Education & Pedagogy

The evolution of information science education in China has changed over time. This paper studies library and information science education from the perspective of bibliometrics. Following a literature review, this research discusses the stages of library and information science education in China and concludes that China has increasingly paid more attention to library and information science education in recent years.

Diverse urban youth are a priority for environmental education. This project focused on urban youth's perceptions of nature and suggestions for environmental education. A mixed-methods approach addressed urban youth through (1) informal discussions and questionnaires, (2) an autophotography project, and (3) interviews. This effort supported previous research, extended current literature, and generated ideas to enhance environmental education. Effective environmental education should center education on flora, present nature as a system, include interactive activities, and create programs from the youth's perspective.

A critical ethnic studies in education is a way to extend or push notions of equity and justice in education. It is necessary given the deleterious impact of neoliberal policies and practices that support an a historical, apolitical, and non-materialist understanding of history. The four articles in this symposium offer a critical comparative studies in education and provide a basis of analysis around themes like genocide, colonialism, and imperialism.

Although theory is the backbone of foundations of education curriculum in teacher education, many students and teacher educators do not recognize its importance, particularly in the light of the increasing trend toward more practical experiences at the expense of such courses. The imitative and experiential approach to teaching, as well as the social functionalist perspective, limit the role of theory in educational decision making. Both, in the end, set limits on the professional aspects of the teaching-learning experience, stressing instead the craft-like features of teaching. (CB)

These guidelines are intended to provide direction for the development of a sound, comprehensive program of secondary school physical education. Position statements are set forth on the topics of: (1) goals of the instructional program; (2) the curriculum; (3) the teacher; (4) student health and safety; (5) scheduling, time allotment, and class size; (6) facilities, equipment and supplies; (7) measurement and evaluation; and (8) accreditation. Eleven publications produced by the American Alliance for Health, Physical Education, Recreation and Dance are listed. (JD)

This report presents trend data from 1976 to 1986 on the number, demographic characteristics, and fields of specialization of education doctorate recipients. Intended users include education program planners, education policy analysts, and education administrators. Charts and text also present information regarding institutions awarding education doctorates, race and sex of doctorate recipients, marital status and age of recipients, planned employment after graduation, and comparisons between education doctorate recipients and other doctorate recipients. Data were derived from the Degrees and Other Formal Awards Conferred survey and the Survey of Earned Doctorates. (CB)

Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)

In this address to educational policy makers attending the National Forum on Excellence in Education, the United States Secretary of Education outlines his perceptions of the responsibilities of those responding to the challenge to renew and reform American education. Discussion focuses on the responsibilities of governors, state legislative leaders, governing boards and their administrators, teachers and teachers' organizations, higher education, parents and students, the private sector, and the Federal government. (RH)

The study was developed to help lay religious education teachers develop the necessary skills, methods, and strategies to improve their effectiveness. The review of literature and interview results provide information from the areas of professional education and religious education. The review of literature and interview results were compiled into a guide for lay religious education teachers. This guide demonstrates examples of effective lesson planning techniques and various teaching strategies which can be directly applied to the religious education classroom. The interview instruments are appended. (Author/AA)

Thailand's efforts to provide universal primary education are described in this publication. Chapter One describes the system of education, focusing on the historical background, the constitutional provision for primary education, educational administration, responsible agencies, the elementary school curriculum circa 1978, teacher training, and appropriations for education. Chapter Two indicates sectors not receiving equal education and presents educational data in numerous tables. Chapter Three briefly describes new developments and programs, such as the National Literacy Campaign, improvement of learning quality in primary schools, and the National Assessment Program. (RH)

The booklet is designed to emphasize in simple terms the important points of the federal and state (Illinois) law related to special education. The following topics are covered: special education parents (parent role); parent-school partnerships (parent training); mandates for special education; individualized education programs (content, development); least restrictive environment; conflict resolution procedures (mediation); due process (hearing, state-level reviews); completion of high school programs; preparation for the transition to adult life (state resources); and parent advocacy (citizen advisory committees, parent associations). (CL)

Eighteen novice special education teachers were interviewed to determine successful strategies regarding paperwork completion and paperwork advice for those new to the field. Interview transcripts revealed five specific paperwork completion strategies: (a) get organized; (b) understand your job description; (c) ask for help; (d) appreciate the value of special education paperwork; and (e) know when to take a break. Each technique is described, enhanced with interview excerpts, and composite examples as appropriate.

Research examining multicultural competence among higher education professionals responsible for leadership education demonstrated significant correlations with racial identity and multicultural education and experiences. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence. Variances in multicultural competence scores were significant in relation to racial identity and select multicultural education and experience measures, above and beyond controlled for demographic variables.

The first decade of the 21st century witnessed an increasing role of patriotic rhetoric in various areas of education and public life in the countries of the former Soviet Union. In some cases, patriotic education that stylistically, semantically, and conceptually emulates the Soviet patriotic education curricula becomes a dominant and the only framework of citizenship education. This study demonstrates that patriotic education that is interpreted through traditionalistic rationales of mobilization and militarization comes into conflict with the goals of democratic education and does not leave much room for educating democratic citizenry.

Character education in schools is implemented using different approaches. The current practices related to character education, though, include educators implementing preplanned lessons and activities from published programs. Yet, these current practices have mixed reviews in large- and small-scale studies. The purpose of this article is to provide a new perspective and approach for character education; one that is based on spontaneity using positive causal attribution training (PCAT). Strategies for implementing spontaneous character education using PCAT are also provided.