Education & Pedagogy

This magazine feature presents four articles whose focus is the issue of diversity in physical education. The articles specifically address issues and strategies concerning recruitment and retention of African-American faculty in the field of physical education. (GLR)

Examines the need for least restrictive environment (LRE) options in physical education (PE) for students with disabilities who traditionally receive regular, adapted, or no PE. The paper proposes an alternative approach to identifying LRE options based on the outcome of a three-year Department of Education Special Projects grant. (SM)

Reviews the history of library education in Russia and examines current practices in the education of librarians and library technicians. Various levels of library education are explained, including undergraduate, postgraduate, and on-the-job training; instruction in library automation is described; and current problems in library education are discussed. (27 references) (LRW)

The concept of environmental education is firmly established in the education system of England and Wales. In addition to support from central government, voluntary organizations that link teachers and policymakers have been largely responsible for dissemination of good teaching practice and promotion of ideas. (MSE)

The Early Intervention Special Education Program at West Virginia University developed, implemented, and evaluated a distance education model using satellite broadcasts of coursework and supervised practicum experiences to train early interventionists. Program success suggests that emerging telecommunications technologies offer a feasible solution. (Author/JDD)

The paper discusses views of critics of foundational studies in teacher education over the past three decades, examines reasons to study educational foundations, describes a program involving student input to counter some of the criticisms, and reasserts the legacy of foundational studies. (SM)

Examines the relationship between the state and education in Portugal during periods of modernization, dictatorship, revolution, and democratization from 1926-81. Discusses the role of education, problems faced by education and other ideological systems, and the relationship between education and national development in each historical period. (SV)

Analyzes important forms of adult education in Germany, France, and Spain in relation to the European process of political unification and its homogenizing impact on national systems of education. Finds that state-supported schools can still compete against the market-oriented institutions offering vocational education. (CFR)

Asserts that art education affirms its identify within the school curriculum by the way it controls and assembles its beliefs. Concludes that it is only at the level of reflective interaction that the cultures of art and art education can be resolved and a rationale for art education developed. (CFR)

Research findings from nursing and teacher education identify three stages of concern in professional preparation: self (survival as a learner); task (mastery of professional role); and impact (promotion of client care). The developmental process of preservice and inservice education is enhanced by reflection at each stage as a means of professional growth. (SK)

A conceptual framework for continuing education has the physical therapist as the entry point in the process, within an environment of technological, cultural, and social change. Demographic variables related to barriers and preferences for continuing education. Other components include resources, adult education principles, regulations, and standards of professional practice. (SK)

Survey examined how senior health education majors assessed their competence in health education skills covered in the certification examination. Results indicated subjects had moderate competence in skills required for certification, perceiving themselves as most competent in assessing health education needs and least competent in acting as resources in health education. (SM)

A model for public school agricultural education is based on changes in the agriculture industry, student population, society, education, and the workplace. Its three components are classroom/lab instruction, application (supervised agricultural experience and Future Farmers of America), and employment/additional education and career (including lifelong learning skills). (SK)

Examines aspects of Dewey's position on the role of education in a democratic society, discussing the education of a whole person within the context of cultural diversity. Positions examined include the self and community, scientific method and dynamics of existence, experience and value, and education and multiculturalism. (SM)

In the 1990s, mounting concern over environment and development problems have meant greater support for educating for sustainability. This paper is an attempt to engage the debate about what constitutes the new focus of environmental education for sustainability and how it may differ from conventional approaches to environmental education. (LZ)