Education & Pedagogy

Conference recommendations dealing with the following areas of adult education are presented: objectives and policies; needs of special groups; formal and non-formal sectors; the use of educational technologies; teacher training; illiteracy; international cooperation; development and research; and information dissemination. (RM)

Concentrates on political organizations and educational demands of Japan's burakumin, a group persistently isolated and discriminated against. Directs attention to recent political struggles carried out by burakumin and their representative organizations through "dowa education" (assimilation or liberation education). Examines relationship between the burakumin, the Japanese government, and the educational system. (BRR)

Discusses the importance of computer studies and various problems that will arise in implementing computer science education in Malaysian secondary schools. Reviews French experiences in computer education (emphasizing modeling and simulation as a teaching mode), suggesting that these experiences be examined before embarking on a Malaysian experiment. (Author/JN)

Materials on content of introductory courses in education were analyzed from 81 schools of education. Fifteen topic areas were identified, seven of which received major emphasis: (1) current issues; (2) history; (3) teaching profession; (4) administration; (5) philosophy; (6) social/cultural; and (7) instructional process. There was disagreement over the purpose and approach of the introductory courses. (FG)

Second in a four-part series on campus-based programs in teacher education, this article considers the problems inherent for teacher education in: (1) an undefined body of professional knowledge; and (2) an insufficient amount of professional studies in teacher preparation programs. Implications, possible courses of action, and barriers to resolution are discussed. (FG)

The "De Lange Report" (1981) is the third major report on education to appear in South Africa, is by far the most comprehensive and detailed in both stated and implied assertions, poses the educational problem as technicist/manpower questions, and should be seen as part of South Africa's total strategy policy. (BRR)

Reviews the National Commission on Secondary Vocational Education's findings regarding present attitudes, developing trends, and desirable goals associated with vocational education. Topics of discussion include vocational education's worth, status, flexibility, popularity, accessibility, equity, curriculum, teachers, program standards, interinstitutional compatibility of programs, leadership, and opportunities for field-based learning. (PGD)

Feels 1964-1984 was a transitional period in Soviet education when school curriculum vacillated between academic and vocational emphases. Traces individual reforms and their impacts on academic/vocational training at all schooling levels. Focuses on access to post-secondary education, the curriculum available, and its increased politicalization. Notes impact of demographic trends. (BRR)

Nazi education stressed the importance of physical education, and considered the education of boys much more important than that of girls. Curriculum changes affected subjects like history, biology, and the German language. In a few years, this highly effective education transformed millions of young people into loyal Nazis. (CS)

"Aspira v. Board of Education" required the implementation of a transitional bilingual-education program in New York City. However, the Board has failed to provide the program to large numbers of children, to systematically monitor implementation, and to evaluate the educational outcomes of the consent-decree program for limited English proficiency children. (Author/LHW)

A model of service delivery to rural handicapped children trains classroom teachers onsite to be "Cooperative Extension Service Agents" within their schools. University faculty bring graduate coursework to the school site and "Agent" teachers provide special education inservice assistance to fellow teachers, facilitating local services to mildly handicapped rural students. (LFL)

Contains the fourteenth installment in the series of annual Summaries of Research in Science Education. The review is organized around specific disciplines at specific grade levels. Topics without specific disciplines or age levels and those that cut across these categories have been given separate headings. (ML)

This study examined the perceptions of 249 trainees in graduate teacher education courses, both regular and special education, concerning the frequency and importance of teaching methods modeled in their professional training. Results indicated that most trainees had experienced little variety in instructional practices and that they tended to value those approaches most frequently used. (DB)

This response to a previous article considers future trends in special education in urban and correctional settings. Discussion focuses on necessary components of such special education programs and critical issues related to the recruitment, training, and retention of sufficient numbers of qualified teachers (particularly minorities) to provide the needed services. (Author/DB)

Presents new estimates of the rates of return to Brazilian education in 1989. Modifies customary Mincerian methodology to capture the wage effects of changes in the labor force's educational structure. Results suggest that workers with less than university education compete with each other (are substitutes), whereas more highly educated workers are complements to those with less education. (20 references) (MLH)