Education & Pedagogy

A national panel consisting of marketing education advisory committee members, former marketing education students, and marketing education teacher-coordinators reacted to a list of 34 outcome standards developed through a literature review. The 34 standards focused on program quality, program relevance, individual transition to and growth in the world of work, and program impact on support and usage of secondary marketing education. For the study a two-round Delphi technique was used. Of the 34 outcomes, 24 were identified as very important for secondary marketing education. Within these 24 standards, those focusing on the job, job performance, and attitudes towards the job tended to draw a stronger positive response than did those standards focusing on the individual. Recommendations were that the 24 standards be adopted as those to which secondary marketing education programs be held accountable and that each state develop a posttest for program completers and a longitudinal followup of students and employers. (Author/YLB)

Special reports on educational developments, are presented. The first of three examines educational reform in Japan and education in Western Australia. Part 2 reviews eight recent publications and studies. The topics are: the core curriculum in selected countries of the Asia and Pacific region; schooling as a preparation for work in Australia and in the Republic of Korea; higher education and employment in Bangladesh; educational participation in rural Nepal; the transition from home or pre-school to school; standards in community schools, New Ireland case study; higher education in Thailand; and a case study on the management of local support to education in Thailand. Part 3 examines brief reports on programs and projects, including adult education in India, textbook distribution in Nepal, an apprenticeship in Sri Lanka, "Live and Learn," notes on Asian documents, sources and addresses for Asia and Pacific sources and addresses for documents cited in this publication, and a supplemental list of publications, 1985-86. (RSL)

Presented are perspectives on the needs in science and mathematics education and an assessment of the knowledge and skills that will be of the greatest value for students in the future. Issues and trends are organized into six major sections. These include: (1) probable futures (stating predictions related to technological advances, social-cultural impacts, and worldwide crises); (2) the future of education (reviewing futures research, educational trends, teacher education, and speculative views); (3) mathematics education (focusing on computers, computations, curriculum and neuropsychology developments); (4) science education (analyzing current and future trends and resulting implications for students, curriculum, and teacher education in the sciences); (5) reactions to predictions of the future (offering opinions of a curriculum generalist, district mathematics and science consultants, classroom teacher, and teacher educator); and (6) "sciematics"--the imperative of integrated circuitry (advocating an integrative and unified approach to the study of science and mathematics). (ML)

This descriptive depiction of teacher education in Japan begins with a profile of Japanese teachers, their characteristics, salary scale, and the kinds of classrooms and schools they work in. A description of the conventional pattern of teacher education in Japan is organized in its sequential order: preservice education, induction, inservice training, and graduate study. Particular attention is paid to the inservice training of teachers, which is considered the most important part of a teacher's professional education and development, and is supported by local, county, and national resources. Major stategies being advocated for enhancing teacher quality in Japan are discussed, and it is noted that while changes are suggested in teacher selection, examinations, and formal training, the primary focus remains on inservice education. A brief discussion is presented on some elements in teacher education in Japan that should be considered when proposing reform efforts for teacher education in the United States. (JD)

This report documents the five recommendations made by the Florida Education Standards Commission relating to elementary teacher preparation. The recommendations are focused on teacher education program approval as well as on certification criteria. A review of preservice preparation of elementary teachers includes a survey of elementary principals in Florida regarding their perceptions of the preparation of elementary teachers, an analysis of randomly selected transcripts of individuals certified in elementary education in Florida, and a review of current preservice elementary education requirements. The five recommendations are: (1) the level for initial certification in elementary education should be K-6; (2) initial certification should be granted on the basis of graduation from a state approved elementary education program; (3) state developed preservice elementary program guidelines and indicators should serve as the state approval of elementary education programs; (4) an alternate teacher preparation program should be established; and (5) strong collaboration is needed between colleges, school districts, private institutions, and involved divisions of the Florida State Department of Education. Documentation is provided on the recommendations. (JD)

The history of higher education in America has a rich tradition of preparing students for civic roles and responsibilities, but with increased specialization, these goals have lost their emphasis in the curriculum. This monograph defines responsible citizenship in a democratic society and its requisite skills; reviews higher education's role in civic education; identifies ways colleges and universities can help develop the skills and requirements of citizenship and public life; and presents ways that campuses can create a new environment for learning about the civic life, through teaching, governance, extracurricular activities, campus life, and community relations. Six approaches to civic education are presented, including: (1) cultural traditions and classical education, (2) community and public service and experiential education, (3) studies of leadership, (4) general and liberal arts education, (5) civic or public leadership education, and (6) other education such as international studies and philanthropy. A list of 193 references is included. (JDD)

Popular education issues in Latin America--particularly issues manifested in work with women--are examined. Observations are based on work with health education projects in Chile and a regional community organizing program in Honduras, Costa Rica, and Guatemala, as well as research into the impact of popular education programs on Latin American women overall. The case study of Nicaragua was selected to determine to what extent a similar pattern of tensions exists. The six tensions discussed are: (1) methodology vs. content; (2) micro- vs. macro-level focus; (3) reinforcing traditional gender roles or altering them; (4) women-only vs. mixed groups; (5) alternative sector vs. work within the system; and (6) quality vs. quantity. Popular education in Nicaragua is tied to a national political project that aims at the transformation of society. The impact of popular education programs is discussed on an individual level, group level, national level, and the macro level. (24 references) (SI)

Teacher educators everywhere are examining programs and delivery modes as a result of a decade of studies and commissions on the reform of teacher education. However, for teacher education policy makers in developing areas, the contexts of teacher education hold special implications. The purpose of this paper is to identify a number of crucial contexts for teacher education planners in developing areas and to suggest some implications of these contexts for decision making. Five contexts are identified: (1) the current reform movement in teacher education; (2) the availability of resources for teacher education; (3) the use of teacher growth models as a conceptual basis for teacher education; (4) the attitudes towards national development; and (5) the professionalism of teachers. Two problem areas exist--the preservice/inservice linkage and the shortage of teachers. These problems are discussed in light of these contexts. (Author/JD)

In July 1983, the Board of Advanced Education, Queensland, Australia, considered the problem of the acute shortage of secondary science and mathematics teachers and the role of teacher education in remedying the situation. The Board of Teacher Education was approached and asked to investigate matters pertaining to the supply and education of mathematics and science teachers within the state. This document represents the executive summary of the report of the Working Committee appointed by the Board of Teacher Education to carry out the investigation. Summarized are the report's information and recommendations pertaining to: (1) teacher crisis in mathematics and science; (2) participation, achievement and attitudes of secondary students in science and mathematics; (3) mathematics and science in the curriculum; (4) the current education of science and mathematics teachers; and (5) future directions in the education of science and mathematics teachers. (TW)

For the last 70 years, since the establishment of the Republic of Korea, Korean education has achieved universal expansion of educational opportunity from elementary to secondary to higher education. Planning, centralized policy making, top-down implementation, and administrative control had been the standards of the first few decades of Korean education. The so-called May 31 education reform implemented in 1995 made a turning point for these approaches to education policy and administration by highlighting autonomy, openness, diversity, accountability, consumer centeredness, market control, and governance for quality education. However, these government-driven education reform initiatives have resulted in limiting the expected outcomes. In this paper, the authors call for a new approach to education policy and administration and propose supporting school innovation, empowering an internal accountability system in governance. The authors also suggest a search for normative values for democratic communitarianism as a new philosophical foundation of education policy framework, beyond instrumental values of education.

Although a multitude of programs in higher education integrate formal pedagogy with practical work experience (e.g., internships, practicum, and cooperative education), their underlying logic is largely the same: to enhance the value of the learning experience through an integration of work and education. To date, however, there appears to be no generally accepted term to describe the overall category of programs. Without reference to a general descriptor, researchers and practitioners may find it more difficult to fully understand and appreciate the differences and similarities among the myriad of programs. The purpose of this article, therefore, is twofold: (1) to propose an umbrella term that describes the overall category of programs and (2) to provide a reference guide that describes the fundamentals of each program. In doing so, this article is intended to contribute to this important discussion.

Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South-South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South-South development through international education, and the place of sport and physical education therein, are discussed.

In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided.

This paper attempted to reveal some inadequacies inherent in the Nigerian system of education and, how the pragmatic approach to education can help solve the problems of disfunctionality of the system. It does this by explaining the aims and features of the pragmatic philosophy of education. Furthermore, the paper gave answers to two basic questions: (i) what really went wrong in the Nigerian education system? And, (ii) How did it start? The paper used education according to the needs of the society, learning by doing, life-long education, Teaching to be related to learners' interests and experience and, the promotion of democracy in schools as canon for explaining the implications of pragmatism to the Nigerian system of education. Finally it is the opinion of the writers that the inculcation of the pragmatic approach to education will help makes the Nigerian system of education functional.

Coding bootcamps number in the hundreds world-wide despite repeated predictions of their demise over the past few years. Fueled by a resurgent economy and a persistent shortage of app developers and computer systems engineers, bootcamps tout a fast-track to a six-figure salary for as little as one-eighth the tuition dollars or time investment of a nominal four-year information systems baccalaureate degree. Bootcamps represent an enticing opportunity for: a) high school graduates unconvinced of the return on the time and money investment in a liberal arts education, b) college graduates who find their career potential limited by their baccalaureate major, or c) experienced workers seeking a change of profession. Although potentially disruptive, and generally neither accredited nor affiliated academically, bootcamps introduce opportunities for innovation in terms of structure, organization, curriculum, and pedagogy for traditional computing education in higher education, which we explore in this paper.