Education & Pedagogy

Discusses the educational inequities in South Africa between Whites and Blacks. Describes the efforts of the National Education Crisis Conference (NECC) in addressing the educational needs of Blacks. Includes resolutions passed by the NECC and describes the booklet, "What Is History?," produced by a branch of the NECC. (RW)

Presents a brief history of teacher education in Great Britain and ways that academic study and practical experience evolved into reflective teaching. Notes that the relective model rests on the basic assumption that teachers have autonomy in their decision making. Claims the Education Reform Act of 1988 is an attack on professional autonomy. (NL)

A sequential program of teacher education is presented, viewing teaching as an art and proposing that teacher education should cultivate a creative outlook, an understanding of the intellectual foundations of artistic teaching, a working knowledge of the technology of the teacher's craft, and a personal style of artistic teaching. (PB)

The chief providers of adult continuing education in Britain are dependent on central government policy and financial support. In the new world of the 1990s, a needs-based rather than enterprise strategy should strive for accessibility, coherence, and quality, with the focus on the adult learner. (SK)

Examines education, work and employment in developed nations, and identifies present economic trends that affect changes in the job market. Concentrates on the relationship between labor force changes and education, which cause the problems of undereducation and overeducation. Outlines competencies needed by workers in a changing work environment. (RW)

Presents views conveyed to Pennsylvania's State Board of Education about what has been learned from poor and quality practices in early childhood education, and how to apply that knowledge to ensure the best education for young children. Recommends public school classes for preschool-aged children to prevent or remediate environmental and developmental lags. (BB)

Describes four traditions of reform in twentieth-century U.S. teacher education: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is illustrated with examples from contemporary and earlier programs. It is argued that this framework of reform traditions can help clarify differences among ideas and practices in teacher education. (Author/IAH)

Maintains education is the key to solving the drug crisis. Contends legalization is not the answer to the drug problem and that it actually increases drug use by sending the wrong message to young people. Discusses the drug problem as an international phenomena. Includes statistics on drug use in the U.S. (RW)

Explores how art education can enhance the mental abilities and educational needs of older adults. Maintains that the postformal operations development stage may be helpful in art studies. Suggests that older adults could study the meaning of their life experience as well as their place in culture. (KM)

Examines relationships among gender, subordination, politics, poverty, and illiteracy in developing nations. Links women's illiteracy with uneven power distribution. Suggests that patriarchal ideologies shaping the sexual division of labor affect women's access to education and attainment of literacy. Recommends literacy programs be more relevant to local women's needs. (TES)

Describes Mozambican factory workers' acquisition, experience, and use of literacy during socialist construction. Links classroom expectations with sociopolitical relationships, ideological practice, and persistent definitions of class, race, and gender. Describes literacy education as shaped by tension between competing educational approaches within context of changing power relationships. (TES)

Discusses the use of technology in the classroom and presents a model for its use in public schools. Highlights include the role of teachers; teacher education; the role of parents; business and industry's involvement; and implementation suggestions for state boards of education, local school boards, and individual schools. (21 references) (LRW)

This article proposes rules of thumb about the teacher education design process. The rules are grounded in the attempts at reforming teacher education at Washington University in the early 1970s, at a time during which a year-long, field-based alternative to the traditional elementary program was operated. (IAH)

This article describes the Math English Science Technology Education Project (MESTEP), a 15-month masters program for recruiting and preparing talented college graduates for teaching. The focus in this article is teacher education program components and dynamics which appear to exert significant influence on graduates' rate of placement and retention. (IAH)

This article describes the Teachers for Alaska program, University of Alaska. This fifth-year certification program is a response to the teacher education reform movement and is designed to prepare high quality secondary teachers. The program emphasizes preparation of teachers for small high schools in remote Eskimo and Indian villages. (IAH)