Education & Pedagogy

Responses from 118 of 314 secondary agriculture teachers indicated that three-fourths teach adults; about two-thirds identified with the progressive education philosophy, 21% with behaviorism; nearly half had no formal training in teaching adults. Effect size results suggest they may not have clearly defined adult education philosophies. (Contains 33 references.) (SK)

Examines the impact of the NASPE content standards on New York state's physical education programs and the work of people involved with them, highlighting four key areas of impact: program content, administrators and teachers, teacher education, and professional organizations. The standards have succeeded in providing an impetus for action at all levels and among all people involved in physical education. (SM)

This article provides guidelines for effectively implementing the case method of instruction (CMI) in special education teacher preparation programs. Information is provided on how to write cases, how to access (and assess) commercially available cases, and how to present a case. Examples of inservice applications of CMI are provided. (Contains references.) (Author/CR)

Based on a review of the literature and the authors' experience, this article addresses issues in three aspects of the planning and delivery of online content: (1) online support services; (2) technology assistance; and (3) course content. Recommendations are given for administrators and instructors involved in the delivery of online coursework in special education personnel preparation. (Contains references.) (Author/DB)

This paper describes an experiential approach to introducing preservice non-special education elementary teachers to special education. It describes how the response of preservice teachers to the "Klutz experience" (in which they attempt to learn something very difficult for them) develops empathy for the struggles of students in special education and also teaches them how to motivate and support such students. (Contains references.) (DB)

Examines connections between democratization of schooling and three dimensions of social structure: political system and governance, wealth/poverty, and gender relations. Discusses nine processes and strategies for democratization in education: definition of democracy, legislation and policy, decentralization of education, teacher education, teacher unions and networks, parental participation, student associations, partnerships with outside agencies, and research. Considers larger questions of international influence and relativism. (SV)

Interprofessional education, continuing interprofessional education, interprofessional collaboration, and interprofessional care are moving to the forefront of approaches with the potential to reorganize the delivery of health professions education and health care practice. This article discusses 7 key trends in the scholarship and practice of interprofessional education: conceptual clarity, quality, safety, technology, assessment of learning, faculty development, and theory. (Contains 1 figure.)

A survey of 115 universities and colleges that provide special education teacher preparation found nearly three-fourths reported having formal written partnerships with districts, schools, or teachers, however, such formal partnerships only partially influenced the identification and placement of preservice teachers in special education field experiences. Elements of partnerships are summarized. (Contains references.) (Author/CR)

Examines the separation of teacher education from higher education in Scotland, drawing on interviews with stakeholders and existing literature. The paper provides a background to developments in Scottish teacher induction and outlines a proposed framework. It constructs a coherent, multiple role for higher education in teacher induction, noting the principles and tensions which determine the possibility of such an involvement. (SM)

In World Trade Organization negotiations, it has been proposed that education be treated as a service to be exchanged for profit. This is contrary to the United Nations covenant that education is a universal human right. Educators need to affirm that knowledge is not a commodity, but something whose benefit increases proportionately with the degree to which it is shared. (TD)

Provides an overview and discusses outcomes of the Rural Girls in Science (RGS) program which was developed to foster interest in science, engineering, and mathematics among rural high school girls in the state of Washington. Replaces initial guiding concepts (self-esteem and scientific pipeline) with science-affirming and affirming science education. (Author/KHR)

One way to encourage the development of critical thinking in physical education students is to incorporate sports fiction for young adults into the curriculum. This type of fiction can have a powerful effect on young people as they read about situations that they may have experienced or imagined. The article describes how to implement sports fiction in the physical education curriculum. A sidebar offers an annotated bibliography. (SM)

This study addresses a prospective aspect of general education: through general education, people obtain information about returns to their future specific education, thereby enabling them to choose fields in which they excel. According to that property of education, this paper presents a theoretical framework as a basis for understanding effects of regional development on the demand for general education. Results suggest that the demand for general education depends on the variety of specific skills in the regional labor market.

Discusses the various definitions of home education and how the term can give rise to misinterpretations. Covers recent changes to legislation and policy relating to home education in some European countries, such as France and Ireland. Argues that governments should conduct well reasoned, objective research before considering measures to limit home education. (Contains 27 references.) (AUTH)

Describes development of a Temple University course on curriculum in early childhood education that provides 60 percent of instruction on-line. Includes information on course design, instructional methods, course implementation, and student course evaluation. Found that students' views about on-line instruction were positive overall and that distance learning reduced fear of computers. (KB)