Education & Pedagogy

This annotated bibliography contains 100 English-language annotations of newspapers and government publications covering educational topics of interest to North Africans. The majority of the items cited were published in 1974. Citations are categorized by country: Algeria, Libya, Morocco, and Tunisia. Within these major categories are subtopics that include philosophy and theory of education, educational organization (K-higher education), adult education, teacher training, religious education, special education, teaching aids, and illiteracy. Lists of authors and periodicals conclude the bibliography. (RM)

This pamphlet is intended to be an aid for local curriculum committees who are developing and implementing multicultural, nonsexist arts education plans. The pamphlet includes (1) definitions of relevant terms, (2) a rationale and philosophy of multicultural and nonsexist education, (3) the sections of the Iowa Code and Iowa School Standards that require multicultural, nonsexist educational approaches, (4) goals and objectives for arts education programs, (5) a checklist for evaluating arts curricula, (6) a bibliography of resource materials, and (7) a listing of resource organizations. (Author/MK)

A set of guidelines to be used in planning and evaluating multicultural teacher education programs is provided. These guidelines go beyond the minimum requirements of the National Council for Accreditation of Teacher Education (NCATE) standards for designing exemplary teacher education programs that reflect a commitment to multicultural education and the provision of educational equity. Governance of teacher education programs, curriculum design for preservice programs, faculty and student needs, resources and facilities, and the review and evaluation of multicultural teacher education programs are the concerns spoken to in this report. (Authors/LH)

Current Indiana school superintendents and assistant superintendents were sent a quick response survey form to determine the status of aerospace education in the schools. Feedback from these people was compiled and the results analyzed. Indications were that, while aerospace education was being taught in Indiana, efforts were enthusiastic but uncoordinated and scattered throughout the elementary and secondary schools. Recommendations to aid in the development of aerospace education in the Indiana schools were given. Over half of the book included survey forms and descriptions, by school, of aerospace education programs. (MA)

Presented are descriptions of 12 projects developed locally in Hawaii schools that have been selected by the State Department of Education as examples of innovative educational programs, projects, or activities. Each project is identified by area and title, with information provided according to these headings: Descriptors, Target Audience, Developers, Student Outcomes, Description, Evaluation, and Contact. The areas covered include Environmental Education, Health, Mathematics, Physical Education, Science, and Social Studies. Target populations are primarily elementary, although some programs are described for the mentally retarded and secondary school students. (Author/CS)

In this article, Gary Matkin, Dean of Continuing Education, Distance Learning, and Summer Session at the University of California, Irvine and long-time member of UPCEA, talks about his experience with higher and continuing education in California. The situation of public universities has changed considerably, and his 43 years as an undergraduate, graduate, and administrator have given him a privileged perspective on the evolution of California higher education, particularly the University of California system. He also shares some external forces that affect continuing education on campuses.

At the Deutsches Museum in München, we established in the department of education during more than 35 years a series of historical experiments and constructed apparatus for pedagogic purposes. We use these reproductions mainly for continuing teacher education within our department. At the exhibitions of the Deutsches Museum there exist many historical originals and reproductions but we seldom show historical experiments. However, in the new 1,000 square meter exhibition of astronomy, which was opened in 1992 we tried to implement some interactive historical devices.

On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture. Based on her research about the future of adult education within a global context, Merriam's lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Subsequently, the authors of this article interviewed Merriam seeking to understand her background, how she became a specialist in adult education, her understanding of adult education as a field, and her perspective with respect to globalization and adult education.

Golf is a lifetime sport activity that can be taught in physical education classes. How one teaches golf in physical education could influence whether students will want to continue to participate outside of physical education. The sport education model (SEM) is an instructional model that promotes student learning in all three domains by ensuring students become competent, literate and enthusiastic in the activity being taught. The purpose of this article is to describe the steps necessary for teachers to utilize SEM when teaching golf in physical education.

In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved varies substantially. This paper explores how IPE has been integrated within Canadian nursing programs. Implications for the continuing education of nurses and other health professionals in order to achieve excellence in interprofessional practice are also considered.

In 1978, the National College Physical Education Association for Men (NCPEAM) and the National Association for Physical Education College Women (NAPECW), two national professional physical education higher education associations, merged to form the National Association for Physical Education in Higher Education (NAPEHE). In an effort to better understand the perspectives of the two national associations and their philosophical underpinnings, a short history of each is provided as described in the first volume of "Quest" in 1963, a perspective 15 years prior to the merger.

This article begins with a brief autobiographical depiction of my religious education. It then charts the ways in which the inadequacies of that religious education caused me to treat my family's traditional religious expressions with suspicion rather than appreciation, undergirding coloniality as a phenomenon within my religious education. My graduate theological education helped to rectify this phenomenon, revealing important contributions for religious educators as a protection against the erasure of cultural identities.

The purpose of this article is to further contribute to the discussion of the current state of Russian education and the most pressing problems that are facing it. We focus on both positive and negative trends in the development of general K-11 and higher pedagogical education. We analyze and summarize aspects of the process to restore the Russian system of academic and character-building education to a leading position within the global educational space. [Translated by Kenneth Cargill.]

Adult education, lifelong education, and lifelong learning have been playing critical roles in responding to contemporary, economic, political, social, and cultural challenges in many parts of the world. This article looks at the new vistas of adult and lifelong education/learning from Eastern perspectives, which highlights the state of adult and continuing education from some Asian countries. It especially focuses on some current themes these countries present. From this material, some implications for the field of adult and continuing education are shared.

In this forum, Stephen Reder argues that adult literacy education needs to be repositioned within a new framework of lifelong and life-wide learning, a framework in which new policies are formulated, programs are designed and evaluated, and research is funded and carried out. To appreciate how much this suggested framework differs from the neoliberal framework in which adult education is currently embedded, it is worth considering briefly how neoliberalism has gained its foothold in (some would say its stranglehold on) adult education.