Education & Pedagogy

The forces at work in the relatively brief history of Trinidad and Tobago were sketched in order to provide a background for the current situation. The paper then described and analyzed the new directions taken or proposed in education in the light of its new political, social and economic circumstances. (Author/RK)

Career education needs to stimulate educators to accept the fact that education can no longer confine its goals to the development of technical or academic skills. Increased efforts must be made in assisting students to grow in values, attitudes, and understandings, which permit them to make a career choice decision. (Author/BP)

An interinstitutional combined study/work experience program for vocational-industrial and technical education teachers was conducted to provide participants with practical work experience in applied aerospace technology and to develop innovative teaching strategies for augmenting existing courses. The six-week program consisted of discussions, assignments and exercises, tours, and demonstrations. (Author/EC)

Argues that the conflicts inherent in the role of the police officer exemplify the need for liberal education as the essential foundation of professional training. Includes discussion of the police role, requisite aptitudes and attributes, contemporary status of law enforcement instruction, and police role conflicts as a criterion for educational programming. (JT)

World War II dramatically increased the scope of higher education/university extension. Two other forces creating educational change were the GI Bill of Rights (1944) and the President's Commission on Higher Education (1947). New directions included postgraduate professional training, labor education, human relations training, interagency coordination, and community development. (EA)

Experience-Based Career Education finds a comprehensive curriculum existing outside school walls; it restructures the educational environment to take maximum advantage of direct experience and of community institutions' special capabilities for preparing youths for adulthood. Staff, student, and community resource person roles are defined and objectives, successes, and implications discussed. (Author/AJ)

This paper was written to explore the role that art can assume in the education of exceptional children, to distinguish between art education and other uses of art, to review some of the existing literature on art for exceptional children, and to make suggestions for the implementation of art programs for exceptional children. (Author/RK)

Roman Catholic Church-sponsored adult education organizational development in America from 1968-72 is described, introducing a philosophical shift (from adult education broadly conceived to adult religious education) and structural adjustments based on 1971-72 research which established the Church's adult education priorities (background papers, demonstration projects, feasibility studies, and needs assessment). (AJ)

The use of Sport Education by physical education teachers to implement developmentally appropriate competitive activities is explored. The potential positive and negative consequences of competitive activities are discussed along with suggestions for teachers on how they can foster an appropriate competitive environment in physical education.

If students do not understand how agricultural and aquacultural technology affects the environment, as leaders they will not be prepared to cope with increasingly complicated environmental problems. Implications for two-year technical program development, student recruitment, interdepartmental cooperation, career education for children, and the education of teachers are explored by the author. (AJ)

The competency-based teacher education project titled "Pre-Service Occupational Program," at Illinois State University, Normal (behaviorally stated objectives, preassessment of objectives in relation to learners, learning activities, evaluation for competence, process adjustment) can serve as a model for teacher-training institutions to examine existing programs and courses for desired occupational teacher competencies. (EA)

This response argues that it is reasonable to consider Thomas Jefferson a proponent of democratic education. It suggests that Jefferson's education proposals sought to ensure the wide distribution of knowledge and that Jefferson's legacy remains important to us today.

Education reforms, considering their significance, deserve better methods than mere "trial and error." This article conceptualizes a network of six anchors for education reforms: education policy, education system, curriculum, pedagogy, assessment, and teacher education. It establishes the futility to reform anchors in isolation and anticipates the success of broad-based assessment-led reforms that build on this network. Furthermore, it dispels the myth of teacher accountability for ensured quality education. (Contains 1 table and 3 figures.)

In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described. (Contains 1 table.)

Evolution education in the US is conducted unevenly, or in cases is absent. Showing the strength of ethnography as a means of deeper explication in science education, this article explores the interactions of policy and practice in evolution education. Discussing vignettes from a larger ethnographic study, Creationist rationales and practices within the classroom are explored, with implications for science education policy and practice. (Contains 4 notes.)