Education & Pedagogy

Reviews the studies on which a meta-analysis by Springer, Stanne, and Donovan (1999) were based; the meta-analysis had concluded that small group learning in science, mathematics, engineering, and technology education is effective. Concludes that the meta-analysis' call for more widespread implementation of small group learning is not supported. (EV)

Examines specific features of the online Blackboard distance learning platform that enhance the advantages of alternative teacher certification programs, especially with regard to helping teachers develop a culturally relevant pedagogy. Focuses on North Carolina's NCTeach program, which provides an accelerated certification process for people currently employed by schools who did not earn their provisional teaching licenses via the traditional route. (SM)

A survey of all 50 states and the District of Columbia found that more than half the states utilized a Higher Education Consortium to facilitate personnel development and capacity building in the early intervention disciplines. Information about the membership, mission, and meeting structure is provided as well as possible explanations for why some states do not use this approach. (Contains references.) (DB)

Discusses issues such as reforming the academic-vocational dichotomy of schooling in the context of the history of vocational education and Dewey's perspective of integrated education through the occupations. Also illustrates the concepts presented through promising whole-school reform designs for democratizing the public education system. Addresses policy implications for achieving a socially just system of schooling. (Contains 64 references.) (Authors/PKP)

Recognizes the need to address the inherent systemic problems in providing mental health services to students, and describes the efforts and problems faced by the Center for the Advancement of Mental Health Practices in the Schools. Asserts that a systemic change requires inclusion of mental health principles in teacher education programs and support from state departments of education. (SD)

Introduces a theme issues on education and culture in European teacher training that focuses on such issues as: whether teachers and students participating in the Action 3 for Teacher Education on the Socrates/Comenius program, promoted by the European Commission, have been introduced into the network of relations that comprise the ecosystem of European learning and whether the projects substantially modify the beliefs of teachers and students. (SM)

Comments on several responses to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" asserting that Arcilla is correct and that there must be conversation between philosophy and education. The article recommends situated philosophy and concludes that demonstrating the viability of philosophy of education as a field, and the ability to reinvigorate the conversation between philosophy and education, will be a matter of showing more than saying. (SM)

Explores applications of somatics to school and university curricula, addressing somatic knowledge as content and methodology in dance education, proposing strategies for bringing the body back into dance and dance curricula, exploring cultural diversity issues within dance and somatic education, and concluding that somatic knowledge and practice have much to offer dance and arts educators if they understand diversity issues and the need to address sociocultural influences on the body. (SM)

A survey examined the continuing education needs of 706 rural general practitioners (GPs) across Australia. An inability to generalize findings across location indicates that regional identification by local service providers would be more effective. However, a set of topics broader than the traditional continuing medical education topics for rural GPs was identified. (TD)

Examined gender issues and family role in higher education in the late 1930s. Surveys of 1930s college graduates highlighted why children, especially girls, wanted to attend college at a time when that was not standard; what role mothers played in sending them to college; and whether returns from such higher education could be evaluated. Overall, girls did not improve their earnings nearly so greatly as boys because of higher education. (SM)

Goodlad discusses his experience with laboratory schools; the mission of laboratory schools; the role of laboratory schools in the current school restructuring efforts; how the National Association of Laboratory Schools can help perpetuate laboratory schools; the legacy of the 1980s-90s in education; necessary changes in teacher training; the current status of U.S. teacher education; and the role of clinical experiences in teacher education. (SM)

A course at Southeastern Louisiana University prepares special education teachers to collaborate with rural families having children with disabilities. Precourse, postcourse, and 2-year followup questionnaires found that participants had a new understanding of family dynamics and the impact on the family of a special-needs child and developed skills and strategies to address family needs. (Contains 25 references.) (SV)

Examines the development and implementation of distance education courses as a mechanism to promote collaborative teaching and learning. Data collected over a two-semester period focused on describing experiences of faculty and students involved in development/implementation of five collaborative, interactive distance education courses across three institutions. Assertions were developed in four areas: environmental issues; technical issues; pedagogical issues; and issues related to evaluation. (Author/AEF)

HIV and AIDS are complex events that offer numerous opportunities for adult education. However, mainstream education on this issue has often not been relevant to a number of subpopulations, including sex workers. This chapter explores sources and content of HIV/AIDS education in the sex work industry (including art and the Internet) and suggests possibilities to theorize a convention-defying adult education--one that is poz-itively transformational.

Institutions of higher education are having a difficult time filling positions requiring a doctorate in mathematics education. This study reports that about one half of the 83 national searches by institutions for mathematics educators for the 2005-06 academic year were unsuccessful. Salaries for assistant professors were slightly higher in departments/colleges of education than in mathematics departments. (Contains 2 tables, 1 figure and 1 footnote.)