Education & Pedagogy

In the context of the growing challenges to public education that have materialized in California over the past decade, this first of two volumes is presented as a resource document for legislators and others interested in education reform. Volume 1 looks at emerging education issues for the 1995-96 legislative session and summarizes the state's policy-making activities since 1983. It presents a summary of major education legislation over the last ten years, identifies major education reports and studies, presents the results of statewide opinion polls, and includes a demographic update of California schools. Emerging education issues include youth, school support, school structures and governance, and curriculum and instruction. Appendices contain student demographic data, a summary of major education bills passed by the California legislature (1983-93), a list of major California education studies and reports (1983-present), a comparison of the recommendations made by selected California studies and reports, and the results of recent statewide opinion polls on education. (LMI)

This book is designed to introduce preservice and practicing educators to the major concepts in multicultural education. It is intended for the reader who can devote only limited time to the topic. Chapter 1 discusses multicultural education goals, the debate over the canon of instruction, and approaches to multicultural education. Chapter 2 describes the ways in which multicultural education tries to transform the curriculum so that all students will be prepared to be effective citizens in a pluralistic and democratic society. School reform and intergroup education are discussed in Chapter 3. The knowledge components that teachers need to acquire to function effectively in multicultural classrooms and schools are examined in Chapters 4 and 5. Chapters 6 and 7 highlight and summarize some of the major issues in multicultural education; they close with a discussion of major benchmarks that can be used to determine whether a school is actualizing multicultural education. Appendix A contains a 35-item bibliography on multicultural issues, and Appendix B is the New York City Board of Education multicultural education policy. (Contains 183 references.) (SLD)

This report traces the historical evolution of vocational education in the United States and the impact of federal legislation in guiding that evolution. It states that since the earliest days of the country, vocational-technical education has been a largely decentralized, state- and locally-governed enterprise. However, federal initiatives affecting vocational-technical education programs began to emerge in the latter part of the 19th century. Most of these changes have come about since 1917 when the first major federal legislation for vocational-technical education, the Smith-Hughes Act, was enacted. Following coverage of the Smith-Hughes Act and its impacts through the years, the report outlines the Vocational Education Act of 1963, the federal initiatives undertaken during 1964-1976, the Carl D. Perkins Vocational Education Act, and vocational-technical education in the 1990s, especially emerging trends such as academic and vocational integration, and tech prep. The report traces these initiatives and offers an analysis of where vocational-technical education is headed in the next century. Contains 26 references. (KC)

This book, which explores the shifting paradigm from human resource development to developing resourceful humans, establishes the historical position of adult education within the economic context, discusses human capital propositions, and examines the learning dimensions of economic and educational change. The following chapters are included: "Human Resource Development: A Historical Perspective" (Kjell Rubenson); "Human Capital: A High-Yield Investment" (Anthony Patrick Carnevale); "Education for a Changing World" (Erik Solem); "Wilted Flowers--The Demographic Imperaptive (Nicole Morgan); "Women, Work, and Learning" (Linda MacDonald); "We Cannot Afford to Waste a Single Mind: Adult Literacy and Basic Education (Maurice Taylor); "Learning in Communities" (Stephen Brookfield);"Continuing Education and Unemployment" (Derek Portwood); and "Higher Education Partnerships: Practices, Policies, and Problems" (Gerard G. Gold and Ivan Charner). Several papers include substantial bibliographies. Each paper is followed by a commentary. Also included are a glossary and 15 figures/tables. (MN)

There are major differences between rural and urban education, yet most educational reform efforts have been heavily urban oriented. While reform movements of the 1980s may have benefited urban schools, they have only added to the problems of rural education. Some of the conditions often associated with rural schools are: poverty, reform generated problems stemming from the promotion of national standards and assessments, failure to consider basic inequities among schools, an unwillingness on the part of rural students to seek individual recognition or to engage in individual competition, and the diversity of cultures within rural areas. It is suggested that in order to improve rural education the unique needs of rural schools and the characteristics of rural students must be understood and addressed. Teacher education programs must include rural education as a legitimate entity in curricular studies and pedagogical approaches; educational textbooks need to distinguish between rural and urban education; multicultural education programs should address the diversity found in rural areas; and rural education must be based on academically demanding rural, not urban standards. (LL)

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for vocational education instructional support services. These services provide an opportunity for individuals with disabilities and disadvantaged persons, including those with limited English proficiency, to receive instruction and services in vocational education on an equal basis with nondisabled and nondisadvantaged persons. Each program course standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: major concepts/content, laboratory activities, special notes, and intended outcomes. Student performance standards are listed for each intended outcome. Other information provided is as follows: code number; secondary, college, and/or postsecondary adult vocational credits; applicable level(s); and certification coverage. Program course standards are provided for system for the following areas: applied individualized learning, vocational education for students with disabilities, vocational work evaluation, vocational education for residential youth offenders, and vocational education for adult offenders. (YLB)

This report summarizes and interprets the results of the 1992 Colorado School Health Education Survey, which targets public secondary schools with grades 7 through 12. Results provide a basic sketch of the extent of HIV (Human Immunodeficiency Virus) prevention and health education being implemented in Colorado's secondary schools. The survey, mailed to a random sample of 288 of Colorado's secondary schools, resulted in 246 respondents. Figures display the numbers and percentages of schools providing HIV education, the numbers and percentages of students receiving HIV education, and the numbers and percentages of schools integrating HIV education into comprehensive health education. Results indicate that many of Colorado's secondary schools provide some kind of HIV prevention education in at least one grade. Between one-half and two-thirds of schools provide some kind of comprehensive health education and HIV prevention education for students in at least one of the grades 7 through 10. Evidence of progress toward program objectives is presented, and suggestions for future school health education surveys are discussed. (JDD)

This collection of papers examines the role of research in efforts to reform art education. The essays include: "Arts Education Research: Issues, Constraints, and Opportunities" by David B. Pankratz; "Characterizing Civilization: Research Strategies, Findings, and Implications from the National Endowment for the Arts' Report on Arts Education" by Brent Wilson; "The Landscape of Educational Research and Getty Initiatives" by Margaret K. DiBlasio; "Theory and Practice in Arts Education: A Report on the National Arts Education Research Center at New York University" by Jerrold Ross; "Research in Arts Education: An Agenda for Critical Issues: The National Arts Education Research Center at the University of Illinois at Urbana-Champaign" by Theodore Zernich; "The Need for Policy Studies in Arts Education" by Samuel Hope; and "Postscript: Toward Civilization through Arts Education" by Kevin V. Mulcahy. The collection includes three appendices: "The Interlochen Proposal,""The Philadelphia Resolution," and "Concepts for Strengthening Arts Education in Schools." A listing of Arts Research Seminar Series publications, and information about the American Council for the Arts are attached. (LBG)

Although the creation of new models of higher education is revolutionizing the way colleges compete for students, distance education has a long history, with correspondence courses as the earliest examples. Presently, distance learning through multimedia technology and the Internet is the newest solution for delivering instruction to personnel who are unable to travel to on-campus training sites. This article describes the current status of distance education methods for personnel preparation programs in early childhood special education (ECSE). A case study illustrates key design issues and presents the process and resources that assisted in development of a course in Wisconsin. Topics discussed in the case study include course development and content; the course delivery and design process; and the environment, instructional team, format and strategies, support, and evaluation. The article includes a glossary of terms in distance education, information on other ECSE distance education programs, and a list of online resources. Contains 29 references. (Author/EV)

A discussion of bilingual education teacher training in Switzerland begins with an introduction to the unique and complex linguistic situation of the country, the political and policy context for bilingual education, and the organization of teacher training in general. A more detailed description of both pre-service and in-service training of bilingual education teachers, at both university and non-university levels, follows. Special attention is given to new developments in the domain of bilingual teaching strategy and technique, including a trend toward experimentation with program design and course organization, use of new technologies and self-paced learning, the language teaching profession's support of bilingual education through programs and resources, teacher and student exchange programs, and classroom teaching innovations. Areas for further progress are identified in pre-service and in-service teacher education and the politics of education. (Contains 12 references.) (MSE)

This directory is designed to provide information about teacher education programs in the United States that prepare secondary social studies teachers to teach with a global perspective. The document will be useful to persons who are interested in the movement for global perspectives in education including: preservice students and their advisers, classroom teachers, school system personnel, teacher educators, and other educators. Divided into two parts, the first part profiles individual programs outlining such information as the conceptualization of global education, program descriptions, services, special strengths, achievements, and financial aid. The second part of the directory discusses the characteristics of the programs as they relate to a growing literature on global education. Its purpose is to synthesize what teacher educators say they are doing and to reflect upon these programs as part of a movement toward global perspectives in K-12 education in the United States. A 49-item list of references is included, as well as appendices that list respondents who helped to identify global programs and questions asked of program personnel. (Author/DB)

The inability of teaching to rise to the status of a profession is due to a state of flux in which education, teaching, and teacher education finds itself. Five factors have created a fluxion in teacher education. First, the different institutions in which teacher education has been housed (normal schools, teachers colleges, university based schools of education) have critical inconsistent expectations for teacher education. Second, teacher educators historically have set up an ideal of professional education for themselves (the medical school ideal) that they have not succeeded in emulating. Third, the establishment of graduate schools of education has created a new profession of education leadership with goals that are incompatible with the teaching profession. Fourth, educators have failed to establish a discipline of pedagogy that can serve as the basis for the professional authority of teachers. Finally, the public does not perceive educators as producing results that justify the granting of professional authority to them. An outline of this paper and biographical information about the author are included in an appendix. (DB)

The first section of this monograph describes research trends and major issues in the arts education field, such as: (1) some of the major arts education advocacy pieces; (2) current policy and practices in arts education; (3) current trends in arts education research; and (4) building a case statement for arts education based on research. The second section lists bibliographic citations from the research literature that validate each of the 11 points of a case statement proposed on behalf of arts education based on current education concerns. The third, and final, section contains annotations of the 88 sources cited in the monograph arranged by discipline (multidisciplinary studies, dance, music, theater, and visual art). The sources include qualitative and quantitative research on dimensions of the arts and other variables; journal entries that are compilations of research on dimensions of the arts and arts education; writings that are the accumulation of years of research by well known education and arts researchers; and evaluations and assessments of arts projects and programs. The second and third sections of the monograph are cross-referenced. (Author/DB)

Sweden has a long tradition of using distance education, because its inhabitants are widely scattered, especially in rural areas. Before the 1960s, distance education was well organized and centralized. During the 1960s, however, other types of continuing education were subsidized, but distance education was not, leading to a decrease in the number of distance education students and the decentralization and fragmentation of the system. Today, technology is bringing about a resurgence of distance education, usually conducted by the universities. Computer access is almost universal throughout the school systems, and about 15 percent of the households now have computers. Telephones, cellular telephones, and faxes are widespread. Picture telephones are available but not yet widespread, and video conferencing has been in use and steadily increasing for the past 5 years. Even with the use of such technology, however, the most prevalent methods for teaching students remain meetings either on or off campus. As the number of people continuing education after high school increases, technology is expected to play an increasing role by facilitating more widespread and more comprehensive distance education. (KC)

The nature of Federal and state initiatives with respect to multicultural education is examined, and guidelines and standards for the preparation of school personnel are reviewed. Federal initiatives have focused on preschool, elementary, and secondary education, and states have generally followed the Federal lead through state grants to implement Federal policies, although some have moved beyond Federal efforts, especially in the area of curriculum development. Federal initiatives have focused mainly on working with students with disabilities and culturally diverse students to provide equal educational opportunity. A number of state initiatives have addressed making education more reflective of cultural diversity as well as providing the equal education opportunities the Federal government mandates. Some nongovernmental agencies, such as professional associations, are working to foster multicultural education through teacher education. To date, multicultural education has often been addressed through adding courses or inserting units. The next step must be the use of cultural diversity and equity as the lenses through which all educational reform is viewed. (Contains 73 references.) (SLD)