Education & Pedagogy

Many Latin American states, characterized by "colonization" of the state by dominant families or individuals, are unable to carry out proper state functions. In attempting to address such states' shortcomings, nonformal adult education has been prominent in new educational policies of revolutionary governments in Cuba, Nicaragua, and Grenada. (SV)

This article identifies reasons for the crisis of Czechoslovak higher education including centralized administration, political screening of personnel, destruction of teachers' research and educational activities, and the perceived decreasing importance of higher education. Also considered is the new Higher Education Act of 1990 involving radical decentralization in higher education governance. (DB)

A computer software package called Schools Information Management Systems (SIMS) is available in Great Britain for application to special education uses. The system stores, manipulates, and retrieves information on pupils, medical examinations, staffing, individualized education programs, local resource management, timetables, and attendance. Increased training and support for SIMS within local education authorities are needed. (JDD)

A model is offered which identifies those who benefit and the benefits of special education. The model uses impact analysis rather than benefit-cost analysis and involves establishing evaluative techniques, developing novel metrics, and gathering baseline evaluation data to ascertain the social, economic, and personal benefits of special education. (Author/DB)

Examines the development and use of a resource-components cost model for local planning, policy, and decision making in special education. A local district case study found that any systematic examination of special education instructional costs must allow for variations in student use and that district budgets materially understate real special education costs. (MLH)

The Myers-Briggs Type Inventory personality profiles were examined for 645 Nebraska undergraduates in vocational teacher education programs. A high prevalence (58 percent) of Sensing-Judging types was found. In content areas, the second largest percentage of marketing students were Intuitive-Thinking; health occupations, home economics, and business students Intuitive-Feeling; and industrial education Sensing-Perceptive. (SK)

Contends that institutionalized Eurocentric curricula constantly reinforce racial and sexual inferiority complexes among people of color and women. Calls for the incorporation of world mathematical and scientific history and knowledge in the curriculum. Describes a radical pedagogy encouraging minority students to feel positive and self-assured about their mathematics abilities. (AF)

The author relates his experiences in the undergraduate teacher education program at one of only two public higher education institutions open to Blacks at the time. The curriculum is described, and his experiences during student teaching and his first teaching jobs are detailed. (IAH)

Questions activities of the Holmes Group, noting that, if the activities do not result in the exemplification of excellence in teaching and teacher education, the group's claim to leadership is questionable. The criticism claims that the group discourages more fundamental and promising changes in teacher education than it advocates. (SM)

Traces historical precedents of values development and citizenship education in the United States and Canada. Proposes a framework for democratic values education. Explores teaching methods and classroom environments that promote democratic citizenship education. Exhorts social studies educators to integrate teaching and learning in citizenship education, infusing values that will sustain democracy. (CH)

Examines democracy as a social and political system. Defines democracy as an evolving process that moves toward consensus whereby citizens exercise their sovereignty in government based on values and laws. Identifies two cornerstones of democracy: sovereignty of the people and individual rights. Explores the guardianship role of education in protecting democracy by providing democratic citizenship education. (CH)

Advocates Chinese educational reform that returns the focus to elementary and secondary schools, away from higher education, competition, and promotion-oriented programs. Argues funds, admittedly limited, will be best spent on universal education that utilizes talent, improves the quality of national culture, and develops student creativity. Encourages pooling funds from diverse channels. (CH)

Examines linkages between adult continuing education and rural economic development strategies. Categorizes educational program responses to human capital investment needs of adults, and indicates the economic impact in rural areas of such responses. Discusses social roles as a motivator for educational participation. Contains 29 references. (SV)

Summarizes 11 themes of Deloria's "Indian Education in America," including Native versus Western worldview; history of Indian education; Indian versus professional identity; community as key to survival; destructive aspects of American education; necessity of tribal context for education and knowledge; and reconciliation of science and tribal values. (SV)

Presents a reflective review of radical attempts in Tanzania to change the system of higher education from a liberal elitist model based on a British heritage to a proletarian system in which university education is conceived of as a form of adult education recruiting students from their places of work and not directly from the school system. (KS)