Education & Pedagogy

TO DEVELOP PLANS FOR A LONG RANGE PROGRAM OF DEVELOPMENT AND IMPROVEMENT, A 15-MEMBER TEAM FROM 12 STATES SURVEYED 14 AREAS OF VOCATIONAL-TECHNICAL EDUCATION. TEAM MEMBERS, WORKING WITH THE STAFF OF THE DEPARTMENT OF PUBLIC INSTRUCTION, COLLECTED DATA FROM STATE OFFICES AND VISITED SELECTED SCHOOLS THROUGHOUT THE STATE. THE STUDY WAS CONCERNED WITH STATE GOALS, PROGRAMS, AND POLICIES RATHER THAN DETAILS OF LOCAL OPERATIONS. AREAS STUDIED WERE--(1) ORGANIZATION AND ADMINISTRATION, (2) AGRICULTURAL EDUCATION, (3) DISTRIBUTIVE EDUCATION, (4) INDUSTRIAL ARTS, (5) TRADE AND INDUSTRIAL EDUCATION IN UTAH HIGH SCHOOLS, (6) TRADE AND TECHNICAL EDUCATION IN POST-SECONDARY SCHOOLS, (7) OFFICE OCCUPATIONS, (8) VOCATIONAL HOMEMAKING, (9) VOCATIONAL IMPLICATIONS OF GUIDANCE FUNCTIONS, (10) VIEWS OF LABOR, (11) VIEWS OF MANAGEMENT, (12) TEACHER PERSONNEL, (13) FINANCING VOCATIONAL AND TECHNICAL EDUCATION IN UTAH, AND (14) PHYSICAL FACILITIES FOR VOCATIONAL-TECHNICAL EDUCATION. A DESCRIPTION OF THE CURRENT STATUS, AND MAJOR RECOMMENDATIONS FOR EACH AREA ARE PRESENTED. (EM)

Designed for administrators and teachers, this curriculum framework outlines a comprehensive business and office education program that is both general education and career preparation. Section 1 provides an overview of the business and office education program. Topics include role and scope of the business and office education program, career education, role of the business teacher, student organizations related to business, business and office education and the community, teacher education, administration of the program, and safety. In section 2 planning the student's curriculum is discussed. Following an overview of granting credit, scheduling of courses, local course offerings, and bilingual courses, a chart summarizing recommended and/or desirable business and office courses is described. The third section contains descriptions of the thirty-one courses in the thirteen course categories as discussed in section 2: accounting and recordkeeping, business communications, business data processing, business law, business mathematics, career investigation, finance, management, office procedures, shorthand and notetaking, typewriting, idependent study, and vocational office education. (YLB)

This guidebook contains information on the causes and remedies for sex discrimination in vocational education. The first of seven chapters, Vocational Education is a Big (and Sex Discriminatory) Business, reviews the current status of girls in vocational education across the country. Chapter 2 describes the bureaucratic structure of vocational education so that the reader can identify areas of investigation, sources of power, and leverage points for improving vocational education programming. The third chapter reviews three ways to gather facts about vocational education in a local area. Recent laws against sex discrimination in vocational education are reviewed in chapter 4. The fifth chapter focuses on organizing a campaign against sex discrimination in vocational education. Chapter 6 describes methods of establishing contacts with students, parents, and teachers and developing programs geared to provide an education forum for each. In the final chapter, suggestions are given concerning how to get media coverage. Appended material includes statistical information on women workers and on women in vocational education, a questionnaire for vocational education administrators, and a list of groups working for vocational education reform. (LRA)

The report on education in Bangladesh summarizes educational trends since 1971 and objectives of the first five year plan (1973-78). Population growth and illiteracy are the two major national problems. During the liberation war many students left schools to join the army, and most school buildings were either demolished or closed down. Thus, immediate tasks for education involve reopening schools to provide minimum physical facilities, and defining the function of education in the changed sociocultural context. Strategies for national educational development include integration of education with rural development, promotion of nonformal education, and introduction of population education. Efforts to eliminate illiteracy are aimed mainly at the adult population. Attitudes must be changed to accept technological development; literacy programs must encourage self-reliance and introduce technological innovation. Nonformal and community education programs stress these needs. In the schools, Bangla has replaced English as the language of instruction, but textbooks are not readily available in Bangla. Reorganization of the overly centralized system of educational administration is needed. (AV)

Education in Malaysia is discussed in terms of administration, structure, objectives, finances, and problems to be solved. Administration is the responsibility of the federal Ministry of Education in cooperation with individual state directors of education. Formal schooling consists of six years of primary, three years of lower secondary, two years of upper secondary, and two years of post secondary education. Colleges and universities provide up to six additional years. Primary education is free, noncompulsory, and follows a common syllabus. Lower secondary students are exposed to prevocational courses as well as academic subjects. In upper secondary school, students are separated into academic (arts or science) or technical/vocational groups. Bahasa Malaysia is the main language of instruction. Major educational objectives include promotion of cultural and national unity, provision of facilities for increasing enrollments, and correction of imbalance between urban and rural education. Amalgamation of small schools and development of residential science secondary schools are helping to meet these goals. The report also discusses teacher education and educational media services. (AV)

The National Council for Accreditation of Teacher Education (NCATE) Standards for the Accreditation of Teacher Education were revised to include references to multicultural education in May, 1977. To help teacher education institutions plan for and implement the standards, data on existing conditions were collected and analyzed. Information in the areas of curricula, faculty, students, management, and research and development was collected from 387 institutional members of the American Association of Colleges for Teacher Education. Over half of the responding institutions (78.8 percent) indicated that they had, as part of their education programs, activities that are supportive of the multicultural education concept as described in the NCATE Standards. These institutions were more likely to have courses or departments in ethnic and women's studies, to provide inservice training in bilingual and multicultural education, and to have a higher percentage of minority group faculty members. An analysis of institutional characteristics found significant differences based on: (1) public and private institutions; (2) NCATE-accredited and non-accredited institutions; (3) geographic distribution; (4) rural or urban setting; and (5) size of student population. (FG)

Accreditation system of teacher education institutions is an important ensuring mechanism for teacher's profession. American accreditation system of teacher education institutions refers to an assessment system that the National Council for Accreditation of Teacher Education (NCATE) with the institution's application, making regular evaluation of the teacher education institutions according to the accreditation standards formulated by the National Council for Accreditation of Teacher Education, which abbreviates NCATE accreditation. NCATE is the first appraisal institution of national teacher education, which constantly improves the training quality of American teachers by being comprehensively appraised. It has been exerting great influence on the development of teacher education in America. And the effects are as following: convenient for students' mobility among schools and the teachers' transference to other states; encouraging competition among teacher education institution and academic mobility; leading to the regular internal assessment in teacher education institutions and promoting the professional level of pre-service education; and helping establish a quality assurance system for teacher education. The paper introduces the characteristics of NCATE and draws out enlightening points and reference for our institution accreditation of teacher education.

India, a country of 1.27 billion, nowadays needs reforms, improvements, and new approaches in teacher education to cater to the demands of changing economy and society. This call to improve teacher education becomes more significant considering the fact that 50% of India's current population is below the age of 25 and over 65% below 35. There are two ways to proceed in this direction. First, making an internal review and assessment of present scenario of teacher education and suggesting need-based measures. The second one is to learn from those countries that have recently reviewed their teacher education systems and are continuously working for the betterment of teacher education. Following second approach, present paper analyzes teacher education policies, practices, and reform in Scotland, argues that concerns and commitments to reform teacher education in India and Scotland are similar, and suggests implications of Scottish experiences in the Indian context.

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.

Physical Education is a vital part of total education. It is that process of education that concerns physical activities, which develop and maintain human body. The attainment of its goals depends on its administrative control structure more than any other thing. Physical Education Curriculum is entrenched in the National Policy on Education and thus, it is taught at all levels of educational development in Nigeria. The administration of Physical education is divided into four parts i.e. 6-3-3-4. However, it has not received the required attention from the government partly because of the economic situation in the country. This has greatly affected its growth and development. It is believed in some quarters that despite the negative attitude of the government that Physical Education can survive and still attain its goals in Nigeria with efficient and effective organizational structure. Therefore, this study is proposing an organizational structure model for achieving developmental goal of Physical Education in Nigeria.

There is a well-documented need for leadership personnel who are prepared at the doctoral level to fill special education faculty positions at institutions of higher education (IHEs) and train the next generation of teachers. The intersection of continued retirements of special education faculty, shortage of well-prepared special education faculty to fill those positions, and changing preK-12 student demographics provides unique challenges to special education doctoral leadership preparation programs. Although a variety of variables influence special educator preparation in 21st-century schools, five contemporary issues (i.e., changing roles, evolving diversity, need for funding support, situating doctoral trainees in teacher training, and training delivery models) rise to a level highly relevant to special educator preparation at the doctoral level. In this article, the authors explore this complex landscape and offer policy recommendations to strengthen and update special education higher education leadership preparation.

Online classes in teacher education are becoming more common in higher education in the United States as universities realize that the same outcomes can be achieved without requiring preservice and in-service teachers to enter a physical classroom. This provides savings to both the student and university and fosters broader access to higher education and teacher education. In this series of case studies, we highlight both practical and innovative approaches as we analyze and discuss our experiences building and implementing online teacher education programs. We describe three new online programs on the west coast of the United States: a master's degree in teaching in California, a reading endorsement program in Oregon, and a credential program in special education in Washington State. We discuss the initial program outcomes and the lessons learned to help guide teacher educators, administrators, and researchers in institutes of higher education. We culminate with five general recommendations for those considering program change or creation.

This paper offers a perspective on the relationship between communities that conduct research on teaching and learning in higher education, focusing on Higher Education Studies (HES) and science Discipline-Based Education Research (DBER). The paper responds to HES debates about the strength of its epistemological base and who belongs to that community, and to a perception that DBER is marginalized in the higher education research context. To explicate our perspective, we describe the origins and trajectories of Physics Education Research and Engineering Education Research, as exemplars of DBER. Using Turnbull, we conceptualize HES and these two exemplars as distinct "knowledge spaces," with different histories, orthopraxes and participants, and hence different unifying principles, research foci and trust mechanisms. We conclude that HES, DBER and other higher education research communities stand to benefit from multidisciplinary engagement with each other, because of their different perspectives on the problems of higher education.

The purpose of this descriptive quantitative research was to examine undergraduate music teacher education curricula in the context of professional identity formation and in comparison with teacher education curricula in other subjects. Comprehensive course listings for undergraduate degree programs in music teacher education, mathematics teacher education, and English teacher education were gathered from the official course catalogs of 16 higher education institutions. These data were coded and analyzed to determine the amount of coursework in each program devoted to developing pedagogical skills, subject-area content knowledge, and other skills. Results indicated that while the amount of content-focused and pedagogy-focused courses was relatively balanced in English and mathematics teacher education programs, music teacher education programs devoted a significantly larger proportion of the curriculum to content-based courses. While scholars have called on music teacher educators to prioritize the development of a teacher identity in undergraduate music education students, current music teacher education curricula may not be aligned with these recommendations.

Parents who are knowledgeable of special education are more likely to engage in their child's education. Parents seek information about special education from a number of sources including State Departments of Education (SDEs). However, little is known about the web-based special education resources SDEs provide to parents. We sought to address this gap by conducting a comprehensive review of SDE websites and special education resources. Two-thirds of SDEs provided special education resources in a parent-designated section of their website. The number of resources provided varied greatly by state and the majority of resources were specific to conflict/dispute resolution. Future research should explore how information provided can best support increased parental knowledge to improve parental engagement. Limitations and implications are discussed. [For the corresponding grantee submission, see ED605808.]