Education & Pedagogy

The school shutdowns necessitated by the 2020 COVID pandemic have highlighted the importance of "located" education. A located education is not determined by medium or physical proximity. Instead, a located education acknowledges the limits of human understanding and sustains mutually beneficial relationships. Recent neoliberal reform efforts have sought to dis-locate education -- to strip it of both spatial limitation and the obligations of interdependent care. However, the COVID-related shutdowns have highlight the brokenness of a dis-located education. Drawing from the work of activist Wendell Berry and philosopher Nel Noddings, this article makes the case for located education -- an education that recognizes the importance of both place and people.

The "American Journal of Health Education" (AJHE) has been published for over 50 years. Over time, the mission and goal of AJHE have evolved from a publication focused primarily on school health issues in the United States to an international journal focused on chronic disease, and related lifestyle factors, for health education and health promotion researchers and practitioners, Certified Health Education Specialists (CHES®) and Master Certified Health Education Specialist (MCHES®). The purpose of this feature article is to discuss how the Responsibilities and Competencies for Health Education Specialists articulate with the mission of the "American Journal of Health Education."

The article considers the professional training of future specialists in preschool education. The focus is on the use of modern educational technologies by future preschool education specialists. Basic concepts such as: technologies, educational technologies, innovative technologies are revealed. The modern directions of professional education of future employees of preschool education are analyzed. The necessity of modern educational technologies for future employees of preschool education is singled out and substantiated. It is proved that the preparation for the use of modern educational technologies by future specialists of preschool education is aimed at the constant development of various activities aimed at preserving and developing the younger generation.

Current research has shown that children with disabilities often felt that their physical education teacher was not prepared to provide them with quality physical education experiences. Over 50% of physical education teachers did not feel prepared to teach children with disabilities. The purpose of this article is to share a "Needs Assessment for Physical Education" in order to determine the most pressing needs for an in-service in a school or school district. Various ways to utilize the Needs Assessment are also provided.

Thirteen books and articles, published between 1977 and 1982, and cited in "Resources in Education" and "Current Index to Journals in Education" are listed in this annotated bibliography for educators and the general public. The citations provide theory, ideas, and resources for character education in elementary and secondary schools. A brief section at the beginning describes the "character" that advocates of character education wish to develop in students. Topics include: goals defined by the California School Board's Task Force on Character Education; common questions related to character education; and methods for developing curricula that teach self-discipline, responsibility, and values with emphasis on legal, moral, and citizenship education. In addition to bibliographic information and the brief annotation, ERIC accession numbers are provided. (LH)

This document presents the observations and opinions of a delegation of North American mathematics educators who visited the People's Republic of China at the invitation of the Chinese Mathematical Society to discuss with Chinese mathematics teachers issues of mutual interest about university mathematics education. The delegation visited six cities and met with research mathematicians, university teachers, officials of the Ministry of Education and middle school teachers. The report addresses the structure of education in China, undergraduate curriculum, applications of mathematics, computer science, special programs, administration and personnel, and mathematics examinations. (PK)

This report is intended to provide useful information to members of California's State Board of Education, who have varying levels of knowledge about special education. The first chapter reviews the evaluation of special education laws and describes court cases affecting special education. Chapter 2 examines two basic issues: the proper role of public schools in the treatment of handicapped children and who should be served in special education. Governance structure is the focus of chapter 3, which considers the role of board members in special education matters. A case study of governance conflict and its resolution in a rural region of 22 districts is the topic of chapter 4. Among appended material are a summary of service delivery systems and a list of sample policies on organizational and placement issues. (CL)

Following consideration of many reports on the status of public education, the Utah State Board of Education announces its commitment to the reform of the content, processes, and standards of public education in Utah. The board sets as its primary goals the attainment of excellence in education and the improvement of productivity. The reform will be directed initially toward key recommendations outlined in the following five areas: (1) curriculum reform, (2) enhancing teaching as a profession, (3) improved planning for vocational-technical education, (4) utilization of physical resources, and (5) public and parental involvement in decision-making. (MLF)

This forum brought together 107 educators from colleges of education, local education agencies, state education agencies, and teacher education associations from 14 states. Included in the report of the forum proceedings are the keynote addresses, panel session summaries, and 90 recommendations for policy, practice, and research in preservice and inservice teacher education. Robert L. Saunders made a presentation on "The Preservice Education of Teachers," while David A. Bennett discussed "Improving Inservice and Staff Development." Robert F. Chase spoke about "Induction Programs for Teachers.""Conference Synthesis and Reactions" are given by Dean C. Corrigan, and instruments for evaluating the conference, and a participant list, are included. (CB)

This monograph reviews the many efforts that have been made in the fields of education and vocational rehabilitation to develop and refine career preparation services for hearing-impaired individuals. The following papers are included in the volume: "Career Education: A Literature Review," by Charlene Dwyer; "A Current Profile of Career Education Programs," by Sue Ouellette and Charlene Dwyer; "A Dilemma: Who and What to Teach in Career Education Programs?" by Michael Bullis; and "Where Do We Go from Here?" by Michael Bullis. A directory of career education curricula used in State schools and postsecondary education, which was compiled by Roger Beach, is appended to the monograph. (MN)

This paper begins with the premise that international and cross-cultural resources belong in courses in psychological foundations of education as much as in other courses in the teacher education curriculum. Strategies for progress toward the long-term goal of an internationalized teacher education curriculum that begins with campus-wide initiatives and policy-making are considered. In addition to campus-wide programs, several strategies are suggested which small groups of faculty who teach psychological foundations courses can initiate. Finally, activities which individual faculty can use in psychological foundations courses to internationalize them even with limited support from the campus or from other faculty are discussed. (JD)

The bibliography lists information on approximately 200 special education materials that may be used by regular teachers (K-12) in mainstreamed settings. Materials are organized according to 15 topic areas: language development, reading, grammar and English, spelling and vocabulary, mathematics, social studies and history, science, health education, career education, consumer education, Spanish, motor development, art, perceptual skill development, and social development. Each entry includes the name of material along with information on grade level, skill area, components, and commercial publishers. A listing of resources for special education materials is followed by a listing of publishers' addresses. (CL)

This curriculum guide for metalworking courses is part of a series of curriculum guides for use in the industrial arts curriculum in Connecticut. The guide provides information on the scope and sequence of the industrial arts curriculum, specific guidelines for industrial arts, program goals and objectives, and guidelines concerning special education students and Public Law 94-142 requirements. Course outlines are given for exploratory, intermediate, and advanced level metalworking courses, and a metalworking safety guide is included. The curriculum guide also contains reference to specific areas of metalworking. (This curriculum guide provides material for intermediate grades, secondary, and adult vocational education courses in metalworking.) (KC)

This document is a monograph in a personnel development series addressing issues that are pertinent for policy-making personnel concerned with teacher certification and personnel preparation of those who service handicapped students on the secondary level. The discussion is divided into three major sections. Section 1 focuses on trends in teacher certification and personnel preparation. Section 2 offers guidelines for creating changes in teacher certification and personnel training. Three avenues through which changes could be facilitated are discussed: interagency collaboration, professional organization involvement, and individual professional attitude change. Section 3 describes two personnel preparation models that are examples of certification emphasizing vocational education and special education. (YLB)

This publication contains summaries of items on the literature related to environmental education research found in professional journals, doctoral dissertations, and the fugitive literature. The fugitive literature was obtained primarily through a search of ERIC materials. The publication was prepared by the National Commission on Environmental Education Research of the National Association for Environmental Education in cooperation with ERIC/SMEAC. Summaries are listed by type of literature (journal and yearbook papers, dissertations, and fugitive literature). Descriptor and author indexes are included. While the documentation efforts of these groups are continuing, this is the most complete single reference to literature on environmental education research available at this time for the years 1971-1980. (RH)