Education & Pedagogy

A survey of special education (n=95) and general education (n=73) co-teachers found they had little scheduled mutual planning time. Teachers agreed about who takes responsibility for evaluation, but each group believed itself more responsible for instruction and behavior management. Few teachers experienced the teacher preparations rated most useful. (Contains references.) Author/CR)

Review of adult education literature reveals the absence of the concept of whiteness and three types of responses: color- blind perspectives, multicultural education, and social justice issues. To widen access involves "barrier thinking": recognition of the implicit messages of discrimination the academy delivers to racial minorities. (Contains 28 references.) (SK)

This article examines issues affecting the education of people with deafness under Nigeria's 6-3-3-4 system of education. The system was introduced in 1976 and serves all categories of learners in Nigeria. Evidence indicates that the implementation, including in schools for the deaf, has been unsatisfactory and problems are discussed. (Contains references.) (CR)

Teachers must be prepared to work in diverse schools. Preservice education programs and teacher educators must be culturally proficient to train them. Notes strategies for recruiting diverse faculty into education departments, discussing faculty mentoring and support, evaluation of faculty of color, teacher certification mandates versus institutional responsibility in California, and the negative effects of California Proposition 227. (SM)

A complete education must integrate the development of mind, body, and spirit without violating the separation of Church and State. The four main parts of a curriculum for the development of the soul would be the arts, community service, outdoor environmental education, and human development. Other components would be leisure time, space for reflection, ceremony, storytelling, and mysteries. (TD)

Responses from 137 nurses indicated that 64% felt their education had not prepared them for work in rehabilitation; only one-fourth of recent graduates felt prepared; 71% had participated in continuing education, but many felt they learned from experience or from others. Better education would enhance confidence, promote professional equality, and improve patient care. (Contains 16 references.) (SK)

Describes education and special education in Spain, examining different views on deafness among hearing and deaf people and noting educational models for deaf students (oralism versus bilingualism). Presents a vision of education for deaf people, focusing on the fact that teachers and administrators have a very early, intense role in the lives of deaf children. (SM)

Examines the issue of teacher preparation in light of changing demographics directly related to increased immigration, describing the current context in which many new teachers will find themselves, reviewing the teacher education literature to ascertain how the profession conceptualizes immigrant children and the education of those who will teach them, and outlining key issues affecting the lives of immigrant children. (SM)

General physical educators can take advantage of the skills and knowledge of adapted physical education consultants in order to provide instruction for students with disabilities in mainstream classes. This article describes student assessment, development of the Individual Education Plan, program recommendations, transition planning, and pedagogical assistance for children with disabilities in general education. (SM)

Discusses the future of schools, colleges, and departments of education, identifying possible threats to traditional teacher and administrator preparation and continuing education, offering a list of discussion points for rethinking the future of these programs, and suggesting that these challenges can best be met with a mindset tinged with "a little paranoia" as opposed to apathy, defensiveness, or smugness. (SM)

Describes one university's graduate teacher education programs, which reflect continuous teacher development to stimulate teacher expertise, explaining how student achievement depends upon teacher quality. The paper describes the graduate licensure program, alternative licensure for bilingual teachers, the Master's degree for inservice teachers, and the challenges of creating and sustaining meaningful graduate programs in teacher education. (SM)

Introduced suburban preservice teachers to rural education by providing opportunities for educational interactions with teachers and students in rural schools. Teacher education classes were enhanced by conducting them on a rural, institution-owned campus. Research shows that these courses maintain at least comparable academic rigor to those on the main campus, and they increase suburban students' understanding of rural education. (SM)

Explores the use of collaborative education that is defined as "teachers and students in remote locations using technology to interact and learn from one another." Reports on the experience of using collaborative education technologies between two social studies preservice classes, focusing on the information students found in answering seven core questions. (CMK)

Explores the emergence and evolution of nongovernmental organizational forms and actors engaged in transnational advocacy in the field of education. Focuses on the genesis of a nongovernmentally sponsored Global Campaign for Education and its efforts to shape the World Forum on Education in Dakar and the future of Education for All activities of international organizations. (SV)

Discusses environmental education in New Zealand and the role of technology in environmental education. Examines the role of participatory research in environmental education, suggesting that participatory research can be enhanced through the use of information technologies (IT). Describes two studies and identifies six themes to consider when introducing IT into environmental education programs. (CMK)