Education & Pedagogy

Responds to an article by Goodlad that points out the "congenital malaise" in teacher education, discussing what is needed to effect a cure. Suggests that Goodlad neglected to mention that the undergraduate major in education is partially responsible for this malaise, and it has been a mistake to package professional coursework into an undergraduate major. Examines alternatives for teacher education. (SM)

Examines major critiques from the literature on the Professional Development School (PDS) equity agenda and accomplishments, referencing works from literature on PDSs, diversity, urban education, and multicultural education. The paper focuses on issues related to poor or working-class learners in PDS settings and learners from non-European racial, ethnic, and linguistic groups. (SM)

Discusses the dissertations written from 1993 to 1996 on topics related to world musics and music education in the United States; includes, but is not limited to, a focus on a variety of categories such as philosophy, multicultural music education, student and teacher attitudes toward world musics, and teacher education. Provides references. (CMK)

Explores reasons for the general lack of acceptance of experiential approaches to education. Compares experiential and mainstream education with regard to foundations, goals, ideas about knowledge and learning, organization of students, classroom communication, teaching methods, resources, setting, and evaluation strategies. Suggests that experiential education should continue to develop its niche as an alternative to mainstream education. Contains 39 references. (SV)

A California survey of special education administrators (N=149) and special educators who routinely use technology in instruction (N=189) found: (1) increased availability of technology; (2) greater frequency of technology goals in students' Individualized Education Programs; (3) increased interaction with computers in general education settings; and (4) increased use of computers as tools rather than for drill-and-practice. (DB)

Outlines the policy framework for vocational education and training (VET) in New South Wales (Australia), provision of VET through distance education to isolated learners and students in small rural schools, issues related to the child-to-adult transition of isolated students, and the varying educational needs of students following five different educational pathways to adulthood. (SV)

Development of the education system in Malaysia is tied to the National Development Policy. Malaysia will address issues related to equity, access, and democratization of education, education quality, efficiency, and values education as the country responds to the demands of being part of the global village while ensuring domestic growth and development. (SLD)

Traces the history of Singapore's personal and social education program called Pastoral Care and Career Guidance. Identifies the components and rationale for the new initiative called Affective and Career Education that includes programs for the development of life skills. Addresses restructuring the knowledge base of teacher education. (CMK)

Compares provision for and the practice of craft education in England (and Wales) and Japan. Focuses on craft within the national curriculum subject of art at the lower secondary level, and on art teachers' perceptions of its educational value and the factors impacting delivery of craft education. (Contains 34 references.) (Author/SV)

According to data from 474 participants in 37 continuing education programs offered over 10 years, the majority found continuing education offerings useful, stimulating them to seek further education and resulting in significant knowledge and skills acquisition. However, only 41.7% were able to implement changes in nursing education or practice. (SK)

Provides a description of lifelong learning and considers four policy reports related to lifelong learning: (1) "Learning Works: Widening Participation in Further Education"; (2) "Higher Education in the Learning Society"; (3) "Learning for the Twenty-First Century"; and (4) "The Learning Age." Focuses on how the documents interpret lifelong learning and provides criticisms. (CMK)

Discusses the need for more and better trained teachers in the nation's public schools and urges closer collaboration between K-12 and institutions of higher education. Proposes six roles for colleges and universities, such as ensuring that teacher education programs have necessary technological resources, increasing education research, and providing ongoing professional development and mentoring for teachers. (DB)

Democracy in education has many facets: mass access to education, democratic governance of schools, education about citizenship, and education for citizenship. The skills and dispositions necessary for effective democracy can only be learned by practicing them, yet most secondary students have neither political rights nor a political role. Student input can be invited on educational content and practices. (TD)

Examines ways of learning and knowing among the Yupiaq people of Alaska. Discusses traditional Yupiaq lifeways based on connection to nature, and the consequences of acculturation. Outlines suggestions for seasonal camps in which elders would teach Native language, culture, environmental knowledge, and subsistence skills, as well as the means of bridging Native and Eurocentric science and world views. (SV)

Traces the history of Aboriginal education in Canada. Focuses on the development of Indian control of Indian education, beginning in the 1960s, and suggests the need for Aboriginal communities to free themselves from an educational system that hasn't worked and develop a local model of education that meets community needs and goals. (SV)