Education & Pedagogy

THIS BIBLIOGRAPHY WAS DEVELOPED FOR THE USE OF INSTITUTIONS PREPARING TEACHER-COORDINATORS AND OTHERS WHO WILL TEACH DISTRIBUTIVE EDUCATION AT THE SECONDARY AND ADULT LEVELS. REFERENCES ARE LISTED ALPHABETICALLY BY AUTHOR OR TITLE UNDER THE FOLLOWING CATEGORIES--(1) DISTRIBUTIVE EDUCATION - PROFESSIONAL, (2) THE ADULT PROGRAM - PROFESSIONAL BOOKS, (3) U.S. OFFICE OF EDUCATION PUBLICATIONS, (4) VOCATIONAL EDUCATION - BASIC UNDERSTANDINGS, AND (5) DISTRIBUTION - TECHNICAL, WITH SUCH SUBHEADINGS AS ACCOUNTING, ECONOMIC, AND MANAGEMENT. ADDITIONAL SOURCES OF MATERIALS ARE LISTED. (SL)

This document is a collection of nine papers, each of which recommends strategies for the implementation of multicultural education. Also examined are specific issues, including bidialectical education, learning styles, interpersonal skills training, and disproportionate minority discipline. (Authors)

Papers considering some aspects of the British and Canadian continuing education institution in relation to its clients include: the college and the environment (C.M. Turner); the concept of social responsiveness in postsecondary education (G.T. Fowler); adult education as part of the service of continuing education (L. Russell); community colleges in Canada (G. Campbell); and the marketing of educational services (G. Wills). (MSE)

Ten research reports related to mathematics education are abstracted and analyzed. Five of the reports deal with aspects of mathematics instructional practices, four with areas of learning theory, and one with student achievement. Research related to mathematics education which was reported in RIE and CIJE between July and September 1980 is listed. (MP)

A fictitious college or university outdoor education center (built on average responses from the 10 present major center directors) is pictured, and recommendations for a future ideal outdoor education center are made. The material is summarized from a thesis written at Indiana University for the Doctor of Recreation degree, 1972. (NQ)

Summarizes Congressional debate and legislative action on federal aid to education in 1971-1972 which established authorization programs through fiscal year 1975, and describes each of the ten Titles of the Act, including Title I - Higher Education, Title II - Vocational Education, Title VII - Emergency School Aid Act, Title VIII - General Provisions related to Assignment or Transportation of Students, and Title IX - Prohibition of Sex Discrimination. (SF)

One of a series (see SE 511 541, 542, and 544) of articles dealing with views of science educators concerning the future of secondary science education as exemplified by developments at the individual's college or university. This paper explores ways by which preservice teachers could gain experience in the public schools while inservice teachers returned to campus for additional training. (PEB)

In this article, we examined the history behind character education because we believe that character education an integral component of the educational enterprise. Major contributors to the importance of character education in the 18th, 19th, and 20th centuries were discussed. Then we focused on the highlights of the last five decades of the 20th century. Finally, we examined recent developments in character education, with particular interest to character education programs.

This chapter addresses the transitions and changes occurring because of technological innovation, how these changes are affecting the workplace, and the skills needed to thrive today. It also presents generational characteristics of adult learners and strategies for adult educators and higher education institutions for effectively dealing with adult education programming.

The continuing instability of Education as a discipline is examined against renewed arguments for its "disciplinary" status. Teacher education in particular is seen as Marjorie Garber's concept of "discipline envy" to propose a more positive relationship between disciplines that might work for the good of teacher education.

Ensuring the quality of college learning is, beyond doubt, the most important responsibility of higher education accreditation. Yet, almost no one currently thinks that accreditation, especially at the institutional level, is what it should be for twenty-first-century students and institutions of higher education. In this article, the author presents the importance of accreditation in higher education and the role in plays in quality education.

The University of Southern California Teacher Corps Rural-Migrant Project in Bilingual-Bicultural Education is a joint teacher training effort between university and local education agencies and a two-year graduate studies programme that recruits and trains bilingual interns with commitment to careers in the education of the disadvantaged. (JH)

A description and evaluation of the Federal City College (the first Urban Land Grant institution in the nation) higher education program offered in association with a group of Washington, D.C., penal institutions located in Lorton, Virginia. This Lorton Project has been adopted as a National Model by the Department of Health, Education, and Welfare. (EH)

This chapter describes an evolving narrative inquiry into the use of formative sustainability assessments in teacher education for elementary and secondary level education. Framed within a postmodern approach to education, we describe the efficacy of using experiential, performative, discursive, graphic, and reflective assessments to bolster critical and creative holistic understandings.

Out of all the states that have struggled to provide a quality public education over the past decade, perhaps none have seen as precipitous a decline as North Carolina. Once seen as a regional model of progressive education policy, a succession of unfortunate occurrences has severely damaged the public education system. Activists now fight against difficult odds for the change students need most.