Education & Pedagogy

A survey of the states' efforts to initiate alcohol and drug abuse prevention education programs in local school districts found that: (1) almost without exception, alcohol and drug abuse prevention education is part of the health education curriculum; (2) more than half of the states require local school districts to offer comprehensive K-12 substance abuse prevention programs, with choice of curriculum, implementation, and program design left to local school districts; (3) most states do not require preservice or inservice training for school personnel in substance abuse prevention education; (4) almost all states have designated one or more department of education staff members for administering state-level substance abuse prevention policies and services; and (5) many states have established councils comprised of representatives from state agencies, business, and the community that deal with substance abuse prevention education. Survey results are presented in narrative and tabular format, and the National Association of State Boards of Education recommendations to State Boards of Education are included. (JD)

This brief history of audiovisual education in Japan covers (1) the utilization of slides, films, and radio prior to 1945; (2) film education activities after World War II; (3) the establishment and objectives of the Audiovisual Education Division of the Ministry of Education; (4) educational film production from 1945-1954; (5) the use of films in social education; (6) the development of educational television; (7) the introduction of the overhead projector; (8) the improvement of audiovisual library facilities; (9) audiovisual education conferences; (10) financial support and standards for audiovisual education materials in the schools; (11) the development and diffusion of videotape recorders; (12) Japan Broadcasting Corporation school broadcasting today; (13) audiovisual education training programs; (14) uses of computers in education; and (15) activities related to international cooperation. Publications of the Japan Audiovisual Education Association are listed, and a chronology of Japanese audiovisual education events is appended. (MES)

Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the importance of consultation and engagement with adults with a disability and the families of children with disabilities, in meaningful ways, such as Q&A sessions, tutoring, presentations and involvement in local support groups. The research seeks to add teachers' voices to uncover potential ways for universities to enhance course delivery for pre-service teachers wishing to work in special education. Six key areas emerged as necessary for inclusion in special education teacher education programs, summarised by CO-CREATE (Consult, Observe, Collaborate, Resource, Evaluate, Analyse, Technology integration and Engagement).

The past decade has seen declining enrollments in physical education teacher education, which has contributed to university program closures. Some of the challenges leading to these declines are related to how the physical education profession recruits and socializes new members. Traditionally, recruitment has been a passive process whereby prospective teachers find their own way into physical education. But teacher education faculty members and inservice teachers need to take a more active role. Guided by occupational socialization theory, this article reviews how high school teachers can get involved in recruitment by organizing a Future Physical Education Teachers of America club. The article describes the development of a club, as well as three interrelated goals focused on education, visitation and teaching practice. It concludes by discussing how working together to actively recruit future professionals into the physical education can lead to a more favorable future for the discipline.

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, the majority of teacher educators were of the view that Ghana was inadequately prepared for the implementation of inclusive education. Their reasons and concerns were generally found to include: inadequate teacher preparation, unpreparedness of teacher educators, inadequate emphasis on inclusive instructional strategies and lack of teaching and learning materials. The implications of these findings for future reforms of inclusive teacher education were discussed.

Students have much to benefit from courses pertaining to the history of the teaching profession. History of education, as a course to be taken in teacher education, has been greatly minimized in the ensuing years. Approximately six per cent of colleges/universities require a course in this area for prospective teachers. When being a student in the undergraduate, Master's degree, as well as the Doctorate in Education levels, one or two history of education courses were required within each degree. A part of my teaching load in 1962-1964 was to teach History of Education for two school years in teacher preparation classes. When retiring in 1992 after thirty years of University teaching, history of education was taught, only, as a part of the course Foundations of Education. How salient is History of Education in teacher education preparation programs? In my graduate Elementary School Curriculum class, a history of education was taught, very briefly, as a small part of the course content.

The paper is concerned with reforms in Education and the need for re-engineering Teacher education in Nigeria for better professionalism and National Development. In the process, key concepts like Teacher Education and professionalism were explained. A brief review of the state of Teacher Education and Development in Nigeria revealed the challenges to Teacher Education and Development. Various reforms in Education that warrant re-engineering of the teaching profession were highlighted. The paper stressed the need for improved teacher Education in Nigeria. We also identified strategies for improvement of Teacher Education and Development in Nigeria for better professionalism and the overall national development. The paper finally made recommendations for improving Teacher Education. In conclusion we observed that the most important action any nation can take to improve her education is to strengthen the teaching profession in terms of subject matters, development of new skills, training and values.

Access to music education in American schools is not guaranteed. Although national studies have demonstrated disparities based on poverty, race, and other markers, these studies miss a necessary level of local detail in describing access. Additionally, studies that exist are based on self-report surveys and prone to nonresponse bias. The purpose of this study was to describe access to music education at the state level. Using Michigan administrative data provided by the state department of education, we describe the state's population of music educators and examine student access to music education. We found that music teachers differed from nonmusic teachers in a number of ways. We also identified substantial and persistent disparities in access to music education across the state. These findings have important implications for school arts education policy.

The aim of this study is to investigate and compare rural and urban returns to additional vocational education after completing formal education in the Philippines. We estimate the returns to additional vocational education after formal education in formal employment and also rural/urban disparities for each industry sector. The investigation of the wage effect is based on the Mincerian Earnings Function, initially using OLS estimations and then correcting for sample selection bias using the Heckman method. Preliminary findings confirm that the wage effect is associated with additional vocational education for those completing secondary education, and the effect is more pronounced in rural than in urban areas. Thus, our principal finding is that vocational education is potentially more useful in rural areas, especially for those completing secondary education in the Philippines and especially considering that only about 6% of the workforce has completed any vocational education.

This document lists 2,000 business education articles and research studies published during 1991. The list was compiled from 44 business education publications, especially from journals essential to research and teaching, with emphasis on information systems, economic education, business teacher education, and vocational education (primarily marketing). Articles are indexed alphabetically by categories of subject matter, with subcategories, and by author. Entries consist of title, author(s), journal (volume and number if applicable), inclusive pages, month, year, and in the case of dissertation listings, the order number (if provided). Major categories of subjects listed include the following: accounting, accreditation, administration and supervision, associations, automation, business administration, business education, business organization and management, certification, communications, curriculum, educational institutions, employment, equipment and supplies, general education, human relations, information management and processing, keyboarding and typewriting, marketing, microcomputers, minorities, professional development, records management, reprographics, research, reviews, secretaries, shorthand, software, special education, standards, student organizations, teaching, teaching aids, testing and evaluation, training and development, and word processing. (KC)

This paper addresses the need for multicultural perspectives in teacher preparation programs and ways in which teacher education institutions can enhance multicultural education. Standards and criteria of the National Council for the Accreditation of Teacher Education (NCATE) with regard to multicultural education and the response of Northern Michigan University's (NMU) teacher education program to these standards are outlined. The teacher education program at NMU incorporates multicultural or global perspectives throughout the professional studies component of the teacher education program. The university engages in ongoing efforts to recruit, support, and retain students and faculty from among the Native American, African American, and Hispanic populations of the state. Attention is also given to arranging field placements in culturally diverse settings. Several recommendations featuring specific strategies are made for enhancing multicultural teacher education. The recommendations focus on four areas: a multicultural knowledge base as the centerpiece for the teacher education curriculum, field experiences, student recruitment and retention, and faculty teaching strategies. (IAH)

This annual report of the Pennsylvania Council on Vocational Education focuses on the activities and recommendations of the council for 1990. It includes recommendations to the State Board of Education and the Governor that describe the board's major concerns, including declining student enrollments in vocational education programs and possible options to be considered during the revision of Chapter 5, Curriculum, and Chapter 6, Vocational Education, of the Pennsylvania School Code. A brief review of the status and trends in vocational education with current data and statistics relating to vocational education students and programs is also included. The statistical review includes 14 tables reporting on total enrollment in vocational education programs, vocational program offerings, enrollment trends, special population enrollments, special needs students, adult enrollments, disadvantaged and handicapped students, student organizations, student placements and earnings, Job Training Partnership Act services, and customized job training for Pennsylvania employers. The report features an overview of almost 30 new or innovative vocational education programs operating in the state. (KC)

This volume reviews the development of teacher education in Japan from 1868 to the present. The first section examines teacher education in Japan from 1868 to 1945, covering the development of normal schools; the Tokyo Normal School, Japan's first modern teacher education institute, founded in 1872; conservative reaction during the 1880s and the resulting changes in normal schools; conditions in the early 20th century; and the influence of military control from 1931 to 1945. The second section covers postwar teacher education from 1945 to the present, focusing on: teacher education reform, teacher supply and demand, and Prime Minister Nakasone's reform strategy in the 1980s. Instead of soliciting recommendations from the existing Central Council on Education, the Prime Minister created a National Council on Educational Reform (NCER). As part of its work, NCER proposed major teacher education reforms: strengthening of preservice education, including an emphasis on graduate education; an internship program; and a program of alternative certification. (Contains 19 references.) (ND)

Searching for sources of grant support can be complex because the field covers a wide territory. This directory contains profiles of 650 foundations that award educational grants to nonprofit organizations. Three articles are designed to sharpen fund-raising skills. The first article provides an overview of history of education funding and the kinds of education applicants, and offers advice to educators about competing in a complicated funding environment. The second article describes grant-seeking strategies on the Internet. The third article offers 10 tips for writing more competitive grant proposals. The 650 foundation profiles are arranged by state. Appendices provide contact information for The Foundation Center and The Grantsmanship Center. An alphabetical index and a subject index are also included. The subject index offers the following categories: adult education, cultural education, elementary education, health education, higher education, libraries, literacy, medical education, minorities, religious education, scholarships, science/mathematics, secondary education, and special education. (LMI)

This document presents 194 papers discussing technology and teacher education in the following areas: diversity and international perspectives; research in information technology for teacher education (ITTE); concepts and procedures; preservice teacher education; integration of technology into methods courses; inservice and graduate education; computer-based simulations in educational research and application; technology projects; theory and practice in ITTE; the educational computing course; hypermedia and multimedia; mathematics; science and social studies; reading and language arts; preservice use of telecommunications; inservice, graduate, and faculty use of telecommunications; and technology diffusion in teacher education programs and elementary and secondary schools. The articles are divided into sections according to topic; and an introduction to, and summary of the articles is provided at the beginning of each section. (Author/AEF)