Education & Pedagogy

Data from an earlier study, a survey of 215 adults that identified six factors deterring participation in adult education, were reanalyzed. The resulting typology describes 5 types of nonparticipants: people deterred by personal problems, lack of confidence, educational costs, lack of interest in formal education, and lack of interest in available courses. (SK)

Examines the development of religious education in England since the 1940s. Reports change from the confessional to a child-centered approach that is more relevant to student needs in an increasingly pluralistic society. Discusses current problems in teaching about religious issues. Argues that, despite the problems, educators have continued to support religious education. (DB)

In response to Kauffman (EC 221 675), the article addresses (1) the appropriateness of the metaphor describing changes in services to students currently supported by special education; (2) the importance of integration and a values-based approach to research and the redesign of services; and (3) the importance of special education's participation in the mainstream of education reform. (DB)

England's recent Education Reform Act of 1988 makes a number of important changes in the law relating to religious education. Describes the principal changes in the law and examines some of the practical difficulties expected to arise in their implementation. Critiques the policies that underlie the new legal provisions. (118 references) (MLF)

Recent legal judgments have compelled the British government to redefine the meaning of free education. This paper examines how school governors formulated policies to charge for certain educational activities. The governing board's arbitrary decision-making practices depart significantly from the rational model espoused by the 1988 Education Reform Act. Includes 17 references. (MLH)

Provides guidelines on how state and local administrators can develop an accountability system to meet Carl D. Perkins Vocational and Applied Technology Education Act requirements. Indicates that performance measures and standards should (1) be clearly defined; (2) be manageable; (3) include accurate and timely data; and (4) provide information regularly. (JOW)

The Carl D. Perkins Vocational and Applied Technology Education Act is designed to help vocational education by channeling federal money to programs that integrate academic and vocational education, targeting money to programs that produce results, emphasizing programs serving disadvantaged people, and easing state regulatory burdens by pushing authority to the local level. (JOW)

Focus group interviews with 18 adults in a weekend degree program produced metaphoric themes. Adult education was compared to "blessing" or "penance"; the primary difference between traditional and adult education was seen as a "juggling act"; and "addiction to learning" appeared to be a motivator. The metaphor of family was considered ideal for adult education programs. (SK)

A systematic approach to reform of pharmaceutical education is seen as necessary to link intended outcomes of reform to a progressive and generally accepted mission of professional practice. Cooperation between pharmaceutical education, professional organizations, and regulatory agencies is viewed as necessary and refinement of professional mission as primary. (Author/MSE)

The author contends that special education suffers from (1) the inappropriateness of the "industrial model" for education; (2) a failure by governments to appreciate that schools are catering to a future that is passing; (3) the need to separate liberal education from technical training for employment; and (4) oversensitivity toward fostering an educated elite. (Author/DB)

Describes four Australian initiatives in community health education: (1) Newtown Community Psychology Centre; (2) Association of Drug Referral Centres; (3) Society for Health Promotion; and (4) Health and Human Relations Exchange. (SK)

Women are underrepresented in professional positions in mathematics, science, engineering, and technology. Female students need to understand that such careers do not necessarily require college, but they do require mathematics. Non-college-bound females need more information about and preparation for today's technician careers, beginning in elementary school. (SM)

Reports on a survey of teacher educators (n=38) about required computer courses for education majors. Most institutions required and offered one three to four credit computer course. Only 15 percent planned to supplement required courses. There were 51 computer labs on 40 campuses. Instructor presentation was the standard instructional method. (SM)

Indiana University college teacher discusses undergraduate science education and effective teaching in introductory courses. The method recommended by educator Arnold Arons trades passive lecture for hands-on learning and Socratic dialogue. Indiana University began a successful research program which brought Arons' method to large-enrollment classes through Socratic-Dialogue-Inducing labs. (SM)

Examines changes in elementary science teachers' education, noting the fragmented status of school science. Few elementary teachers have strong academic backgrounds in science or fundamental knowledge of elementary science program content. Understanding preservice teachers' alternative conceptions and misconceptions about the nature of science is important in modifying their education. (SM)