Education & Pedagogy

This is the fourth of five volumes of essays in the form of recommendations for the improvement of programs, services, and activities offered through vocational-technical education in North Carolina. The volume explains the rationale for and comments on 21 recommendations prepared by the State Advisory Council on Vocational Education for fiscal year July 1988-June 1989. Topics covered by the 21 resolutions are the following: (1) vocational teacher education; (2) reauthorization of the Carl D. Perkins Vocational Education Act; (3) transfer of credit from community colleges; (4) enhancing the role of vocational education; (5) a new procedure for student census; (6) improving teacher qualifications; (7) need for an independent study of proprietary schools; (8) appropriate funding for community colleges; (9) new procedures for weighing full-time student equivalents; (10) vocational student organizations; (11) vocational education and economic development; (12) military contributions to the electronics curriculum; (13) textbook adoptions; (14) state administration of education; (15) a combined plan for vocational teacher education; (16) administering student financial aid through a single agency; (17) meeting college purposes; (18) mission statement; (19) appointing business/industrial leaders to State Board of Education; (20) evaluation of state compliance with Carl D. Perkins Vocational Education Act and Job Training Partnership Act; and (21) establishment of vocational-technical honor societies. (KC)

This five-section handbook contains provisions of the education law, commissioner's regulations, and related state education department policies and guidelines that form the legal basis of occupational education programs in New York. Section 1 of the handbook provides a brief description of why a restructuring of the occupational education program is necessary and how the new curriculum was developed. Section 2 describes the occupational education program, states diploma requirements, and discusses state-developed tests, program evaluation and planning, and state-approved programs. Section 3 lists the various state sequences of occupational education by instructional program area, together with course descriptions and prerequisite study, and discusses the required Introduction to Occupations course. Section 4 deals with a variety of other aspects of the occupational education program, including student leadership, adult/continuing education, handicapped/special education students, the use of locally developed sequences instead of state sequences, and the process for obtaining state approval for such substitutions. Section 5 contains recommendations for implementing the new curriculum, describes personnel certification requirements, and provides information on facilities and equipment, assessment reports, and advisory committees. Appendixes contain the following items: a chart of state education department units and their responsibilities; the full text of the Futuring Process statement of the purposes of occupational education; a list of Introduction to Occupations modules; a summary of criteria for occupational education for general education credit; a list of critria for state-approved programs; and a sample Sequence Approval Form. (KC)

The Federal Government has a responsibility to fulfill treaty promises for Native education. However, spending for Native education has fallen since 1975, while overall educational spending has increased. Reversal of this trend must include a shift in focus from quantitative goals to qualitative goals and support of culturally relevant education. The Bureau of Indian Affairs (BIA) and the Office of Indian Education (OIE) are the major sources of funding for Native education. However, the BIA funding formula fails to consider non-federal funding available to public schools, the effects of remote location and sparse population, and unique transportation requirements in rural areas. In addition, BIA funds are often not available until well into the school year. BIA programs for school operations cover Indian School Equalization Program formula and adjustments; institutionalized handicapped; school board expenses and training; student transportation; solo parent program; technical support; and drug and alcohol education. The BIA also administers the Johnson-O'Malley program of contracts with states; funding for higher education scholarships, postsecondary schools, and tribally controlled community colleges; and tribal operations of tribal colleges and adult education. Funding from the U.S. Department of Education covers the OIE and numerous educational programs open to all eligible students. Private foundations donate less than 1% of their monies to Native education. Native communities have a meager tax base for education funding. The equivalent of a Marshall Plan is needed to support Native self-determination in education, rebuild each Native community's infrastructure, and restructure the entire Native educational delivery system. This paper contains 33 references and lists over 100 treaties with educational provisions. (SV)

This document is the result of a consulting program that sought to identify ways in which institutions and individuals in the United States could be of greatest assistance to the education system of the new nation of Namibia, with particular attention to higher education. The report outlines the educational legacy of Namibia's colonial history, summarizes the most up-to-date information on the Namibian government's educational plans, projects, and priorities, and finally highlights areas where Namibian and other observers believe that the United States could offer expertise in support of Namibia's educational development. Divided into two parts, the first part discusses Namibian education including formal education in Namibia before independence and access, equality, quality, democracy, and policies and programs for education and training in independent Namibia. This section addresses matters such as language policy, basic education, secondary education, both preservice and inservice teacher training, higher education, the University of Namibia, the Polytechnic, adult and nonformal education, distance education college, and vocational and technical training. Part two suggests areas in which institutions and individuals in the United States can help, including school desegregation, curriculum development, teacher training, higher education, advanced information technologies, and others. Annexes include programs befitting refugees, current statistics on basic education, international assistance, representative current U.S. educational programs in Namibia, and a survey of Namibian Alumni of U.S. institutions. A list of 6 primary and 6 secondary contacts for interested individuals or groups is included. Contains 38 references. (DK)

This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)

The inaugural issue of this annual journal explores issues affecting art education practices in Alaska and seeks to contribute to a national dialogue on art education policy. "Art as General Education" (Harry S. Broudy) addresses the essential value and nature of the arts in general education. It argues for visual arts education as a key to unlocking students' full potential. Three articles touch on various aspects of discipline based art education (DBAE). "DBAE: Opening a Bridge between Art History and Art Education" (David Ebitz) discusses the need for art historians to seek new working relationships with art educators, and the role art history can and should play in primary and secondary schools. "Improving Art Education in Alaska through Discipline-Based Art Education" (Katherine Schwartz) discusses DBAE implementation methods in relation to Alaska schools. "The Getty Center's Attempt to Transport the Crude and Refine An Alternative Fuel for Art Education" (Maurice J. Sevigny) draws parallels between the Alaska oil spill in Prince William Sound, and the efforts of DBAE proponents to transport crude curriculum theory into refined practice. "Possibilities and Considerations: Quality Art Education in Rural Alaska Schools" (Ruth A. Keitz) explores the problems and possibilities of expanding quality visual arts education in rural Alaska schools. "The Two Desks of Indian Education" (Ward A. Serill) deals with a native community that has rediscovered pride in its cultural past through a blending of business interests and the arts. The final article is a summary of an Alaska Arts in Education report documenting the current state of arts education in Alaska. (DK)

This publication contains descriptions of 53 research collections in adult and continuing education housed at Syracuse University (Syracuse, New York) Collection strengths have been identified as the history of adult education as a profession, field, and practice; literacy; and civic education. Each collection is described, and the number of boxes contained in each is noted. The collections are: Adult Education (AE) Association; AE Association/American Association for Adult and Continuing Education; AE Research Conference; Adult Student Personnel Association; George F. Aker papers; American Foundation for Continuing Education (CE); Association of Continuing Higher Education; Association of University Evening Colleges; Lalage J. Bown papers; Center for the Study of Liberal Education for Adults; Alexander N. Charters papers; Jessie and W. W. Charters Collection; Coalition of AE Organizations; Commission of Professors of AE; William D. Dowling papers; ERIC Clearinghouse on AE; Fund for AE; Galaxy Conference; Wilbur C. Hallenbeck papers; Eva Elise vom Baur Hansl papers; Andrew Hendrickson papers; Cyril O. Houle papers; Herbert Cason Hunsaker papers; Roy T. Ingham papers; International Congress of University AE; International Council for AE; Joseph W. Jacques, tape recordings; Malcolm S. Knowles papers; Laubach Collection (in three parts); Literacy Volunteers of America; Alexander A. Liveright papers (in two parts); National Association of Public School Adult Educators; National University Extension Association; George A. Parkinson papers; Photograph Collection; Bernard W. Reed papers; Robert E. Sharer papers; Paul Henry Sheats papers; Per Gustaf Stensland papers; Syracuse University Publications in CE; Clarence H. Thompson papers; Willard Thompson Galaxy Conference Papers; University Council on Education for Public Responsibility; Coolie Verner papers; and James B. Whipple papers. (YLB)

This report focuses on the implications of eight Center for the Learning and Teaching of Elementary Subjects studies in elementary art and music education and synthesized existing research with respect to teacher education in art and music education. The first section provides a summary of the major findings in each of the Center studies in art and music conducted over a 5-year period. Of particular interest to researchers was the improvement of teaching these subjects to enhance students' depth of understanding and meaningful applications in everyday life. The second section presents a synthesis and comparative review of the research literature in art and music teacher education in light of these findings. The literature review addressed several perennial and contemporary issues in arts education at the elementary level. The interests and goals of art and music education were mapped onto the larger historical context of U.S. curriculum and the multiple, competing goals for education. Little attention has been given to how to teach these disciplinary areas beyond art production or musical performance and what kind of knowledge, experience, preparation, and support teachers need in order to implement such a reform in K-12 practice. The third section examines research trends and current interests in general teacher education. Concerns such as contextual constraints in teacher education reform, teachers' subject matter knowledge, conceptual orientations to teacher education programs, and change strategies are used as a template to identify similarities, omissions, and promising directions in research and program development for art and music teacher education. (DK)

This document contains six papers from a collaborative school-to-work project during which teacher education faculty at Bowling Green State University worked with faculty and staff at Washington Local Schools in Toledo, Ohio, to infuse school-to-work activities within the context of each participating teacher's content area. "Employability Skills" (Kathy Siebenaler Wilson, Sue Cooper, Laurie Gyurko, Meg Smith) demonstrates the integration of business education and school-to-work at the secondary level. Efforts to develop a curriculum integrating career and mathematics objectives are described in "Careers and Math" (Ginny Keen, Linda Hoover). "Consumer Education and Printmaking" (Rosalie H. Politsky, Douglas Dury) explains how two art educators integrated consumer education and printmaking at the secondary level. "No Such Thing as a Free Lunch: Building Citizenship through a School Store" (Cassaundra El-Amin, Roxanne Ward) reports on an integrative approach to building citizenship in a student-run school store in a third-grade classroom. A program connecting the art of making music with the business of music for secondary students is examined in "Arts and Communication & Business and Management" (Isabel Barbara O'Hagin, Brad Sharp). "Skill Development for Community-Based Jobs: Activities for Developmentally Handicapped Students" (Sean Smith, Paula Maier) profiles a program providing community-based jobs to developmentally handicapped secondary students. (MN)

This yearbook explores the issues of representation, inclusion, access, and equity in technology education. Contents include an introductory chapter; nine chapters in three sections; and a summary chapter. Chapter 1, "Society, Diversity, and Technology Education" (Donna K. Trautman) examines important demographics of our global society, the effects diversity will have on the social and economic support systems, and the status of technology education in comparison to society and diversity. Section I, "Historical Influences of Underrepresented Groups in Technology Education, includes chapters 2 and 3: "A Historical View of Women's Roles in Technology Education" (Karen F. Zuga); and "Contributions of African-Americans to Technology Education" (Michael L. Scott, Keith V. Johnson). Section II, "Underrepresented Groups as Technology Students and Educators," includes chapters 4 and 5: "Women as Technology Educators" (Colleen E. Hill); and "Minority Students" (Elazer J. Barnette). Section III, "Increasing and Supporting Diversity," includes chapters 6-9: "Reading, Writing, and Technology" (Karen Coale Tracey); "Mentors for Women in Technology" (Daniel L. Householder); "Effective Leadership for All" (Elizabeth Smith); and "Environmental and Climate Challenges in Technology Education" (Jane A. Liedtke). Chapter 10, "Diversity in Technology Education" (Janet L. Robb) outlines four positive steps that need to be taken and three dangers to be avoided to accept and encourage a heterogeneous population in technology education. (YLB)

This document consists of six reports that each provide essential basic information on the organization of the education system of one of the following countries as of 1995-1996: Bulgaria, Czech Republic, Hungary, Poland, Romania, and Slovakia. Each report includes information on some or all of the following aspects of the given country's initial training system: responsibilities and administration (background, basic principles, distribution of responsibilities, legal framework and administration, legislative process, reforms, provision, curricular regulation, inspection, advisory/consultative bodies, financing, private schools, vocational orientation/guidance); preschool education (historical background, administration, curriculum and assessment, teachers, statistics); compulsory education; compulsory education and/or basic education (primary education, presecondary education, institutional separation at the lower secondary level, basic school curriculum, textbooks, assessment, teachers, statistics); secondary education (aims, curriculum, upper and lower secondary school education, secondary vocational and technical schools, integrated secondary vocational-technical schools, vocational training centers, assessment, teachers, statistics); vocational education (vocational schools, secondary vocational-technical schools and technical schools, special vocational training schools); teachers (teacher training, inservice teacher training, teachers' working hours); and higher education (admission requirements, tuition fees, types and lengths of courses, qualifications, academic year, universities and equivalent, nonuniversity higher education). (Forty-nine tables/figures are included.) (MN)

This publication provides a theoretical framework for a Finnish research project, "Effectiveness of Teacher Education." The collection of papers includes two parts. Part 1, "Approaches to Evaluation," offers: "Effectiveness of Teacher Education--A Theoretical Framework of Communicative Evaluation and the Design of a Finnish Research Project" (Hannele Niemi); "The Starting Points and Main Principles of Evaluation in a Project Focusing on the Effectiveness of Teacher Education" (Leena Syrjala); and "The Concept of Effectiveness in the Evaluation of Educational Outcomes" (Ritva Jakku-Sihvonen). Part 2, "New Challenges to Evaluation in Teacher Education," includes: "Learning Contents and Processes in Context: Towards Coherence in Educational Outcomes Through Teacher Development" (Viljo Kohonen), "Teachers' Professional Morality: How Teacher Education Prepares Teachers to Identify and Solve Moral Dilemmas at School" (Kirsi Tirri); "Teachers' Readiness for Modern Information Technology" (Martti Piipari); "International Teacher Education as an Attempt to Provide Competencies for a Multicultural World" (Rauni Rasanen); "Intercultural Education as an Integral Part of The School Curriculum and Teacher Education" (Pauli Kaikkonen); "Teacher Education and Gender" (Vappu Sunnari); "Analyzing and Evaluating Student Teachers' Developmental Process from the Point of Self-Study" (Sinikka Ojanen); and "Student Teachers' Personal Development During Teacher Education in the Light of Self-Assessment" (Tuula Laine). (SM)

This document presents a historical curricular analysis, reviews current curricular research, and offers suggestions for future curricular research in vocational education. It focuses exclusively on the K-12 public school. The first section, a review of research on the development of vocational education as a curricular category, traces each of the major subfields of vocational education as well as the history of vocational education as a whole from their beginnings to about the mid-1970s. The second section, a review of current curricular research in the field, focuses on the period from the mid-1970s to the present. The review shows a considerable increase in attention to vocational education as an integrated instructional system, side by side with the attention given to specific subfields during the 1980s, and a shift in focus to the relationship of vocational education to the rest of the educational system in purposes and curriculum. Both sections show that, although the curricular research is extensive and disciplined, it is in large part still narrowly focused on technical competence, lacking in an overall conceptual framework, and heavily reliant on a single approach to curriculum development. The final section suggests areas for further research, treating each in one or two paragraphs. The areas include: general versus specific education, higher order thinking, basic skills, integration, keeping up to date, articulation, transition from school to work and family life, vocational education's role as change agent, vocational education and at-risk students, and state versus local curriculum content. A list of 325 references is appended. (YLB)

This report describes a proposal for a preservice teacher education program to prepare agricultural education teachers for the 21st century. The paper identifies and defines the critical roles agricultural education teachers must perform in the 21st century and recommends specific preservice teacher education practices. After an introduction, the first section describes six specific teacher roles and the skills and knowledge needed for each: (1) facilitator of learning; (2) understander of the learner; (3) program developer; (4) administrator; (5) professional educator; and (6) role model and mentor. The second section explores the development of a preservice curriculum and describes specific courses based on guidelines suggested by the National Council for Accreditation of Teacher Education, State Teacher Education and Certification Standards, and the Standards for Quality Vocational Programs in Agriculture/Agribusiness Education. Section 3 examines teaching methods for effective presentation of the preservice agricultural teacher curriculum. Section 4 covers resources and facilities needed for effective preparation of preservice agricultural education teachers, including instructional and support facilities, instructional equipment, off-campus facilities, and funding sources. Section 5 discusses recruitment, selection, and retention of students. Section 6 covers faculty selection. Section 7 examines program evaluation. Section 8 outlines the elements that distinguish the proposed preservice program from other preservice teacher education programs in agriculture. Section 9 looks at issues and problems associated with developing a preservice teacher education program in agriculture in each of the areas described. (Contains 68 references.) (ND)

This paper reports findings from three studies on attrition of special education teachers, with particular focus on teachers' responses concerning their own preservice preparation in both general and special education and evaluations of their levels of preparation to perform various components of their jobs. Major findings were: (1) the four skill areas in which teachers rated themselves the least well-prepared included responding to linguistic diversity, interfacing with the core curriculum, dealing with severe behavior disorders, and collaborating/consulting with general education teachers; (2) teachers felt ill-prepared to work with general education teachers, manage disruptive behaviors, and work effectively with consultants; (3) the skill areas in which teachers felt the least well-prepared are those typically associated with operating effective inclusion/mainstreaming programs; (4) recent graduates reported a higher level of agreement between their philosophy of special education and that of their districts; and (5) teachers who had left special education or were considering doing so tended to feel at odds with district policies and directions toward mainstreaming/full inclusion. Comparison by California respondents of their preservice preparation for the required general education credential with that of their special education preparation revealed that teachers rated the quality of their special education training higher in all areas than their general education training. Special education teachers reported feeling isolated from, and unappreciated by, their general education colleagues. The degree of teacher satisfaction with principals was found to be highly correlated with decisions to remain in special education. (DB)