Education & Pedagogy

This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards. (Contains extensive references.) (Author/DB)

Investigated why and how teacher educators bridged the gap between multicultural and global education to prepare teachers for diversity and equity. Respondents wrote about lived experiences which shaped their world views. Significant differences existed between white and nonwhite teachers' experiences. Several interrelated qualities in teachers' experiences emerged. Educators noted for working in multicultural/global education had certain experiences in common. (SM)

Reviews the Web as an instructional delivery medium and describes a hybrid model for continuing medical education (CME) delivery that merges the Web and CD-ROM. Discusses an evaluation that demonstrated the effectiveness of the model for delivering CME to rural physicians in regions with low bandwidth. (SK)

Describes the higher education reform discussion in Austria which led to major system reorganization in 1993. It is noted that a previous academic oligarchy played a central role because a high proportion of university faculty also served in the parliament. Research on higher education played little part in reform because few studies were available. (MSE)

A survey of 794 teachers from six school districts in central California found that although teachers strongly endorsed the principles of bilingual education, they indicated minimal support for actual participation by students in bilingual programs. Teachers with supplementary training in English as a Second Language and bilingual education were more supportive of bilingual education. Includes survey questionnaire. (Author/LP)

Medical, nursing, pharmacy, and dental education in West Virginia's state universities has undergone substantial changes since 1991, becoming more responsive to community needs. A primary-care, community-based academic system now involves students, faculty, health professionals, and lay community members in identifying and serving needs in underserved and rural areas. All students complete a 12-week rural rotation in an expanding program. (Author/MSE)

This paper analyzes the effects of British government directives on teacher education. A study of elementary and secondary teachers investigated perceived gaps in their initial teacher education (ITE). Two major gaps were handling behavior problems and dealing with parents, neither well-addressed by ITE. Most teachers believed they should not be responsible for training new teachers. (SM)

Recounts the growth of Conservation Authorities in Ontario from the first partnerships between schools and conservation in the 1950s, to the opening of a pioneer village, flood control dam, nature trails, and residential conservation education centers through the 1960s and 1970s. Increased public environmental concern sparked more growth in the 1980s. Postscript describes financial cutbacks in the 1990s. (TD)

Describes curricular standards that concern teachers and teacher educators. Argues that reforms are based on changing images of good teaching, aimed at undetermined and uncertain aspects of teaching, and that little theory exists concerning how new teachers learn to teach. Proposes several areas of investigation as teacher education programs are reevaluated. (SD)

Describes the career of Scottish artist and art educator William Johnstone (1897-1981) and how his achievements, which are traced to 20th-century modernism, have influenced both art design and childrens' art education. Concludes that through Johnstone, progressivism in art and education converged, producing a model for creative expression in art education. (LP)

Two surveys of 64 university teacher preparation programs in deaf education and 62 instructional programs providing direct services to students with hearing impairments evaluated the role of Gallaudet University's Doctoral Program in Deaf Education in providing leadership personnel. Findings support the need for additional leadership personnel for university faculty positions and in instructional programs. (DB)

Argues that the greatest constraints to the effective implementation of environmental education in Uganda's elementary schools include the elitist nature of the education system, teacher preparation, materials development, and curricula with little relevance to local communities. Recommendations to solve these problems include strengthening teacher training and methods that encourage experiential learning, and rewarding the practical job sector more than the white-collar sector. Contains 31 references. (PVD)

A partnership of reservation schools, communities, universities, corporations, and agencies develops culturally appropriate curricula for Native Americans through technology. Nineteen member schools in 10 states set their own goals based on local needs and access to technology. Summer institutes provide teacher technology workshops and project development. Online mentors, an electronic library, and a virtual museum foster an electronic learning environment. (TD)

Surveys of staff in 10 rural regional cooperatives and 27 special education directors in New Mexico regarding their perception of program effectiveness found that the regional cooperative approach provides special education-related services (training, technical assistance, grant writing) and personnel that schools would have difficulty maintaining individually. Areas of concern included travel, limited staff and facilities, and communication difficulties. (SAS)

Conversations with seven graduates of the Northern Teacher Education Program now teaching in northern Canada, explored family, school, and cultural factors that shaped their teacher role identities, and how these identities enable them to positively influence northern schools, students, and communities. A growing narrative of Aboriginal self-determination continues to shape their identities. Contains 27 references. (TD)