Education & Pedagogy

Individualized education programs (IEPs) for handicapped students are discussed in terms of contents, legal requirements, monitoring, and their implications for physical education. The role of the physical educator in developing IEPs and in providing specially designed physical education services is considered. Approaches to assessment and evaluation, and establishment of annual and short term physical education goals are discussed in the conclusion. (CL)

The Farm Management Education Program in North Dakota has developed since 1969; undergraduate Adult Education courses in several Departments of Agricultural Education now devote substantial time to management, while a two-year research and development project has produced a coordinated analysis and interpretation system and provided assistance to local teachers. (AJ)

Three key words--relevance, centrality, and innovation--are explored in this article. Four-year institutions and high schools may well envy the ease with which community colleges and technical institutes seem to meet the relevance criterion demanded of them. Occupational education should be the central function of post-secondary schools. (Author/DS)

The article is a survey of services offered by the Division of University Services and Continuing Education at Florida International University. Provisions are made for a wide range of non-credit educational programs tailored to meet diversified needs of the metropolitan community. (Author)

Our higher education need to innovate education models and actively connect every member in big social system, for example, enterprises, society and environment. This paper shows some new ideas on innovating educational development based on author's studying experience in UK and in USA.

In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to cultivate high-quality talents.

A review of the connection between education, training, and employment culminates in four recommendations: a comprehensive approach towards economic and social development; re-allocation of resources in favour of basic education; linking post-basic education to the needs of society through recurrent education; and stressing intellectual flexibility in basic education. (JH)

Presents results of an Association of American Law Schools survey of its member schools to determine current role of economics in legal education. Includes lists of courses and professors by school plus 10 descriptions of courses emphasizing economic theory. Discusses the implications exploring methods for achieving substantial sophistication in economics through legal education. (JT)

More than 600 people attended the 17th annual Indian Education Conference at Arizona State University where 14 workshops were offered on such topics as: "Indian Elders Look at Education"; "Indian Youth Look at Education"; "Involvement of District, State, and Federal Agencies in Indian Education"; "Bilingual/Bicultural Education". (JC)

Privately conducted corporate education in Russia is developing to meet the needs of business organizations. The growth in the number of those who are taking part in supplementary education, including corporate education, is linked to the requirements of professional work. In this area the level of competition for the adult trainee can be expected to increase.

School administrators should see that their students and graduates are informed of opportunities for technical education; it may be necessary to supplement the training of guidance counselors. (Eight specific suggestions are given to orient counselors to technical education programs. Working in personnel departments acquaints counselors with personnel practices graduates encounter.) (AJ)

The reexamination of the Vocational Education Amendment of 1968, due to expire in 1975, necessitates business educators reviewing their effectiveness in meeting student needs. The legislative support of prevocational, occupational, and vocational programs in business education depends upon the educators identifying program needs and goals and articulating the programs effectively. (AG)

This bibliography lists over 140 journals, books, reports, teachers' guides, other bibliographies, and publishers concerned with multicultural education for teacher educators. Entries are listed alphabetically by author under the topics of global education, multicultural education, cross cultural studies and training, international/intercultural education, and internationalizing curricular areas. Most entries were published after 1970. (KC)

Data from Sloan-C snapshot of the status of online education in the US indicate that online education is becomingly increasingly a part of the long-term goals and strategies of many institutions. Technical education has begun taking advantage of the online market by offering online education at the bachelor's and master's level. However, the critical need is at the doctoral level for technical education students who are enrolled in programs designed to promote research and to train faculty researchers. While there has been an analysis of online learning needs in technology education, there has been no study focused specifically on online doctoral education in technical education. This article aims to characterize the reported demand for online and hybrid doctoral programs in technical education and the attitudes and recommendations of prospective students. It also explores attitudes held toward this type of degree by those who have completed a traditional face-to-face doctoral degree in the field of technical education. The population for this study was intended to be those people currently involved in technical education and related fields as evidence by their membership in the International Technology Education Association (ITEA), the American Technical Education Association (ATEA), or the Association for Career and Technical Education (ATCE). The researchers used an online survey method of data collection in order to maximize sample size while minimizing the time and cost required for data entry as well as minimizing data-entry errors. (Contains 2 tables and 2 figures.)

Over a decade ago, Oduran (1993) argued that consumer education was an emerging frontier of adult education. While the Adult Performance Level (APL) project in the 1970s sparked some interest in consumer and life skills within adult basic education and English as a second language (Lankshear, 1993; Levine, 1986; Sandlin, 2000), and while this push has been seen more recently in welfare-to-work education and job preparation programs, the broader field of adult education has been almost silent on this issue. A review of adult education journals and conference proceedings over the past decade reveals very little interest in consumer education among adult education researchers. In this article, the author argues that in addition to the recognized practice of consumer education in formal classroom settings (including some adult literacy programs, county extension, and welfare-to-work programs), consumer education for adults is happening in a wide variety of places outside the formal classroom. These informal sites of consumer education for adults mostly have gone unnoticed by the field of adult education or are not recognized or named as "consumer education." She believes adult educators should be aware of these informal sites of adult consumer education, especially because some of these sites have the potential to move consumer education outside of its traditional technical focus, and into more critical realms where learners develop "a different relationship to the marketplace in which they identify unquestioned assumptions and challenge the status of existing structures [such as consumer capitalism] as natural" (Ozanne & Murray, 1995, p. 522).