participate in violence. Finally, education provides students with superior abilities to mobilize violent ethnic movements. Lange employs a cross-national statistical analysis with case studies of Sri Lanka, Cyprus, the Palestinian territories, India, sub-Saharan Africa, Canada, and Germany. The following chapters are contained in this book: (1) Introduction: education and ethnic violence; (2) Education and ethnic violence: a theoretical framework; (3) Testing the impact of education on ethnic violence; (4) Education and ethnic violence in Sri Lanka; (5) Education and ethnic violence in Cyprus; (6) Education and ethnic violence in the Palestinian territories, India, and sub-Saharan Africa; (7) Education and ethno-nationalist conflict in Canada and Germany; and (8) Education and ethnic violence: conclusions and implications. (Contains 17 tables.)

A pilot study was conducted to determine the tasks performed by occupational education administrators in the community colleges and to obtain opinions from community college presidents and deans concerning the content of a doctoral program to prepare future occupational education administrators. Data were gathered through personal interviews at ten community colleges in the greater Los Angeles area. A survey instrument was developed for use in the interviews. Profiles of respondents and institutions are provided. Tasks performed by deans of occupational education were found to include public relations, work with advisory committees, curriculum development, budgeting, preparation of Federal and State reports, program planning and class scheduling, writing proposals, supervision and evaluation of teachers/staff, hiring new staff, and addresses is also provided. Helpful hints for building an economics library and finance, human relations, personnel, school law, community college, curriculum development, and vocational education. Most respondents rated the following areas either desirable or essential: adult education, computers/programming, counseling, higher education, information systems, philosophy of education, psychology of education, research in education, sociology of education, and statistics. Opinions were also given concerning internship location, interns' duties, persons to whom interns should be responsible, and optimum length of internships. Degrees and credentials, teaching experience, industrial experience, course work, and personal qualities were given as considerations in hiring. (KM)

Career Education poses a challenge for in-service education and requires management decision making from all the discipline areas and teaching levels. The major theme of this paper is that sound planning and management of a systematic in-service delivery system is basic to implementing career education. A planning format is presented for use in determining the strategy of the in-service effort, the structure of the program to be presented, and the instructional system which supports the effort. The second theme of the paper is that any in-service program dealing with a major change must consider that each school system generally has a large turnover of personnel, who may have little or no knowledge of career education or insight into its operational meaning. A third theme concerns the need to create an indepth understanding of the nature of career education and how it can add meaning and relevance to instruction. Steps in the strategy for in-service education are outlined, with a strong recommendation that the school district assume the cost of the professional retraining for the major policy change inherent in the career education concept. A case study of a preservice career education module is presented as a model for the design of an in-service program. Appended are instruments to assist district personnel in evaluating materials for career education and an attitudes survey to assess beliefs toward career education. (Author/VT)

This document reports a study which dealt principally with research activity under way in the education departments of the Commonwealth and the states, in the university schools of education and departments of psychology, in the schools of education of the colleges of advanced education, in the teachers colleges, and in the special units of the universities, colleges of advanced education, and teachers colleges. It touches cursorily on research in teachers organizations and the Catholic Education Offices, research into the economics of education and adult education, and some aspects of research into the sociology of education. It reports views held on certain issues in training and careers by heads of divisions and staffs in the departments of state, and by heads and staffs of the schools of education in the universities and colleges of advanced education. It discusses the kinds of preparation for their present work received by many of those engaged in research and development; and some of the judgments they make both about their own preparation and those who will be joining their ranks as qualified workers. It reports also opinions about the need for some relatively new kinds of workers in research and development, about the areas of work which should have priority in the future and about some of the topics in those areas to which immediate attention might be directed. (Author/JM)

The report on special education services in Louisiana reviews present services, recent Federal court decisions mandating special education for all handicapped children, and makes recommendations for program improvement. It is noted that Louisiana Law requires public education of all exceptional children between 3 and 21 years of age with IQs above 25. Reported is a 1973 survey which had the following findings: (1) almost half of Louisiana children identified as needing special education were not receiving it; (2) most children receiving special education services were in public schools; (3) private and public agencies other than public schools offered more services to the trainable mentally retarded than any other group; (4) special education needs of the physically handicapped, emotionally disturbed, learning disabled, and visually impaired were not being met by either public schools or other agencies; (5) public schools emphasized services at the elementary level with few programs for preschool and secondary students; (6) private and other public special education agencies placed a greater emphasis on preschool and secondary levels than did the public schools; and (7) most children receiving special education in the public schools were placed in special classes with very little use made of techniques such as mainstreaming. It is recommended that an additional $23.4 million be provided for special education services during the 1974-75 school year, that an additional 34 evaluation teams be established at university special education centers, and that an additional 74 speech therapists, 903 special education teachers, and 2,138 aides be provided. (DB)

The document describes the Mountain-Plains career education model and discusses its implications for higher education. The Mountain-Plains Education and Economic Development Program, Inc., is a non-profit corporation chartered by the State of Montana and funded through the National Institute of Education for a five-year cycle of research and development under the designation Career Education Model Four. The model was designed both for specific applicability to a disadvantaged population in a six State target area (Nebraska, the Dakotas, Montana, Wyoming, and Idaho) and for general applicability across the full spectrum of education. The document traces the physical and procedural structure of the model; the underlying premise is that family-oriented career education, offered in a residential setting and implemented through a comprehensive family-human development approach, represents an effective method of improving the employability, standard of living, and life satisfaction of a disadvantaged population. The authors offer statistics indicating the nature and scope of the program's effects to date, and conclude that Montain-Plains could serve as a complete humanistic model for higher education delivery. Program elements seen as applicable to higher education are its family base, its individualizing of instruction, its criterion-referenced testing, its methods of positive reinforcement, and its roots in societal reality and in human development philosophy. (Author/AJ)

This report describes the rationale for competency-based vocational teacher education, and a methodology by which synthesized competency lists for the preparation of vocational and career education personnel at various levels were developed during Phase 1 of a project to examine the applicability of competency-based teacher education to Massachusetts. Synthesized competency lists are included for vocational educators at the teacher, middle manager, and administrator levels. Competency statements are also included for personnel to administer career education programs at the elementary, junior, and senior high levels, including counselors, coordinators, and administrators. Findings and recommendations for the project are presented. The appendixes (more than half of the total contents) include all original sources of competency studies used in this project. (The intention is that the document may be used as a comprehensive compilation of research in this field.) Competency lists contained in the appendixes are as follows: Model Curricula for Vocational and Technical Teacher Education: Performance Elements and Examples of Module Titles and Performance Objectives; For Initial Teacher Preparation in Both Broad-Based Vocational Education and Specific Service Areas; For Middle Management Positions; For Administrative Positions; For New And Related Areas--Career Education, Community College Instructions, Part Time Vocational Education Call Staff, and Vocational Counselors. The career education competency questionnaire is also appended. (TA)

This book, one of a five-volume series dealing with perspectives in American education, discusses the education of women. The purpose of the series is to provide a better understanding of the educational process and the relation of education to human welfare. Chapters one and two examine women and schools by discussing the function of education for women and the educational attainment of women in the United States today. Chapters three, four, and five provide an historical perspective by examining the education of women in classical and medieval times, the strictures imposed on women by the British and French in the 17th and 18th centuries, and the education of women in colonial United States until the Civil War. Discrimination, sex roles, socialization, and male dominance in school leadership are discussed in Chapters six, seven, and eight. Chapters nine through 12 deal with the work roles of women by examining vocational education, job and manpower training, and how women are faring at the academic level. Chapters 13 and 14 deal respectively with the law, and how it provides equal protection, and with political and policy studies for and about women. Appendix A contains a statistical table on Bachelor, Master, and Doctoral degrees conferred by institutions of higher education by sex of student and by field of study in the United States from 1970-71. (Author/RM)

Intended for Illinois teachers of visually, hearing, or physically handicapped children at the elementary grade level, the handbook provides information for developing a career education program. Focused on in chapter 1 is special education in the state of Illinois with sections on philosophy and program guidelines, regional programs and services, the Special Education Advisory Council, the Illinois Commission on Children, and The Child Hearing Test Act. The emergence and current status of career education is reviewed in chapter 2 including conditions calling for educational reform, the Office of Education definition and policy paper, and the Education Amendments of 1974. The purpose, goals, and activities of career education are considered in chapter 3 with sections on the nature of career development, the awareness stage (grades K - 3), and the accommodation stage (grades 4 - 6). Focused on in chapter 4 are special career education needs for visually, hearing, and physically impaired children, respectively. Various career education resources such as the Educational Resources Information Center and the National Career Information Center are discussed in chapter 5. Considered in chapter 6 are aspects of curriculum planning for career education including specification of goals and objectives, lesson planning, and a four step teaching method. The parents' role in career education is examined in the final chapter in the form of six activities for teachers. Appended are additional information on planning lessons in career education and sample lesson plans. (DB)

This book includes the papers and speeches which were part of the Seattle Conference in which representatives of 49 states met to reevaluate beliefs and procedures regarding the future role of state departments of education particularly with reference to the identification and setting of goals. There are seven speeches and papers: "The Dynamic Duo (with apologies to Batman and Robin)" by Warren G. Hill; "Broad Policy Concerns and Direction for a State Department of Education in Teacher Education" by J. R. Rackley and Norman A. Miller; "The Future of Teacher Education: Implications for a State Department of Education" by James C. Stone; "Creative and Constructive Adaptation" by John R. Mayor; "Improvement of Teacher Education in the State of Washington" by J. Alan Ross; "POINT (Project for the Orientation and Induction of New Teachers)--An Innovation in Teacher Education and State Leadership" by Herbert Hite; "The Future of Teacher Education: Notes on a Special Form of Tyranny" by William R. Fielder. William H. Drummond summarizes both formal and informal proceedings in "Conference Commentary." Added later were the "Introduction" by Roy A. Edelfelt and the final overview chapter by Wendell C. Allen, "State Government and Teacher Education--A Different Role for the State Education Agency." (JS)