Education & Pedagogy

This response by the original author to critiques of his review of his own work in gifted education suggests possible new directions for the field. These include: the relationship between general and gifted education, the under representation of minority students as the "time bomb" of gifted education, achieving a balance between curricular structure and flexibility, research needs, and gender equity. (Contains extensive references.) (DB)

Describes tools used in California State University San Marcos' middle level teacher education program and their broad purposes. Discusses themes used in teaching, how curriculum has been embedded in those themes, and how students have responded to them. Also explores growth in the program's thinking about teaching as a moral activity focused on fostering change for democratic education. (EV)

Argues that the entrenched meanings for Vocational Education and Training (VET) as serving industry have disenfranchised small businesses and the rural sector, and resulted in VET that is gendered, classed, and urban-specific. Raises three implications: the convergence of Adult and Community Education with VET, the role of local networks in providing vocational pathways, and small business effects. Contains 26 references. (VWC)

Professionals from varied fields discuss their predictions for public schooling, focusing on school system leadership roles. Topics include schools s wired community learning centers and civic laboratories, inadequate job talent pools, high-tech/vocational education, technological obsolescence, student demographics, school choice alternatives, societal issues, and systemic reforms. (MLH)

Kogan, who has headed the Samara (Russia) Education Department since 1992, believes education reforms cannot succeed without overarching objectives and desirable outcomes. Communities are struggling with cooperatively choosing and implementing curricular and other reforms because they have no "civil society" or democratic traditions on which to build on. (MLH)

Investigated the percentage of high school seniors reporting intentions to major in education and actually majoring in education over 2 years, examining high school academic proficiency levels and the impact of type of college attended (2-year or 4-year). Less than half the students majored in education. There were differences by high school academic proficiency and by type of college attended. (SM)

Discusses what the predoctoral dental curriculum should emphasize, in both general content and learning and teaching processes, in order to fully integrate a postgraduate-year experience. Two reports recommending strategies for dental education are compared for suggested curriculum structure, instructional modes, articulation, practicum design, postgraduate year, and potential barriers to successful implementation. (MSE)

This paper explores the nature of markets in higher education, the policy mechanisms related to their implementation, and questions regarding their impact. Various forms of market-oriented policy instruments now employed in many countries are reviewed including taxes, subsidies, and regulations. Potential problems limiting the impact of educational markets include insufficient information received by consumers, and immature consumers. (DB)

A survey of 264 parents (151 special education and 103 general education) examined parental perceptions and attitudes toward inclusion practices. Quantitative and qualitative analyses revealed that, overall, parents were pleased with the academic and support services their children received and the social aspects of inclusion. Concerns were raised about insufficient teacher education and disability severity in placement decisions. (DB)

A survey in isolated areas of Australia examined education-related attitudes of 122 parents of children with mild or moderate disabilities. The survey covered demographic data on respondent and child, degree and type of disability, location and providers of educational program, distance from school, resources at home, support needed, impact of isolation, and parent satisfaction. Survey questionnaire is included. (SV)

Describes the main points of the Philippine educational system's plans for the future, which include improved access to education, equal opportunities for all, the improvement of the quality and relevance of basic education, and improvement of the efficiency and effectiveness of the system. The educational system will continue to tap partnerships with private and business sectors for educational improvement. (SLD)

Drawing on a study of an experimental teacher education program, the paper recommends changes that prepare new teachers to assume greater leadership responsibility, particularly for collaborative curriculum design and implementation. Teacher educators must model these practices in teacher education coursework. A pedagogy of collective action beginning with a process tying educational theory to practice for teacher education is suggested. (SM)

Reviews three books that critique and compare the ideas of Gramsci and Freire: "Revolutionary Social Transformation: Democratic Hopes, Political Possibilities and Critical Education" (Paula Allman); "Radical Heroes: Gramsci, Freire and the Politics of Adult Education" (Diana Coben); and "Gramsci, Freire and Adult Education: Possibilities for Transformative Action" (Peter Mayo). Attempts to compare the comparisons and make sense of them. (SV)

A veteran Navajo educator reflects on the War on Poverty's contributions to American Indian education and quality of life and offers his vision of the future: Navajo funding of educational programs that preserve their culture; a single system of schools replacing the Navajo reservation's overlapping systems; the Navajo Nation as 51st state; and revitalization of Indian cultures and languages through education. (TD)

Analyzed the impact of emphasizing diversity in a foundations of education course. Various instructional strategies addressed issues of intolerance and promoted understanding of the importance of multicultural education for teachers. Students discussed the course's impact on their views, specifying which strategies had the most impact. Influential strategies included films/film discussion, group investigation presentations, and instructor and classmate stories. (SM)