Education & Pedagogy

A study examined the relationship between economic growth and compulsory education, vocational education and training, higher education, and the education and training of managers in Great Britain in the period between 1944 and 1988. Deficiencies in language and mathematical skills were found among completers of compulsory education, participants in the Youth Training Scheme, and even in many university students. Britain's performance at the intermediate vocational training level was found to be especially poor compared to that of other European countries. Low participation rates in advanced secondary education and poor preparation for the world of work were cited as areas of particular concern and were linked at least partly to an antitechnology, antivocational, and antiindustry bias on the part of providers of teaching and training services. The problems of the British education and training system were deemed at least partly responsible for problems in the following areas: skills and competitiveness, innovation and research and development, and resource utilization and personnel management. The problems plaguing Britain's education and training system were attributed not to lack of resources but rather to a combination of misallocation and poor use of the resources that have been allocated to the system. (Contains 480 references; 14 figures/tables.) (MN)

The history of vocational education in the United States from 1860-1930 is seen from a different perspective than that in existing accounts of the rise of mass vocational education. In this perspective, vocational education is defined broadly as encompassing professional training, including training for professions that emerged in that era (such as accounting), and evening and extension classes of colleges and universities. Although most advocates of vocational education in the public schools focused on "industrial" education--education for factory work--the demand for commerce-oriented vocational courses exceeded that for industrial courses. A major role was played by proprietary (profit venture) schools, especially correspondence schools, which enrolled an astounding number of students during this period. The majority of students who took vocational courses between 1890 and 1930 did so not as teenagers in public high schools but as adults who had already commenced their working careers. During this time, however, prominent educators such as John Dewey called for a kind of vocational education relating job skills and underlying sciences, aimed at preparation for a mobile career, and taking place in full-time institutions. Starting in the 1920s and continuing into the 1930s, the model of full-time, school-based vocational training began to replace prior models of evening classes. (103 reference notes) (KC)

In almost all its aspects, radiologic technology education is adult education. Boyle's (1981) adult learning model has four components: (1) the learner in terms of motivation; (2) learning as a change process; (3) the experiential role of education; and (4) the facilitative role of the educator. Andragogy, as defined by Knowles (1977, 1980), is a set of assumptions about adult learning (e.g., adults desire and implement a tendency toward self-directedness as they mature). When the critical thinking literature is compared with andragogy, it is found that many assumptions and lack of assumptions are similar. The two aspects of adult education most relevant to radiologic technology educators are teaching entry-level adult students, and continued professional education. Littlefield (1991) suggested that adult education, as related to radiologic technology, must define the broad mission of adult education, review philosophical assumptions, and combat some common misconceptions. The literature indicates that radiologic technologists need to participate in continuing education from a standpoint of accountability rather than mandate. Research on radiologic technologists' participation in continued education has focused on motivation, educational needs, and barriers. Research suggests that adult learning should be fused with concepts of leadership to develop a teaching model. The philosophy, history, and practices of adult education should be integrated with the discipline of radiologic technology as a guide to future theory and practice. (57 references) (YLB)

Support services provided for special education in the Des Moines (Iowa) Independent Community School District (DMICSD) were evaluated. The context evaluation, input evaluation, process evaluation, product evaluation, and future planning of the support services are described. The DMICSD employs physical therapists, occupational therapists, adaptive physical education and itinerant vision teachers, speech-language pathologists, school social workers, and school psychologists through a contractual arrangement with Heartland Area Education Agency 11. These personnel provide services to students identified as needing special education, as well as to regular education students if needs arise. There are 3,610 special education students in the DMICSD, and an additional 837 not in special education programs receive services. The primary services include: (1) consultation; (2) assessment; (3) counseling; (4) direct or indirect therapy; (5) educational or behavioral interventions; (6) follow-up assessment; (7) parent/teacher education; and (8) referrals to community agencies. Staffs submit monthly reports, and annual summaries are sent to the State Department of Education. The use of district norms for curriculum based assessment and the Behavior Rating Scale has resulted in better monitoring and more integration of students in regular education. Plans are underway to improve and expand services while increasing collaboration with regular education and community agencies. (SLD)

The objectives of this seminar held at the Universiti Pertanian Malaysia for teacher training in environmental education were as follows: (1) to familiarize teacher educators with the content of the series of teacher training modules in environmental education prepared by the UNESCO International Environmental Education Programme (IEEP); (2) to prepare prototype environmental education units for incorporation into teacher training programs; (3) to identify institutions for local adaptation and use of teacher training modules in participating member states; (4) to identify activities and documents on teacher training in environmental education to be undertaken by IEEP at subregional, regional, and international levels; and (5) to enhance exchange of information and experience in the development of teacher training in environmental education in the subregion. The document includes a summary of the proceedings of the seminar; presentation on the UNESCO-UNEP International Environmental Education Programme (IEEP); presentation and discussion of country reports (a general summary): presentation and discussion of working documents; a brief account of prototype environmental education units developed by the seminar for incorporation into the teacher training program; a list of suggested documents and activities on the incorporation of environmental education into teacher education to be developed by IEEP at subregional and international levels; suggested methods and institutions for utilization of the modules; and a conclusion. (DB)

This document is a brief analysis of survey information received from 33 states and non-state jurisdictions regarding implementation of the new provision in the Individuals with Disabilities Education Act (IDEA) that all students with disabilities have access to the general education curriculum by requiring linkage of the Individualized Education Program (IEP) with the general education curriculum. The survey responses indicate that there are at least five policy and implementation issues related to IEP linkages with the general education curriculum. These issues include: (1) benefits of the IEP/general education curriculum linkages, including the opportunity to develop a common vocabulary and greater collaboration between general and special education teachers, greater opportunities to assure special and general education program continuity from year to year, and the promotion of additional inclusive school practices; (2) the need for linkages to standards and documentation; (3) the need for accommodations and adaptations; (4) the need for knowledge and skill building and professional development to ensure that special education teachers are knowledgeable about the general education curriculum; and (5) the need to develop and implement statewide assessment programs for all students. Examples of specific state strategies for addressing these issues are provided. (CR)

This book calls for changes in special-education fiscal policy, claiming that special-education finances need to be more fully incorporated into education-finance literature and fiscal-policy discussions. The first few chapters discuss fiscal and program-policy funding in the United States and in Europe. They trace the history of federal special-education legislation, contextualizing it within the Civil Rights movement. These articles discuss efforts to pool resources normally earmarked for separate programs in order to optimize educational quality for all students. The link between special-education funding systems and the integration of special-education students into regular education in Europe is described, along with an analytical framework to guide further research on the impact of funding on integration. The second section of the book presents methodological and policy profiles from the states, such as patterns of expenditures on students with disabilities and the effects of reforms on Pennsylvania's special-education system. This section likewise details the causes and effects of the large increase in the percentage of school-district allocations to special education in New York state, as well as proposed special-education finance reforms in New York City. The last section describes trends and developments in special-education funding. (RJM)

A study determined the feasibility of implementing a regional teacher education program in agricultural education using distance learning techniques. Information was obtained in 1991 in the six New England states through interviews with 29 administrators and faculty at land grant universities and 19 administrators and staff in state governments. Results showed that 112 secondary school programs employed 261 licensed teachers. Usually, 10-16 new teachers were needed each year during the 1980s; that need was expected to increase. Five states had teacher education programs in agricultural education, with a total of 36 students enrolled in teacher licensing programs. Within these five states were an equivalent of 5.05 full-time-equivalent teaching faculty; the equivalent of 2.9 faculty spent full time preparing students to teach agricultural and natural resource subjects. Key elements necessary to success of a regional program were commitment, incentives, and teacher education program change. Recommendations related to teacher education include implementation of a regional distance learning program and identification of a common core of pedagogical learning in agricultural teacher education for the region. Recommendations for public school programs include providing leadership to facilitate restructuring of agricultural education in public schools. (Appendixes include additional comments, eight graphs, and executive summary with highlights.) (YLB)

This proceedings report presents the speeches and panel discussions given at an annual meeting held at the University of North Carolina; Asheville, that focused on improving general education at American colleges in two broad areas: history and culture, and mathematics and science. The report begins with lists of speakers, consultants, and participants and continues with selected excerpts from addresses, panel discussions, and workshop presentations. Briefly discussed are some issues of general education reform suggested by the faculty teams' post-conference reports on the impact of their work at Asheville. The report concludes with a 67-item bibliography. Speeches presented are as follows: "The Theory and Practice of Science: The Place of Science in General Education" (Robert Pollack); "'But 'twill serve'' (James Redfield); "Disciplinary Culture and General Education: What Can We Learn From Our Learners" (Sheila Tobias); "Predictors of Success in General Education" (Alexander S. Astin); "On Science and General Education" (Ezra Shahn); "General Education in History and Culture: Overview of Practices" (Carol G. Schneider); "The Purposes of General Education and Implications for Pedagogy" (Virginia Smith); "The Ecology of General Education" (Patrick J. Hill); "What They Took and What They Learned: Learning from Assessment and Transcript Analysis" (James L. Ratcliff); and "The Realpolitik of Reforming General Education" (Zelda F. Gamson). (GLR)

This document addresses the use of technology to enrich education. Twelve papers discuss research programs and perspectives and methods of research in technology and teacher education. Titles are: "Research Methods and Paradigms in Technology and Teacher Education" (Hersholt C. Waxman and George W. Bright); "Past and Future Stages in Educational Computing Research" (Cleborne D. Maddux); "Contexts for Research on Technology and Teacher Education" (Richard T. Johnson); "Technology and Teacher Education: A Research Development Agenda" (Jerry Willis); "A Systems Integration Approach to Researching the Role of Technology in Professional Development" (Douglas Brooks); "Current Research in Technology and Teacher Education: Three Phases of Our Mission" (D. LaMont Johnson and Steven D. Harlow); "Experimental and Quasi-Experimental Research in Technology and Teacher Education" (Kip Tellez); "Survey Research and Content Analysis Research in Technology and Teacher Education" (Greg Brownell); "Meta-Analysis in Technology" (Yuen-Kuang Liao and George W. Bright); "Ethnographic Research in Technology and Teacher Education" (Dianne Novak-Aitken); "Systematic Classroom Observations of Technology Use" (Juanita V. Copley and Susan E. Williams); "The Future of Research on Technology and Teacher Education" (George W. Bright and Hersholt C. Waxman). References are provided after each paper. (AEF)

In Sweden, technical and vocational education is totally integrated into the national school system and cannot be taken out and examined completely on its own. Internationalization, the revolution in information and communications systems, and rapid and sometimes stunning technological change have influenced all groups, levels, and aspects of Swedish society. These three major factors are very important in the reasoning behind the creation and implementation of a successful education system, of which technical and vocational education is a fundamental element. Today, Swedish education is in a state of transition. A major reform, the Upper Secondary School Reform 1992, has had an impact on all aspects of technical and vocational education. One of the essential ambitions of the reform is the implementation of the concept of "lifelong learning." Four groups are given particular support to improve their participation in national education: females, immigrants, mentally handicapped individuals, and physically handicapped. The Swedish education system is supported by government subsidies and municipal funding. Entrepreneurial orientation in technical and vocational education is much better emphasized under the Reform. Several private industries have taken their own initiative and set up different forms of cooperation with the upper secondary schools to ensure relevant technical and vocational education. (Appendixes contain 19 references, fact sheets on 16 national programs, and vehicle program specification.) (YLB)

This book, which is intended as a resource/reference guide for experienced financial managers and course planners, examines accepted methods and new approaches for using financial information in continuing education. The introduction reviews theory and practice, traditional and new methods, planning and organizational management, and technology. It includes objectives and a guide to the chapters. The following are among the topics discussed in 15 chapters: the context for continuing education financial management (current issues and institutional settings, traditional financial management in continuing education organizations, multidimensional financial management in continuing education, activity-based costing in continuing education); financial management for course planners (the basics of course financial planning, a practical guide to course budgeting, multidimensional budgeting and activity-based costing for programmers, and special issues in course planning); financial management for continuing education administrators (understanding and setting the context for the continuing education financial management system, the budget process, multidimensional budgeting for continuing education organizations, developing a management information system for continuing education organizations, and designing and implementing an activity-based costing system); and special issues in continuing education (indirect costs and the cost-effectiveness of promotion expenditures and investments in continuing education beyond the current operating cycle). Detailed case histories are cited throughout the book. Sixty-three tables/figures, 13 endnotes, a glossary, and a subject index are included. (MN)

This digest examines criticism of bilingual education and its effect on public opinion, discusses the rationale underlying good bilingual education programs, and summarizes research findings that reveal programs' effectiveness. Quality bilingual education provides students with knowledge and literacy in their first language, which indirectly but powerfully aid them as they strive for English proficiency. The best bilingual education programs include English-as-a-Second Language instruction, instruction in the first language, sheltered subject matter classes using intermediate-level English, and transition to the mainstream through gradual exit plans. A common argument against bilingual education is the observation that many people have succeeded without it. However, such people have often had the advantages of early schooling in their country of origin. Children who arrive with a good education in their primary language have already gained two objectives of a good bilingual education program: literacy and subject matter development. Research indicates that the ability to read transfers across languages, even when the writing systems are different. Despite what is presented to the public in the national media, research reveals much public support for bilingual education. Apparent opposition to bilingual education is often actually opposition to specific practices or regulations related to bilingual education. The "evidence" against bilingual education is not convincing and often involves mislabeling. Bilingual education could be improved by increasing student access to books in both languages. Contains 18 references. (SV)

As a result of new legislation, experiments in school and workplace cooperation have been set up in Quebec in order to improve the relationship between the two entities and provide more vocational education options to youth. Five sections of recommendations are being implemented: (1) partnership protocol between an academic establishment and an enterprise in order to develop organizational models of training such as training periods, alternance training, and apprenticeship; (2) a path preparing students for semispecialized occupations, for students at least 16 years old who have completed Secondary II or Secondary III and who do not wish to pursue further education; (3) 1 year of career exploration for young people who have completed Secondary III and have no career projects; (4) new integrated secondary-college programs to provide continuity between vocational and technical education; and (5) access to vocational education programs after Secondary III, for students who have made a career choice and who want to begin vocational education. Impediments to implementing these approaches include the following: the difficulties of workplace cooperation, disparities in the working methods of teachers of academic education and vocational education, and problems in dialogue between high schools and colleges. Assessments of the experiments will start next year. (Contains 13 references.) (KC)

Civilian educators have long argued that the U.S. armed forces must be maintained as a reflection of society and that civilian education institutions must share responsibility in educating servicemembers. Political changes and technological advances have made education a strategic issue in structuring military forces for the third millennium. In recognition of its need for college-capable individuals, the military is now promising postsecondary educational opportunities to college-capable recruits. Adult and continuing education in the military performs three basic functions: it supports recruitment, retention, and job placement; it supplements/complements military training; and it helps fulfill individual human aspirations for education. Some military leaders recognize that servicemembers need "intellectual agility" along with military skills. The challenge for higher education in serving the military is to provide servicemember-students with high-quality degree programs comparable to similar on-campus programs (including adult or continuing education) for traditional students. Civilian education programs for servicemembers should be program oriented, emphasize transferability of credits, link operational experience and individual self-development, be tailored to educational requirements, meet the needs and educational aspirations of minorities and women, encourage cooperative higher education planning and commitment, help veterans make the transition from active to reserve and civilian status, and encourage servicemembers' self-development. (Contains 21 references.) (MN)