Education & Pedagogy

The participation and inclusion of students with disabilities in the general education setting has steadily increased over the past several years, facilitated in part by the amendments to the Individuals with Disabilities Education Act. Providing students with disabilities a free appropriate public education in this setting has proved to be challenging. In this article we provide an overview of recent case law in the areas of discipline, residential placements, parental rights, and compensatory education. Implications for practice are also provided. (Contains 4 tables.)

This paper analyses challenges for higher education raised by the rapid development of information and communication technologies. The paper explores the enhancement of distance education leading to new opportunities to improve quality and develop services in higher education institutions. The paper overviews technical means and systems and also the newest technologies, which are successfully making their way to education and in the nearest future, will have even greater influence on the development of the latter. (Contains 2 tables and 2 figures.)

To foster economic growth in the Navajo communities served by Crownpoint Institute of Technology, an initiative developed networks among educational, industrial, and nonprofit organizations. By promoting the sharing of knowledge between Navajo medicine men and veterinarians, Crownpoint has developed high quality training, employment, and small business management in alternative livestock (elk) and animal health/range management. (TD)

Because of its unique leadership and supportive faculty, Salish Kootenai College, on the Flathead reservation in Western Montana, has become one of the leading institutions nationwide in providing distance learning programs. Consistent with the college's mission, all distance courses are designed to preserve and enhance Salish and Kootenai culture. Program development and implementation and lessons learned are described. (TD)

A study examined whether federal New Deal policy goals matched local policy outcomes in Mississippi, Georgia, and North Carolina. Data from 337 counties indicate that policy outcomes matched goals in that women's access to vocational training remained narrowly constrained. Additional funds mostly benefitted men's programs. Contrary to Congressional intent, access to programs remained disconnected from local labor markets. Contains 85 references. (TD)

This paper describes the Early Childhood Intervention (ECI) graduate training program at Kent State University (Ohio). Description of courses and practicum activities for the competency-based program is followed by outcomes data regarding student satisfaction with the curriculum and their capacity for providing family-centered services. Evaluation data support the program's effectiveness. (Contains references.) (DB)

This study examined perceptions of unified early childhood personnel preparation programs by 28 faculty members in such programs and by graduates (n=42) of unified, dual, or separate exceptional child education or exceptional child special education programs. Faculty stressed the importance of commitment and collaborative problem solving. The graduate survey also suggested unified programs more concerned with collaboration. (Contains references.) (DB)

Understanding the post-storm landscape of education in New Orleans and the metro area requires a grasp of some of the pre-storm realities of New Orleans public schools. This article will provide a brief overview of three arenas important to understanding the educational landscape of New Orleans--parish governance, desegregation and private schools. Furthermore, the author states that when examining education in New Orleans, one must consider the history and culture of the communities. (Contains 2 figures.)

Arts education was a component of the systemic change efforts of education reform of the last 15 years. What was learned? This article is an effort to give some shape to issues fundamental to the work of teachers in arts and learning. The author starts by discussing the definitions and purposes of arts education. He also discusses the evolving role of arts organizations to arts education over the last 10 years. The author then raises some important questions concerning the advancement of arts education.

There may be forces at work that recently have created barriers and restrictions within primary education. Indeed it could be argued that those forces have reduced the children's education to a more rigid and limiting primary schooling. This article explores the influence of target setting and testing, literacy and numeracy hours, American and secondary models, and publisher curriculum and worksheets. It argues for an education that encourages children to be creative, original and to use their own initiative.

International comparisons help us explore the assumptions made about U.S. schools, students, and pedagogy. That is why the author decided to spend five months in the Czech Republic teaching science education courses at Palacky and Ostrava Universities and learning about the Czech education system. As a result, the new context challenged his notions about science education in the United States. The intent of this article is to raise questions to encourage discussion and analysis, not to advocate the superiority of any nation's education system or methods.

A study was conducted of all Christian theological seminaries and divinity schools in the United States and Canada. The search was for Christian higher education courses, programs, and degrees offered by these graduate schools. Only a few schools offer courses per se in Christian higher education. Eight schools offered courses of instruction somewhat related to Christian higher education, but not even one school offered a degree per se in the burgeoning field of contemporary Christian higher education.

The intersection between science teacher education and multiculturalism has produced a considerable amount of research in the science education community. This paper suggests, according to current science teacher preparation literature, an initial set of multicultural science education standards for science methods course instructors of preservice teachers: dialogic conversation, authentic activities, reflexivity, ability, committed practice, and knowing. Included in the discussion of each standard is an activity or lesson that a science methods course instructor can implement.

In this article, the author introduces integrative STEM (science, technology, engineering, and/or mathematics) education and discusses the importance of the program. The notion of integrative STEM education includes approaches that explore teaching and learning between/among any two or more of the STEM subject areas, and/or between a STEM subject and one or more other school subjects. It encourages and prepares STEM educators, administrators, and elementary educators to explore and implement integrative alternatives to traditional, disconnected STEM education. (Contains 2 footnotes.)

Using survey methodology, this study examined the beliefs and practices of mathematics teacher educators (MTEs) regarding the integration of technology in their teacher education programs. In addition, the relationship among MTEs' beliefs about the importance of technology, their comfort with using and teaching with technology, and the degree to which they have implemented technology within their mathematics teacher education programs were also examined. (Contains 5 tables.)