Education & Pedagogy

Based on an influential talk by Lilian Katz on the schools of Reggio Emilia, Italy, and the Project Approach, this paper recounts the establishment of a community of learners, including children, teachers, parents, and teacher educators, who worked together using the Project Approach. The work represents a deliberate effort to bring children into the University of New Brunswick Faculty of Education in the context of a teacher education program to cultivate different sensibilities about teaching and learning among preservice teachers. Three projects are discussed: (1) Masks and Disguises--Exploring, Creating, Interpreting Identity; (2) Flight--From Aerodynamics to Flights of Fancy; and (3) the Saint John River--Reclaiming and Representing Our Heritage. The paper focuses on the way in which documentation evolved during the year of the project work. (Author/HTH)

This case study looked at one preservice teacher during field experiences prior to her student teaching as she addressed the complexities of supporting the literacy learning of students in a class for students with learning disabilities and in a regular class setting. The preservice teachers' lessons emphasized multiple literacies. Data were collected through surveys, observation notes, dialogue journal entries, videotapes of lessons, and e-mail correspondence. Results demonstrate that the preservice teacher was a reflective practitioner with high expectations for her students' success and a high area of control regarding her capabilities as a teacher. The research also illuminates the low self-esteem and underdeveloped reading and writing abilities of the children in the class for students with learning disabilities. The research has implications for policies and practices in special education and teacher education programs. (Contains 62 references.) (SM)

This report is designed to be a resource for mathematics faculty and other parties involved in the education of mathematics teachers. It provides a distillation of current thinking on curriculum and policy issues affecting the mathematical education of teachers with the goal of stimulating efforts on individual campuses to improve programs for prospective teachers. The two general themes of the report include the intellectual substance of school mathematics, and the special nature of mathematical knowledge needed for teaching. In volume 11, part 1 features chapters on general recommendations as well as recommendations for the preparation of elementary, middle, and high school teachers, and recommendations for technology use and application in teacher preparation. Part 2 addresses more extensively the preparation of elementary, middle school, and high school teachers. Also, part I is included and stands alone, highlighting recommendations for the preparation of elementary, middle, and high school teachers regarding mathematical education. (MM)

The Texas Education Code requires the Commissioner of Education to develop and propose a system for evaluating the progress of students eligible for exemption from the statewide assessment program under current law. This report summarizes the proposed system for special education students. It includes proposed changes to the assessment and accountability systems using the Texas Assessment of Academic Skills (TAAS) and an alternative state-developed or commercially available system. How students receiving special education services will participate in the assessment program will be specified in each Individual Education Plan. The TAAS will be used when students receive instruction on grade level in the subject being tested. A list of allowable test modifications will be developed and disseminated. Other requirements are specified, and time lines are established for assessment implementation. (SLD)

This document sets out the Higher Education Funding Council for England's (HEFCE) policy in responding to the emerging regional agenda in England and in encouraging collaboration between higher education providers in each region. The HEFCE has focused on building regional partnerships since the creation of the Regional Development Agencies in 1999. This document aims to review the priority that the HEFCE should give to regional issues. The document also describes the roles that higher education institutions are adopting in the region and what the HEFCE is doing to support them. Regions are diverse and make different demands of the higher education sector. The approach to regional activity needs to recognize the diversity of higher education institutions and of regions, supporting the relationships that are being developed in each region. Feedback to this position statement is requested so that the HEFCE can be sure it has articulated the regional agenda correctly. (SLD)

This topic pack, revised for 2000-2001, is designed to provide timely information on arts education. The topic pack includes the following: full-text articles from the Association for Supervision and Curriculum Development's (ASCD) publications which have been carefully chosen and may include articles from "Educational Leadership" magazine, "Education Update,""Curriculum Update,""Curriculum/Technology Quarterly" newsletters, the "Journal of Curriculum and Supervision," and other ASCD print publications; other ASCD resources listed in bibliographic form, including ASCD books, theme issues of "Educational Leadership," magazines and videotapes, professional inquiry kits, and ASCD networks; ERIC resources, which may include selected ERIC documents and digests and information on ERIC and how to order articles from ERIC; a list of journal articles, with abstracts; and Internet resources that ASCD's editors have found most promising. Contains a brief description of ASCD and its programs, products, and services. (BT)

This Skills and Knowledge Profile is designed to help adults identify the wide range of skills and experience they have and give themselves credit for what they have learned outside school. It can be used for training and education programs, education proposals, and for self-assessment. Using checklists, short-answer formats, and line drawings, the profile leads readers to evaluate themselves in the following five areas: (1) personal information; (2) courses or workshops taken; (3) personal informal learning through family work, volunteer work, recreational activities and hobbies, and major life events; (4) job-related informal learning; and (5) future learning plans. The Coach's Manual provides guidance for helping a reader fill out the profile. A list of four references and seven Canadian contacts completes the document. (KC)

This document provides answers to frequently asked questions about special education services provided in Florida's public schools for children and adults with disabilities, and is based on a 1999 conference held by the Florida Department of Education and other agencies for families and individuals with disabilities. The 30 questions and answers are organized under the following categories: (1) federal/state requirements; (2) assistive technology; (3) role of the Florida Department of Education; (4) opportunity scholarships; (5) programs in the Department of Juvenile Justice facilities; (6) programs for adults with disabilities; and (7) teacher qualification. Three appendices include descriptions of Exceptional Student Education parent services, a summary of procedural safeguards for students with disabilities, and a summary of procedural safeguards for students who are gifted. (DB)

The purpose of this descriptive study was to identify factors related to dropout/retention for distance education students in order to identify variables that might promote participation through completion. The major focus of the study was to document the distance education students' learning progress and to identify variables that relate to their decisions for dropping out or staying in the program. The participants in the study were undergraduate students, who originally enrolled in the distance education undergraduate program at the National Open University of Taiwan. The instrument used in this research was a mailed questionnaire for investigating the factors of dropout or retention for distance education students. The key factors that related to dropout or retention decisions for undergraduate distance education students for this study are: demographic variables, goal commitment, social integration, and academic integration. (Contains 30 references.) (Author)

The development and implementation of effective distance education happens in an iterative cycle. The three stages are: (1) procurement and preparation of the resources necessary to meet the distance education goals; (2) delivery of instruction using the best practices from education, business and research; and (3) analysis of the results of distance education to gauge achievement of the goals. Each stage of the Resources--Practices--Results (RPR) cycle continually revisits lessons learned in the other stages and builds upon the successes realized in the other stages. This paper explores the match among the established success factors incorporated into the RPR cycle and six sets of distance education standards published by higher education boards and councils in the United Kingdom and in the United States at national and regional levels. There is variation in the degree to which the standards address the RPR success factors. (Contains 15 references.) (Author)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 9 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (ethics, fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and an Integrated Occupational Program. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 8 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (ethics, fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and and Integrated Occupational Program. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 7 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

This is one of two reports by the Higher Education Funding Council for England (HEFCE) drawing on research and wide consultation that gave guidance and examples of good practice to support the provision of higher education in further education colleges in England. This document, concerned with strategy, is aimed at senior managers. A companion volume is directed at tutors and lecturers. Chapters of this guide are: (1) "How Colleges Used the HEFCE Development Funding"; (2) "Relationship between Scholarly Activity, Research, and Teaching and Learning: A Review of the Evidence"; (3) Case Studies of Partnership and Collaboration"; and (4) "Strategic Planning and Management." Three annexes list members of the advisory and working groups, discuss recent legislation on disability and race relations, and provide addresses and Web sites related to the good practices project. (SLD)

This guide was developed to encourage excellence in education, help educators meet standards, and integrate environmental education programs into school district curricula in Alaska. Educational activities are active, inquiry-based, interdisciplinary, and connected to real-world applications. The following evaluation criteria for standards-based environmental education materials and programs are included with evaluation worksheets: (1) usability; (2) instructional soundness; (3) depth and focus on concepts; (4) inquiry and skill building; (5) action-oriented project applications; and (6) fairness and accuracy of materials. This guide primarily concentrates on science standards. Important ecological concepts such as diversity and interdependence, and science skills such as inquiry are addressed in environmental education. These form the foundation needed to engage in environmental issue analysis and problem solving. (KHR)