Education & Pedagogy

This book contains four sections of supplementary papers contributed to the tenth international conference of the International Council on Correspondence Education (ICCE); the minutes of the ICCE business section; four chapters dealing with the main conference sub-themes; general conference and ICCE information; and the present ICCE constitution. Fourteen supplementary conference papers are grouped among four areas: (1) the system of distance education; (2) modes of teaching in distance education; (3) distance education and the open learning trend; and (4) student services, student activity, and two-way communication. (CSS)

The Goodman-Armstrong School District (Wisconsin) local plan for career education is presented. The following elements are included in the plan: career education position statement; definition of career education; history of career education in the Goodman-Armstrong district; lists of the members of the career education working and advisory committees; five career education needs statements; five goal statements (including a scope and sequence model; goal statements and corresponding career development concepts; and goal statements with educational objectives, resources, activities, and evaluation); guidelines for special populations; and the 1979-80 budget for career education. Provided in the appendixes are needs assessment questionnaires for grades 3, 6, 9, and 12, and for teachers. Also included are teacher worksheets for twenty-two career education concepts. (JH)

The chief administrative officers in teacher education institutions in Canada, when asked to make statements about teacher education toward the year 2000, mentioned most frequently multiple programs, lifelong or continuing involvement, humanistic concerns, an increased emphasis on the school setting, and a more scholarly data base. Participants predicted when certain features or aspects will be in effect in the majority of teacher education institutions, their desirability, and their feasibility. Two features of teacher education were considered to have the greatest effect on education. In the future, inservice education will be equal in importance to preservice, and there will be a closer relationship between theory and practice. Detailed results of this survey are presented in tabular form. (JD)

The document presents a selective overview of current programs in moral, legal, and citizenship education. Materials noted include bibliographies, curricula, newsletters, professional journals, research reports, and conference reports. Projects of Research for Better Schools, Alliance for Citizenship Education, Institute for the Study of Civic Values, National Council for the Social Studies, National Task Force on Citizen Education, and National Conference on Education and Citizenship are briefly described. Also included are projects from the Committee on Pre-Collegiate Education (American Political Science Association), APSA Political Science Education Center, Mershon Center (Ohio State University), Citizen Education Staff (Office of Education), Citizenship Participation Project (University of Wisconsin), and the Robert A. Taft Institute of Government Seminars for Teachers. Key personnel and addresses for materials and information are provided. (KC)

By describing and defending six assumptions about teacher education, the Pennsylvania Association of Liberal Arts Colleges for the Advancement of Teaching (PALACAT) defines the purposes, goals, needs, and foundations of teacher education. The role of research in teacher education and current practices in teacher education are analyzed, and a four stage sequence for teacher education that meets the position statements of PALACAT is proposed. The program includes: (1) a strong undergraduate base of foundational studies blended with field experiences; (2) a closely supervised one-year period that initiates the beginning teacher into the profession; (3) a period of continuing induction that enables teachers to develop skills and attitudes necessary for full professional status; and (4) an ongoing program of inservice education and professional development. (Author/CJ)

This document presents rules and regulations of the Michigan State Board of Education concerning procedures for the approval of teacher education institutions and teacher education programs. The first section details processes in institutional approval, presenting: (1) legislative authority; (2) characteristics of the Approved Program System; (3) types of institutional approval; (4) guidelines for the preparation of requests for preliminary approval; (5) final approval; and (6) probationary approval. Section two presents regulations relevant to program approval, under the following format: (1) brief introduction to the scope of the approval process; (2) procedures governing approval requests for adding to currently approved programs; (3) requests for authorization to offer experimental teacher education programs; (4) jointly sponsored teacher education programs; and (5) consortia in teacher education. (MJB)

Planning procedures, major activities, program design, and results of the first phase (January through June 1978) of a long-term effort to implement a performance-based approach to vocational education teacher education at Florida Technological University, Orlando, are described. In its operational form the program is expected to be a model for similar performance-based teacher education (PBTE) programs throughout the state. Project activities include designing a program model, identifying teaching competencies, and installing procedures for achieving these competencies in a PBTE program for industrial and health occupations teachers. The project technical plan and the programs of courses and competencies for vocational PBTE certificate and degree programs are appended. (MF)

This report presents a review conducted by a multinational panel on educational policy in the United States. The report concentrates on compensatory programs in elementary and secondary education, with an emphasis on Title I programs. Topics covered include: (1) recent trends in American education; (2) the philosophy, operational design, and evaluation of Federal programs for the disadvantaged; (3) problems of program articulation; (4) the impact of compensatory education at the school level; (5) students' preparation for and transition to working life; and (6) the Federal role in educational funding. Also included is a record of a 1979 conference held to review the above mentioned issues. (APM)

Institutions of higher education can be organized as viable and vital contributors to inservice teacher education programs. A critical reexamination of the relationship between preservice and inservice training is needed. Inservice is only one part of a continuing education process, which should be organized both within and between schools and colleges for maximum effect. Resources are often limited and must be amplified and used efficiently. The following strategies could be explored: (1) development of periodic program prototypes for improving training and curriculum materials; (2) improved application and assistance in using electronic technology for inservice; and (3) design of programs for training teacher educators. Cooperative efforts between colleges and departments of education should lead to formal relationships, benefiting both parties. (FG)

This guide presents the "minimum teaching essentials" published by the New York City Board of Education for grade 6. Covered are the following subject areas: (1) art; (2) bilingual education; (3) career education; (4) health education; (5) library media; (6) mathematics; (7) music; (8) physical education; (9) science; and (10) social studies. Work study skills for these subjects, in addition to English as a second language and communication arts, are given with content areas and descriptors for specific skills and knowledge objectives. The communication arts section covers grades K-7 and the section on child development covers grades 6-9. Appended are phonemes tables and a list of curriculum publications. (Author/APM)

This article presents a study of youth participating in a program that engages in a form of ecojustice education, addressing social inequities, along with science-linked concepts, through a localized and culturally oriented food-based curriculum. A community-based food justice organization provides a rich space for encountering and examining the intersection of science education and citizenship education. Analyses of qualitative data indicate that youth became oriented toward activism as they accommodated new identities in experiencing the edible dynamic. This ethnographic study contributes to literature on the complexity of local and global issues, highlighting the value of place-based education toward increased social justice in society.

This qualitative research study sought to understand the perspectives of teachers of students with significant cognitive disabilities regarding general education curriculum access. The participants in this study raised many questions about what general education curriculum access is and how it might be realized. This study illuminated the need for inclusive education reform to assist general and special educators in the logistics of ensuring general education curriculum access. Continued professional development and support for decision making relating to what to teach, how to prioritize instruction, and alignment among a student's individualized education plan, alternate assessment, and curriculum are also discussed.

Even though there are significant developments in recent years in medical education, physicians are still needed reform and innovation in order to prepare the information society. The spots in the forefront of medical education in recent years; holistic approach in all processes, including health education, evidence-based medicine and professionalism. Medical education; undergraduate, postgraduate and continuing medical education covering the period varies from country to country for the duration of this period. Increasing day pursuing the importance of medical education and student-centered education and is spread across the country as well as in blended learning model that includes educational centered education. Medical faculty, students and teaching staff should be informed about innovations and developments should offer opportunities for that matter, should support administrative and economic necessarily.

This special issue of "Contemporary Issues in Technology and Teacher Education" focused on intercultural education and the role of technology to facilitate such education in formal courses of teacher education and in the lifelong reflective practice of educators. Invited articles arrived from a variety of perspectives, including those associated with intercultural education in specific disciplines and content areas, equity and social justice, and the use of technology to enhance multicultural and international education. This article introduces the challenges of applying technology to intercultural education using our "International Leadership for Educational Technology" initiative (ILET) experience before using three complementary theoretical perspectives to introduce the articles in the special issue.

Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of "inclusive special education" that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of "inclusive special education" aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.