Education & Pedagogy

Guidelines for the higher education curriculum are presented, with attention directed to prerequisite courses, general education, educational objectives, criteria for selecting staff to monitor required courses, and professional education. Two specific concerns are the need to provide specific and well-written course descriptions in the general catalog, and to substantiate whether a course requiring a prerequisite is actually sequential. General education, which provides essential subject matter, precedes the selection of specialized courses within a degree program. Each college/university needs to have clearly written statements pertaining to general education. From the philosophy on general education, specific objectives for students need to be developed cooperatively by faculty members and administrators. Ten criteria are proposed for selecting academic deans and faculty members who will serve on a general education council for the purpose of monitoring required courses. Six criteria for professional education courses are specified, and three descriptions of general education are also presented. (SW)

This is the 1982-83 version of an annual catalogue of abstracts of the research reports published by the institutes of psychology and education in universities and teacher training colleges in Sweden. The abstracts are in English. (Abstracts of both English and Swedish papers are included.) The reports are grouped into the following broad subjects fields: Adult Education, Applied Psychology, School Buildings/Environment, Communication Systems, Compulsory Education, Research in Foreign Countries, Curriculum, Developmental Psychology, Documentation/Information Sources, Economics of Education, Educational Administration/Management/Organization, Educational Institutions, Educational Psychology, Educational Research, Experimental Animal Psychology, Experimental Social Psychology, General Psychology, Higher Education, Personality, Personnel, Philosophy of Education, Physical and Psychological Disorders, Physiological Intervention, Physiological Psychology, Physiology/Health, Psychology of Education, Psychometrics, Sociology of Education, Special Education, Teacher Education, Teaching Aids and Teaching Methods, Teaching Profession, Treatment and Prevention, and Vocational Education. Author, subject, and institution indexes appear at the end of the catalogue. (CMG)

In response to the increasing need of rural public schools for teachers who can function in more than one teaching area, Arkansas College initiated a program for students to become certified in both special education and elementary education. Through this dual, 4-year program, the employment prospects of students are increased, the needs of area schools are met, and the effort to provide quality teacher training is furthered. The students learn in-depth theories for teaching elementary math, science, economics, reading, social studies, music, and art. In the special education courses, strong emphasis is placed on human growth and development, assessment, individualized instruction, and behavior modification strategies. Both the elementary education teacher and the special education teacher benefit from the materials and methods of the dual curriculum, making for stronger, more flexible teachers. (Author/JDD)

Research on science education in the Caribbean which has been completed and published between 1970-1987 in the form of doctoral or masters theses, published papers, conference/seminar papers, and university-based mimeograph research material was examined, synthesized, and organized around the following themes: (1) agricultural education; (2) assessment in science education; (3) cognitive development/concept attainment; (4) curriculum development/implementation/evaluation; (5) environmental education; (6) science achievement/orientation; (7) science attitudes; (8) nutrition/health education; (9) science education/teaching; (10) science teacher education; and (11) scientific literacy. Over 300 papers from 17 Caribbean countries were reviewed and discussed in terms of implications and future directions. A listing of research which is currently in progress, the personnel engaged in such research, statistics of school populations, and science curricula are provided. (TW)

This report of the Panel of Continuing Education was prepared as part of the study on engineering education and practice in the United States that was conducted under the guidance of the National Research Council's Committee on the Education and Utilization of the Engineer. The report deals with: (1) "Participation in Continuing Education--The Engineer's Perspective"; (2) "The Role of Industry"; (3) "The Role of the University"; (4) "The Role of Professional Societies"; (5) "The Role of Proprietary Schools"; and (6) "The Role of Government." A reference list and bibliography are included, along with appendices which address a pilot study for a study of policymakers' attitudes toward continuing education, a list of 1984 continuing education programs of technical societies, and a professional society survey. (TW)

As one of the more traditional Latin American societies, Colombia's educational policies have been affected by long-standing cultural beliefs including class values and social stratification. This paper examines the educational history of Colombia, provides a thorough background on its educational achievements and difficulties, and discusses recent improvements and problems. Topics covered include the pervasive influence of the Catholic Church, the shift of educational control to the government, attendance patterns, attrition rates, teacher preparedness, and lack of certification. An educational system overview is followed by thorough descriptions of elementary and secondary education, higher education, including the universities, and non-formal education. Newer educational programming is described. Citing particular reports and extensive statistics, the paper concludes by noting the remarkable progress made over recent years, given the political constraints placed on education officials. A 31-item bibliography completes the report. (CBC)

Suggested in this paper are priorities for the role of cognitive psychology in science/mathematics curriculum development and teacher education. Areas discussed include: (1) science education as a national concern; (2) how rapid advances in science knowledge and cognitive psychological knowledge have created a sense of urgency about developing a modern "science of science education"; and (3) the impact of cognitive psychology on science and mathematics education. Considered in the latter area are: a framework for a science of science education, advances in cognitive psychology important for a science of science education, findings from cognitive psychology of interest to curriculum developers and teacher educators (including the development of alternative conceptions), and likely concerns of cognitive psychology, such as research on the organization of the mind, which may have a profound impact on the science of science education. (JN)

This two-volume annotated bibliography cites 786 articles published in 1983 on a variety of issues related to preschool education in several Eastern and Western countries, including France, Great Britain, Czechoslovakia, the Union of Soviet Socialist Republics, Belgium, Canada, United States, Austria, Poland, Switzerland, Ireland, East Germany, West Germany, Rumania, and Italy. Entries are classified into 13 main categories: social and ideological basis of preschool education; theoretical basis of preschool education; organization of preschool education; educators of preschool children; play; preschool instruction; care of health and physical education; social and emotional development and moral education; speech and language education; intellectual development and education of the intellect; aesthetic education; education of children requiring special care; and the environment surrounding the child, including buildings, playgrounds, equipment, and facilities. (RH)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

This document contains required vocational education program and course standards for all vocational and technical education offerings at the postsecondary level in Louisiana. The document consists of an introduction that describes the standards, gives the names and addresses of state department of education personnel and committee members who worked to arrive at the standards, and lists the standards themselves arranged by vocational program area. Those program areas are: agriculture; business; communications; consumer, personal, and miscellaneous services; engineering; health occupations; home economics; and trade and industrial. The standards for each course offered within a program area include: a course title, a Classification of Instructional Programs (CIP) code number, a narrative course description, the course length, the titles of units of instruction, and student competencies for each unit of instruction. (CML)

In this interview, Dr. Amy Gutmann discusses the legacy of her book "Democratic Education" after 30 years since it was first published. After presenting some of the main ideas from "Democratic Education," Dr. Gutmann emphasises the importance of both democratic education and democratic deliberation as central elements of public education in a plurally diverse polity. She then discusses a range of other educational issues including access to education as key to individual opportunity and social development (from both personal and scholarly perspectives) and the civic minimum goals of education in a democracy. Throughout the interview, Dr. Gutmann also presents a number of examples of how ideas and ideals central to her teaching and scholarship have been put into practice during her tenure as President of the University of Pennsylvania. The interview concludes with a reflection on some of the most pressing challenges facing education today.

East Asian higher education is experiencing a massive growth in doctoral education with the world-class university initiatives. The growth of doctoral education in the region is remarkable especially as seen in the Chinese system which became positioned as the world's second largest doctoral degree-granting system. Yet, there are growing issues in doctoral education related to system reform, graduate employment in a changing job market, program quality, research funding, and even the identity of doctoral education (professional training vs. training next generation scholars). These are globally emerging issues for policy makers and higher education scholars. This article will encourage academic discussions on the challenges and global trends in doctoral education from the comparative perspective of Anglo-American and European systems.

The theme of the "Outline of the National Mid- to Long-Term Plan for Education Reform and Development (2010-2020)" is building a nation rich in human resources, its primary thread is promoting the scientific development of education, and its soul is reform and innovation. The important concepts and policy innovations of the National Education Plan are expressed through a commitment to priority development for education, people-oriented education, promotion of fairness in education, and improvement of the quality of education to build a lifelong learning system and establish a modern school system, with teacher-based education plans, modernization driven by informatization, pooling of forces both within and outside of education circles, scientific and democratic decision making, and other features. [This article was translated by Carissa Fletcher.]

Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices within higher education has increased. The purpose of this article is to offer thoughts on inclusive practices within higher education. The paper is organised into three sections: a description of the current situation of inclusive education in relation to students with disabilities in higher education; a review of the literature focused on students with disabilities and on faculty members within higher education; and a discussion of how moving the university towards an inclusive setting requires designing policies, strategies, processes and actions that contribute to ensuring the success of all the students.

This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The data were analyzed by employing mixed methodologies. The study revealed that while Ethiopian secondary teacher education program officials and teacher educators have awareness about multicultural education, the prospective teachers' awareness was found to be very low. Furthermore, there are inadequate practices of multicultural education in the secondary teacher education institutions. Suggestions which may enhance the implementation of multicultural education in the secondary teacher education program of the country and beyond are discussed in the article.