Education & Pedagogy

This paper presents a summary discussion of the current status of special education in Japan, its recent history, and issues and trends. Noted is establishment of the current educational system (and special education system) as part of post-war American occupation. The following issues are discussed: centralization and teacher autonomy; compulsory education; numbers of children served in regular and special education; classroom management approaches; the "fallen behind" (those with learning problems); school bullying; curriculum and instruction; parental motivation in education and parent financed institutions; children with reading difficulties; upper secondary schooling; transition and employment; the social status of teachers; teacher education; the Japan Teachers' Union; teacher salaries; financing special education (shared by national, prefectural, and municipal governments); and educational computing in the schools. Additional issues identified include pull-out resource room instruction, competition between public and private schools, and the need to improve service quality. (Contains 15 references.) (DB)

This guide is intended to assist coordinating teachers in Manitoba in facilitating school and community efforts in developing and improving educational experiences in the workplace. The following topics are covered: the nature and scope of work education (what work education is, programs using it, objectives and outcomes, and related instruction); basic principles of work education (cooperation and communication); participants in work education (students, parents, employers, workers, teachers, administrators, and advisory committees); legal aspects of work education (Public Schools Act and Regulations, student safety, workers compensation, student age limitations, liability, and use of forms); work education practices (planning the use of work education in programs, recruiting and maintaining workstations, caring for students in the workplace, and helpful hints). Appended are work education program registration and workers compensation coverage forms, a checklist for work educators, a list of community resources, a 17-item list of resource materials, pertinent excerpts from Manitoba's laws, and responsibilities of Manitoba Education and Training. (MN)

This report provides an analysis of issues and recommendations for further implementation of the National Education Goals and the America 2000 National Education Strategy related to education in mathematics, science, engineering, and technology. This report considers teachers and teaching at every level. The report focuses on the need to build a stronger foundation for understanding mathematics and science throughout society by placing special emphasis on the improvement of elementary and secondary education in these fields for all children. The titles of the chapters are: (1) "Background"; (2) "Education in Science and Mathematics: Meeting the National Education Goals"; (3) "Nurturing Special Aptitudes: Developing Superb Scientists and Engineers"; (4) "Who Shall Lead the Way? Teachers of Science, Mathematics, Engineering, and Technology"; (5) "Learning Through Research"; and (6) "Recommendations." (PR)

This book is composed of the following: materials used before and during a conference on evolution education, a proposed agenda for evolution education research, and related recommendations for evolution education research that arose from the conference. Abstracts of seven articles on evolution education, a literature review, and a section "Teaching Evolution" are given in Appendix A. Appendix B, Questions and Problems Facing Evolution Education, contains papers solicited from and mailed to participants before the conference. Appendix C, Example Questions for a Research Agenda, was adapted from Appendix B. Appendix D lists the working groups of participants, and Appendix E contains the paper "Project 2061 and LSU's Evolution Education Research." Appendix F contains research agendas for evolution education that were proposed by the working groups. (PR)

This book presents a case study of southern teacher education, focusing on the College of Education at the University of Tennessee. The book critically examines a number of topics related to teacher education and schooling at the university, including: attitudes toward and treatment of teacher education; educationists' efforts to earn acceptance by the arts and science professors and university administrators; scholarship or lack thereof by faculty and students; service to the field; educationists' continuing social reform missions; and gender and racial issues. There are eight chapters: (1) The Nineteenth Century Phoenix of Teacher Education; (2) The Teachers' Department; (3) The Department of Education and the Summer School of the South; (4) The Educational Campaigns: Professors of Secondary Education; (5) The College of Education: An Uneasy Resident of the University, the 1920s and 1930s; (6) Outreach: The State is Our Campus; (7) War and Postwar; and (8) From a Southern to a National College. (SM)

This study examined the perception that individuals who enter the teaching profession are less academically competent than are those who enter other fields of study. The study investigated differences in students' grade point averages (GPAs) and differences between GPAs earned in English, mathematics, social studies, and science by teacher education students and non-teacher education students. Data for the study came from 1,071 undergraduate teacher education students and 7,176 non-teacher education students enrolled at East Carolina University, North Carolina, in the Fall of 1991. The researcher grouped students by Scholastic Aptitude Test (SAT) scores using 50-point intervals and computed GPAs for each group by SAT interval. Analysis of the data indicated that students who chose teacher education as their major earned a significantly higher overall GPA in general college courses than did non-teacher education majors. Teacher education majors' GPAs were significantly higher in English, science, and mathematics, and there were no significant differences in GPAs in social studies. (Contains 1 table and 5 figures.) (SM)

This book outlines the diversity of the German federal education system. The introduction presents a preliminary survey of the history of German education since 1945. Reference is made to the Soviet Occupied Zone and the German Democratic Republic, which is indispensable for understanding the current situation. The book covers the most important institutions coordinating educational policy (the Conference of Laender Ministers of Education, the Federal Ministry of Education, Science, Research, and Technology, the Federal-Laender Commission for Educational Planning and Advancement of Research, and the influence of interest groups and churches, consultative bodies such as the Science Council, and educational research). The main emphasis in the book is the overall system of education from kindergarten to adult education. The last three chapters deal with current issues, view German education in the European and international context, and conclude with a summary that makes clear the urgency of re-orientation of educational policy in schools and universities. Thirty-one appendices conclude the volume. (BT)

This bulletin provides information on the occupational outlook for education and social service occupations and clergy. For each occupation, these components are described: occupation title(s); Dictionary of Occupational Titles numbers; significant points; nature of the work; working conditions; employment; training, other qualifications, and advancement; job outlook; earnings; related occupations; and sources of additional information. These occupations are addressed in alphabetical order: adult education teachers; archivists and curators; college and university faculty; counselors; education administrators; librarians; library technicians; preschool teachers and child-care workers; recreation workers; school teachers--kindergarten, elementary, and secondary; social and human service assistants; social workers; special education teachers; teacher aides; and clergy, including Protestant ministers, rabbis, and Roman Catholic priests. (YLB)

This report discusses the development of a citizens' agenda for higher education in Illinois, presenting a set of initial goals and the reasoning behind them. It reviews the importance of higher education for a productive citizenry and the economic benefits of higher education. The report proposes eight goals that are designed to increase the educational attainment of Illinois citizens; extend access to higher education; assure that college is affordable; enhance access and success for members of underrepresented groups; improve the quality of education; enhance responsiveness to students, employers, communities, and the state; strengthen school-college partnerships; and improve productivity. It then discusses the implementation of the citizens' agenda, focusing on the need for the state to renew it's commitment to higher education. It notes that surveys of the general population, opinion leaders, university seniors, and employers will be used to inform the agenda. (MDM)

This publication presents the official multicultural education policy statement for Manitoba (Canada) institutions of education and training. The policy is guided by the following three principles: (1) education for full participation in society; (2) education for cultural and linguistic development; and (3) education for intercultural understanding. An introduction describes the adoption of the policy for a multiculutural society by the Government of Manitoba in 1990 and the implications for all branches of government and education. A section on the policy statement describes the three main thrusts of the policy. Another section outlines objectives that will transmit the general policy statement for implementation. A section on multicultural education lists initiatives of Manitoba Education and Training that assist the implementation of the policy. Also listed are tasks for school division, initiatives for postsecondary institutions, and initiatives for ethnocultural communities. A conclusion lists four companion documents to support implementation of the policy. (JB)

This booklet was prepared in recognition of the 25th anniversary of the watershed Adult Education Act of 1966, and in acknowledgement of the key role that libraries have played in U.S. adult education throughout the century. Written by library educators, the two commissioned papers that make up the booklet describe the role of public libraries in adult education since 1900. In the first paper, "Beginnings: Public Libraries and Adult Education from 1900 to 1966," Margaret E. Monroe traces the development of literacy education in the context of library adult education from the beginning of the 20th century until 1966. In the second paper, "The Developing Role of Public Libraries in Adult Education: 1966 to 1991," Kathleen M. Heim reviews the contributions of libraries and librarians to literacy, lifelong learning, and adult education over the past 25 years. The booklet concludes with a list of 117 selected readings which relate to the theme of libraries and adult education. (MAB)

Proceedings from the Sunbird Seminar for artists, art historians, and art educators from the California State University campuses are documented in this volume. The presentations included discussions about the national context for art education and teacher credentialing in California, the Snowbird projects sponsored by the Getty Center for Education in the Arts, the history of art education, and the four disciplines included in discipline based art education (DBAE). Seminar participants also had an opportunity for small-group discussions and working sessions, during which they began the process of planning projects that would enable their art education programs to meet the recommendations of the California curriculum guidelines in art. Summary reports from 16 California State University campus projects are included. A Sunbird Projects Directory and request for proposals form concludes the volume. (KM)

The failure of major educational reform efforts to acknowledge the multicultural needs of tomorrow's teachers illustrates the marginal status that issues of multicultural education and multicultural teacher education typically receive. This paper examines the literature on multicultural teacher education. The review suggests that teacher education is problematic and that it is impossible to decontextualize multicultural teacher education from the overall problems of the field. Examining the work of previous multicultural teacher educators raises questions about the growth of the field and the quality of that growth. Current multicultural teacher education scholarship is beginning to balance the experimental and quasi-experimental research that has been prominent with a more qualitative case literature that uncovers the wisdom of practice. The increased use of autobiography, restructuring of field experiences, examination of situated and culturally specific pedagogies, and the return of the researcher to the classrooms of experts are resulting in the development of a critical multicultural teacher education. (Contains 152 references.) (SLD)

This project sought to develop a global education curriculum at the secondary level by developing a rationale and support for a global education curriculum; surveying teachers at North Adams High School as to what they would like to include in the course of study that related to global education; contacting various state departments of education to see if global education curriculum guidelines had been established at the state level; contacting Ohio State University and other state universities to see what research they had done on global education and its curriculum; contacting individuals involved with global education; brainstorming with students at North Adams High School for ideas on how to make their curriculum more globally oriented; combining all of the ideas on global education curriculum to create a comprehensive secondary global education curriculum; and emphasizing and implementing the idea of the whole language approach across the curriculum. A 19-item bibliography concludes the paper. Questionnaire, Inquiry Letters, and Resource Contacts are appended. (JAG)

The Colorado legislature, through passage of the "Colorado Comprehensive Health Education Act," declared that comprehensive health education is an essential element in public education in the state. The first half of this volume reprints Title 22, Article 25, "Colorado Comprehensive Health Education Act" from the Colorado Revised Statutes. The second portion of the volume presents the guidelines developed by the Comprehensive Health Education Advisory Committee and adopted by the Colorado State Board of Education. The guidelines are intended to aid school districts and boards of cooperative services in developing programs to meet the intent of the bill and adhere to stated purposes and objectives. The guidelines cover the following topics: definitions of terms used in the statutes, the comprehensive health education curriculum, teacher training, parent and community involvement, the Comprehensive Health Education Advisory Council, allocation of funds, and reports and evaluation. (ND)