Education & Pedagogy

A study was conducted to examine how a broad combination of federal education programs (in operation in 1981-82) affected states' administration of federal and related state programs. Results did not confirm assessments of federal education programs as administratively burdensome and excessively restrictive at the state level. (Author/GC)

Describes status/role of values education, considering educational approaches to values by highlighting distinctive features of each. A values model is proposed to aid environmental educators in planning/conducting a value-based curriculum. Fourteen skills are listed which can be used to build a curriculum which incorporates a wide range of issues/problems. (JN)

Presents a case study of a nonformal adult worker education course in South Africa and the judgments reached through the evaluation of the course. It is evaluated via the educational framework, sociological framework, and historical framework. The author also examines the idea of curriculum in nonformal education. (CT)

The article describes a method to link a competency based vocational curriculum that reflects current industry standards with the educational planning components of the Individualized Education Program. Implementations strategies and benefits of the V-TECS (Vocational-Technical Education Consortium of States) are considered. (CL)

This article summarizes research conducted in a program for the education of reentry women. The conclusions are drawn from observation, document review, a survey, and life history interviews of women participating in Midwestern University's Center for Continuing Education. It discusses stages of adult life, conflict and change, transition rituals, and applying the research. (CT)

Points out a major commonality of Western European countries is their increasingly multicultural composition, fueled mainly by recent immigration. Provides statistics on the recent growth of national minorities. Topics explored include the maintenance of cultural identity, intercultural education, value conflicts and deviancy, language, teacher training, and needed research. (JDH)

Gives the viewpoints of a graduate student in experiential education on topics such as reasons for choosing a career in experiential education, academic status of the field, prospects for employment and salary, and personal and political philosophy related to this career choice. (JHZ)

Offers an overview of Nigerian higher education. Analyzes three approaches being taken to introduce general education into the university curriculum (i.e., proscribed course of study, distribution-across-disciplines, and core general education courses). Discusses the difficulties being encountered, including faculty disinterest and rigid academic structures. (AYC)

The elimination of undergraduate teacher education programs at many institutions is discussed. However, leaders of colleges that offer undergraduate majors in education have reacted with disapproval to recent proposals that such programs be abolished in favor of graduate preparation of teachers. (MLW)

An analysis of the New Youth Cohort of the National Longitudinal Surveys of Labor Market Experience concluded that, all else being equal, vocational education students are no more likely to drop out of school than their peers. Strategies do exist that increase the retentive effects of vocational education programs. (Author/CH)

Examines the ideological origins of vocational education and the reasons why people holding a broad spectrum of political and economic opinion found vocational education attractive. Argues that despite differing views on vocational policies, reformers were united by a desire to improve the functioning of society. (ETS)

In view of the changing face of the student population, teacher education must aid teachers in adapting to the greater percentages of black, brown, and other colors of students. The need for multicultural learning style indicators and the need to establish and diligently maintain minimal standards are addressed. (MT)

Maintains that art education programs in United States schools are in desperate need of strengthening. Provides practical advice on how to begin this process, including: teacher training, inservice workshops, forming new partnerships between schools and museums, and various forms of advocacy. (JDH)

Discusses the historical background of technical education. Assesses future directions including probable areas of need. Defines tasks to be performed and outlines needed skills and abilities. Proposes a training curriculum and considers articulation of high school and postsecondary education. (JM)

Suggests that teacher education is historically grounded in a 19th century conception of education, influenced by social Darwinism and scientific determinism. Looks at the benefits of incorporating emancipatory pedagogy in teacher education programs, through the study of such master teachers as Sylvia Ashton-Warner, Cynthia Brown, and Charles Searle. (Author/AYC)