Education & Pedagogy

Endorsing the principle that there is no one model American, the 10 essays in this monograph demonstrate cultural pluralism and illustrate the need for multicultural education in American schools. A general statement, adopted by the American Association of Colleges for Teacher Education, emphasizes that multicultural education affirms that schools should be oriented toward the cultural enrichment of all children through programs rooted to the preservation and extension of cultural alternatives. The following authors and articles examine cultural, ethnic, religious, racial, regional, and sexual differences in America and present suggestions for incorporating multicultural education in the schools: "The Case of Afro-Americans" by Herbert Douglas; "The Case of Appalachians" by Julia Damron Porter; "The Case of Evangelicals" by Harold W. Berk; "The Case of Jews, Italians, Irish and Chinese" by Martin L. Berman and Albert W. Vogel; "The Case of Mexican Americans" by John A. Garcia; "The Case of Rom" by Albert W. Vogel and Martin L. Berman; "The Case of Women" by Ann S. Nihlen; "Toward Multicultural Education: Some Caveats" by Thomas R. Lopez, Jr.; "Toward a New Unity" by John T. Zepper; and "Accreditation and Multicultural Education: The Standards and Their Implications" by Robert T. Utz. (JD)

ADULT EDUCATION DEGREES IN FINLAND ARE OFFERED ONLY AT THE INSTITUTE OF ADULT EDUCATION OF THE UNIVERSITY OF TAMPERE. STUDY IS PURELY THEORETICAL WITH EXAMINATIONS BEING GIVEN AT THREE LEVELS. MOST OF THE RESEARCH ON ADULT EDUCATION HAS BEEN CONDUCTED BY THE INSTITUTE. BEGINNING IN 1873 WITH LECTURES AT A WOMEN'S ACADEMY AT THE UNIVERSITY OF HELSINKI, UNIVERSITY EXTENSION LATER PROVIDED SUMMER PROGRAMS OF SCIENTIFIC STUDIES AT THE UNIVERSITY OF UPSALA AND CONTINUATION COURSES FOR TEACHERS AT HELSINKI. AFTER 1928, HELSINKI GREATLY EXPANDED ITS PROVISION FOR ADULT EDUCATION WITH LECTURES, STUDY CIRCLES, CORRESPONDENCE COURSES, SUMMER PROGRAMS AND CONTINUATION COURSES FOR ELEMENTARY SCHOOL TEACHERS BUT THERE HAS BEEN NO URGENT DEMAND FOR UNIVERSITY EXTENSION SINCE THE FOLK SCHOOLS, CIVIC AND WORKERS' INSTITUTES, AND STUDY CIRCLES HAVE ADEQUATELY MET EDUCATIONAL NEEDS. UNIVERSITY EXTENSION COULD PERHAPS BEST CONTRIBUTE BY CONDUCTING NEEDED RESEARCH AND PROVIDING BASIC AND CONTINUATION TRAINING FOR ADULT EDUCATORS. SUMMER UNIVERSITIES, PROVIDED BY THE PERMANENT UNIVERSITIES, ARE SIX-WEEKS PROGRAMS ARRANGED THROUGHOUT THE COUNTRY WHICH INCLUDE BASIC COURSES IN ACADEMIC SUBJECTS, EXAMINATIONS FOR THE LOWEST UNIVERSITY DEGREE, REPETITION COURSES OF SECONDARY SCHOOLS, COMPLEMENTARY TRAINING AND FREE INSTRUCTION. THESE ARE SUPPORTED BY THE GOVERNMENT, THE HOST TOWN, AND BY STUDENT FEES. THIS DOCUMENT IS A SPECIAL ISSUE OF "ADULT EDUCATION IN FINLAND," VOLUME 4, NUMBER 2, 1967. (PT)

This conference report is a compilation of the presentations given at a national professional development seminar for State directors of vocational education and their key curriculum staff members to increase their knowledge regarding curriculum improvement in the following areas: Persons with special needs, dissemination and implementation processes, management information systems, and career education activities. The 17 conference papers are in seven sections and include the following: (1) Adapting Vocational Education Curricula to Meet the Needs of a Changing Society; Vocational Education Programs to Meet the Special Needs of Persons in Michigan; (2) Indiana Personnel Development for the Implementation of New Curriculum Ideas; Oregon's Personnel Development Approach; (3) Colorado's Management Information System Impacts upon Curriculum Decisions; Management Information Systems for Curriculum Improvement in Washington; Management Information Systems for Curriculum Improvement in Oklahoma; (4) Procedures for Implementing Curriculum Changes in Local Education Agencies; The Role of the State Vocational Agency in Curriculum Improvement for Local Education Agencies; (5) Goals and Mechanisms for Curriculum Development; An Industrial Approach to the Development of Instructional Systems; (6) Curriculum Status for Preparing State Personnel Development Supervisors; and (7) Leadership Responsibilities for Vocational Education in Career Education: A New Look; The Place of Vocational Education Preparation in Career Education; International Perspectives on Career Education. (EM)

The five papers presented in this volume consider the changing concepts, values, delivery systems, and needs for management which are a part of the changing context of postsecondary occupational education. Kenneth Hoyt discusses five basic kinds of changing relationships between education and work that have implications for changes, growing out of the career education concept, in the substance and methodology of postsecondary occupational education. Gordon Godbey offers his reflections on the changes in moral and social values of educators and educational institutions that will be required to achieve world-wide life-long adult education. Andrew S. Korim and Lucille W. Thrane consider that impact of career education as a stimulus to change in postsecondary occupational education, concluding that while there are promising developments and research efforts, inhibiting factors in federal legislation, financing, and the availability of reports of career education initiatives place the full impact of career education ahead of us. William Norris reviews the role and promise of PLATO as a delivery system for computer-assisted and computer-managed vocational education. Kathleen Arns describes the new management structures and management styles that will be necessary if community colleges are to provide for personal growth and development of faculty and staff and thus marshall their human resources to meet internal and external change. (JDS)

This report summarizes the development of a model career education program called CERES (Career Education Responsive to Every Student), which was designed to infuse career education concepts into elementary and secondary school curriculum and to articulate a curriculum structure to aid students in career choice and preparation. Following an Introduction (chapter I), chapter II focuses on the accomplishments of the program's components: elementary, junior high, and senior high school instruction; adult and vocational education; guidance; handicapped instruction; teacher inservice and preservice training; and project administration. Chapter III reviews problems and changes in the project, including the lack of clear objectives and activities and the difficulty of articulating and integrating regular and special education. Chapter IV delineates the dissemination effort made both within and outside of the school district. Chapter V describes special activities for the reduction of sex stereotyping. Following a chapter on evaluation methods (both external [see CE 017 741] and internal evaluation were used), chapter VII draws the following conclusions: (1) important elements for the project's success were inservice education for curriculum change and board-of-education and community support; (2) academic achievement was favorably impacted by a career education thrust; (3) commercial curricular materials were not appropriate so that local materials were developed; and (4) the project was successful in meeting its primary objectives. (ELG)

With improvements in information technologies, distance education programs have become widespread. Institutions that offer distance education programs are increasing in number. Scholars who were used to face-to-face teaching began to give courses in distance education programs which entail technological teaching methods, a new teaching experience for the teachers. Formal education or face-to-face education and distance education have different dynamics. The transition to distance teaching from the first to the later involves the transmission of experiences of teaching with technology. For effective distance education, it is important to analyze the transmission of these teaching experiences. This study evaluates how faculty members' experiences with technologies in formal education are transmitted to distance education. Interviews were held with twelve scholars who have taught both formal and distance learning courses. The interviews were recorded. Content analysis method was used to obtain a deeper understanding of the data collected. It was found that the teaching materials used in the formal and distance educations were exactly the same. Some faculty members claimed that infrastructure and technical possibilities of the current system were not sufficient for the use of different teaching materials. However, this study suggests that teachers' beliefs about educational methods are the main reason that prevented the use of different teaching materials in distance education.

STEM (Science, Technology, Engineering and Mathematics) education has been achieving growing international attention. As the world economy is becoming more diversified and dependent on innovation, Science, Technology, Engineering, and Math (STEM) skills and expertise are progressively more needed for competition and development. Egyptian students are less competitive with other countries in STEM fields. With this new movement in education to focus more on STEM, Egyptian policymakers need to develop strategic future directions for developing STEM education in higher education in Egypt as a driver of innovation economy. The main objective of this paper is to propose strategic future directions for developing STEM education in higher education in Egypt as a driver of innovation economy, to achieve this objective the paper starts by outlining historical perspective regarding the roots of STEM education, and then follows up with the attempt to conceptualize and define the basic terms of the paper. It then outlines the features of STEM education as a national priority, since it is a driver of innovation economy. The contemporary current status of STEM education efforts in Egypt was analyzed by utilizing SWOT analysis. Finally, strategic future directions for developing STEM education in higher education in Egypt are proposed.

In many countries, the skilled labor market has lagged educational expansion. As a result of increased competition, younger cohorts of the highly educated face decreasing returns to education or overeducation. Surprisingly, decreasing occupational outcomes do not coincide empirically with the economic returns among those with tertiary education. Regarding the process of changes in economic returns to education based on cohort transformations, we expect that the expansion of tertiary education affects specific cohorts, which find themselves facing more labor market competition. As a result, the economic returns to education should decrease among younger cohorts even when the overall returns to education remain stable over time. To study this process, we model economic returns with a new age-period-cohort-trended lag (APCTLAG) method, which allows us to compare the gap in economic returns between tertiary and less than tertiary education over cohorts. Using the Luxembourg Income Study (LIS), we analyze trends over three decades in 12 countries. Our results confirm that educational returns for tertiary education have declined over time, even though the gap between the educated and the less educated has remained similar in most of the countries. For younger cohorts, tertiary education has become more necessary to survive in the competitive labor market, but the actual economic returns have decreased--making tertiary education less sufficient than before.

Purpose: The purpose of this article is (1) to provide a critical analysis of the Finnish experience of education reforms based on published Chinese research on Finnish education and (2) to discuss how such experience can serve as a model as China embarks on its own path toward educational reform. Design/Approach/Methods: This article is based on an analysis of the research on Finnish education contained in the Chinese National Knowledge Infrastructure database from 2000 to 2017. Findings: The analysis shows that although the various aspects of Finnish education have been extensively studied in China, the content of prior studies has generally been similar and is insufficiently in depth. In particular, current research (1) lacks effective exploration of the successful experience of Finnish education reform and (2) devotes insufficient attention to the social culture perspective and core concepts that serve as the basis of education in Finland. Originality/Value: This article extends the authors' recent review of Chinese research on Finnish education and places special emphasis on the discussions regarding how China can learn from Finland's experience with educational reform. It also identifies gaps in the current research in the field and calls for a change in the future research agenda from examining the successful elements of Finnish education to focusing on how the experience of Finnish education is relevant to reforms in China.

In line with global trends, China experienced a rapid expansion in its higher education system in the second half of the twentieth century, and has seen especially large growth since the early 2000s. The expansion of higher education means an increase in the total quantity of educational opportunities. Although it is expected that education expansion can lead to a more equalized distribution of educational opportunities, based on the extant research in China, there is currently no consensus regarding the impact of higher education expansion on equality in educational opportunity. Moreover, only a few researchers have examined the difference in its impact between elite and non-elite higher education. By analyzing the data from the Chinese General Social Survey (CGSS) 2015, this study aims to investigate the relationship between higher education expansion and inequalities in educational opportunities in the context of China and to analyze the difference in the influence of this expansion between elite and non-elite higher education. The findings of this study show that, except for gender disparity, inequalities affected by household registration, family economic status, and parental education level were not ameliorated after expansion. In addition, the decrease in gender inequality in access to higher education was greater in elite than non-elite higher education. Possible reasons and policy implications are given based on the data analysis in this paper.

Background/Context: Online education has become an increasingly prevalent medium of instruction and the primary source of enrollment growth for colleges and universities. The well-documented growth of online education is often regarded as a response to rising costs in higher education, but the same cost-saving strategies that would allow institutions to increase their net revenue through online education may also serve to endanger the quality of student learning. Purpose/Objective/Research Question/Focus of Study: This study explores how leading universities reconcile financial and quality considerations when offering online education. Research Design: Drawing from interviews with 22 administrators, faculty members, and instructional designers, we conduct a qualitative analysis of how to navigate financial and quality considerations pertaining to the development and delivery of online courses and exclusively online degree programs. Findings/Results: The central finding of this study focuses on the importance and pursuit of quality as an actionable goal when offering online education. We also find emergent themes related to the business model of online education, the influence of online education on the changing faculty role, and the shift toward student-centered learning in online education. Conclusions/Recommendations: We offer a novel conceptual model, the Model of Quality-Driven Decision-Making in Online Education, to show how universities can navigate financial and quality considerations when offering online education in higher education.

The major purpose of this study was to conduct a systematic review on adventure education or adventure-based learning in physical education (PE) between 1976 and 2018 in order to examine the effects of adventure education on students' learning outcomes in PE such as physical and psychological outcomes. The secondary purpose was to explore PE teachers' perspectives toward adventure education in PE. Sources in the literature study for analysis were searched through four electronic databases: Academic Search Complete, ERIC, PsycINFO, and SPORTDiscus. The keywords 'adventure learning,' 'adventure education,' 'physical activity,' and 'physical education' were used for the literature searches. The literature articles were selected using the following criteria: (a) published in peer-review journal; (b) adventure education or adventure-based learning applied in physical activity (PA) and PE settings; (c) examining the relationship of adventure education with physical or psychological outcomes; (d) participants must be school-aged children; (e) written in English. Based on the above criteria, 11 articles were identified and synthesized to investigate the effects of adventure education or adventure-based learning on elementary and secondary school students' physical and psychological outcomes. The results suggest that adventure education benefits the developments of school-aged students' learning outcomes such as peer relationship and emotion.

The Department of Education's (ED) rural education/rural family education policy for the 80's includes strengthened efforts to insure that rural education shall receive an equitable share of information, services, assistance, and funds available through ED and its programs. The Department will assist educators in developing outreach and volunteer programs with the active support and interaction of parents, teachers, civic groups, and businesses, in an effort to improve delivery of educational services to rural communities. The database on education in rural areas will be expanded, and information disseminated through existing organizations/agencies and new technologies. Department program regulations will be monitored to insure equity for all districts, regardless of size/location. The Department will help identify and develop special programs for rural handicapped individuals. Department personnel will coordinate available research on shortages and needs, effective practices, and programs, for the Education Secretary's Rural Education Committee. Rural institutions will be included by the Department in demonstration programs and rural communities will be involved in educational technology planning. Consultants and technical assistance will be provided to improve the quality of rural education. Local/regional/state/federal networks will be coordinated to improve public sector/private sector collaboration. The Department will help rural education improve achievement of Blacks, American Indians, migrants, and other minority students. Family education programs/services will be provided through vocational home economics education. (MH)

The report of the fourth National Indian Child Conference (1982), sponsored by Save the Children, contains a statistical portrait of the American Indian child, synopses of 7 major presentations and 64 workshops, recommendations, a conference evaluation, and lists of conference staff, presenters, and tribal representation. Topics of major presentations are traditional Indian medicine; ways to teach children a Native American perspective; microcomputers in education; trends in education; Save the Children; family day care; and leadership. Workshop topics include self-esteem, creative writing, community planning, cultural awareness/preservation, handicapped children, suicide prevention, mental health programs, parenting, bilingual education, adult education, child abuse, fund raising, local school boards, teenage pregnancy, preventative health education, early childhood education, gifted children, and substance abuse and therapy. Recommendations presented are for increased funding for Indian Child Welfare Act programs; improved communication between federal agencies affecting Indian children; opposition to closure of the Southwestern Indian Polytechnical Institute and other Indian schools; dissemination of information regarding the 1982 Indian Housing Act to Indian communities; continued pre-kindergarten programs through Indian Student Equalization Programs; increased community involvement in planning preventative health education curriculum; school-age parenting classes and child care in Indian communities; and encouraging use of native foods through the schools. (MH)

The Council of Chief State School Officers (CCSSO), as part of their Arts and the Schools Project, surveyed state education agencies (SEAs) to determine policies and practices in relation to arts education in public schools. Art subjects were defined to include creative writing, dance, drama, music, and visual arts. The study focused on: (1) general educational goals; (2) curriculum; (3) testing; (4) graduation requirements; (5) state level funding; (6) instruction; and (7) the influence of current educational developments on arts education. Results indicated that 50 SEAs employ art specialists or allocate a portion of generalists' responsibilities to art education. Thirteen states have written arts education goals, and 43 states distribute curriculum guidelines and supplementary materials for arts instruction to local school districts. Achievement in arts education in 10 states is determined through standardized testing, and 22 states have graduation requirements in the arts. Forty-two states require arts certification for teachers of grades K-12 in two or more arts subjects. An arts education historical review is presented, and a final section focuses on the impact of current educational issues on arts education. Most respondents to the Arts and the Schools Project questionnaire believed that the formulation of new policies at the state level would lead to improved arts instruction. Recommendations include establishing arts education as an essential component of all children's education and encouraging SEAs to include arts in formal education goals. The questionnaire, photographs, and tables are included. (Author/JHP)