Education & Pedagogy

Presents the conclusions and recommendations of UNESCO's 1989 Paris conference on education and information technology. Stresses developing an information base at the level of higher education. Recommends future development strategies for international cooperation with dialogue between education and industry. Proposes information exchange through international clearinghouses and experimental studies in the production of technology-based, learning materials. (NL)

Reports on interviews with 40 British special education teachers concerning the help provided by the special education support services. Suggests that these teachers find little value in support services for special education unrelated to classroom settings. Finds that teachers value the opportunity to share experiences about student progress with other professionals. (NL)

Recently, state policy began paying more attention to minority achievement in elementary, secondary, and higher education. The effectiveness of such policy in higher education depends upon institutional commitment and progress in increasing minority participation, retention, and achievement. Dealing with poor student preparation at the elementary and secondary levels is essential. (SM)

This paper examines "Teacher's Workplace" and "The Professors of Teaching," two dissimilar books that describe similar issues in teacher education reform. Both imply that to transform low-consensus into high-consensus schools, policymakers must understand which workplace conditions promote consensus and certainty; collaboration must be the norm for education faculty. (SM)

Describes preservice and in-service teacher education programs by the Collaboration for the Improvement of Teacher Education (CITE) to develop reflective thinking in students, focusing on the Framework for Reflective Pedagogical Thinking, a coding scheme developed by CITE to analyze students' reflective thinking about curriculum, methods, and sociopolitical issues. (SM)

The effects of class size and availability of physical education equipment on students' and teachers' classroom behaviors were studied. The academic learning time-physical education instrument was used in primary-school physical-education classes in Queensland (Australia) containing 12, 24, and 44 5- and 6-year olds. These variables affected lesson involvement. (SLD)

Validity of several predictors of student success in teacher education was studied in 437 elementary teacher education students. Assessment forms completed by university supervisors and teachers indicated a reading methods course and grade point average were the most successful predictors of performance criteria. Standardized test scores were not significantly predictive. (SM)

Exploratory study examined undergraduate recruitment among 55 students entering various majors. Participants completed a questionnaire on demographics and background which compared teacher education recruits with other majors. Most teacher education recruits viewed learning as the primary purpose of school physical education programs, accepting the orientations and skills such programs offer. (SM)

Provides an array of statistical data on the Soviet educational system from the Central Party of Soviet Union (CPSU). Topics include enrollment, educational attainment, and information on facilities. Offers this profile as a status report on educational reform as of 1988. Maintains more effort is required to effectively address the problem of combining instruction and social production. (CH)

Explores Native American concepts and meanings surrounding relationships involving elders, children, leadership, spirituality, and other issues. Concentrates on Native American traditionalism as it relates to the informal education of Native American children and provides an alternative educational approach based on certain universal humanistic values and philosophies. (An appendix lists 20 traditional Native American values.) (RJM)

One of four articles in the third section, "Reflection: What We Have Learned," this article describes the development of the collaborative between Indiana University Northwest and three urban school districts in Indiana (East Chicago, Gary, and Hammond). This collaborative became the Urban Teacher Education Program and has been operating with three professional development schools. (SM)

The Texas legislature has provided funding for the initiation of professional development schools, locally known as centers for professional development and technology. This article examines the concept from the perspective of resources that will be needed to institutionalize field-based, technology-intensive teacher education programs. (Author/SM)

Provides a framework to support the systematic integration of technology into teacher education programs, describing a planning model and support materials that address the International Society for Technology in Education (ISTE) foundation standards for students seeking initial endorsements in teacher education programs. Support materials include: course implementation matrix, activity identification matrix, and activity form. (SM)

Traces the origin and development of technology education in the United States from its inception during the progressive era to the present. Although it has gone through various name-changes (manual training, vocational education, industrial arts) this field has always suffered from lack of funding and inadequate definition. (MJP)

Attempts to make some sense of the Byzantine matrix of governing agencies, accreditation boards, and the objectives and goals of teacher education programs in England. Significant ideological differences exist between the academic accrediting boards and the governing agencies. Discusses the implications of this for higher education and educational reform. (MJP)