Education & Pedagogy

The Indian Education Legal Support Project emphasizes the legal rights of tribes to control the formal education of their members. The project's work includes developing tribal education laws and reforming state and national Indian education legislation. This document examines federal and state statutory provisions on tribal education departments and details their legislative history. Following a brief overview of tribal education departments in the 1980s and 1990s, specific provisions of various federal laws are reviewed, including the Education Amendments of 1984 to the Indian Self-Determination and Education Assistance Act of 1975, the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988, Goals 2000: Educate America Act of 1994, the Improving America's Schools Act of 1994, and other public laws and resolutions. These laws are primarily concerned with federal funding of tribal education departments, their treatment as local education agencies, provision of training and technical assistance, research on at-risk students, access to the Internet, and collaboration among tribes and other educational institutions and agencies. Wisconsin is the only state with legislation specifically mentioning tribal education departments. This law calls for tribal input in the appointment of an advisory committee on American Indian language and culture programs. (SV)

This collection of four essays examines the ways in which education, as a discipline, currently reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Teacher Education and Multicultural Education: Research, Students, and Teaching" Carl A. Grant notes that while a growing number of universities are offering multicultural education courses, the inclusion of multicultural education in the total teacher education program structure is met with resistance at both the student and faculty level. In "Taking Teachers' Blinders Off: A Short History of the Politics of Teacher Education," Kimberly Kinsler examines the evolution of teacher education and how it is influenced by the power politics of various interest groups. In "Education: Rethinking the Discipline for Race, Class, Gender, and Ethnicity," Milgra Morales-Nadal reviews changes in texts over the last several decades and the integration of new scholarship into the teacher education curriculum. In "Testing, Scholarship, and the Curriculum," Carol Kehr Tittle reviews the research on testing, test bias, and the effects of testing on teacher education. Each essay contains references. (MDM)

This document presents policy recommendations for higher education planning in New Jersey, in light of the New Jersey Higher Education Restructuring Act of 1994. It articulates a vision and characteristics of excellence to inspire future action, coupled with broad policy recommendations to guide institutions and state policymakers in their planning. The recommendations focus on six critical issues in higher education planning: (1) effective and efficient use of public resources, including capacity of the system, flexibility and productivity, effective delivery of services, Tuition Aid Grant distribution, transfer and articulation, and accelerated student learning; (2) education and workforce training, including K-12 education, undergraduate and graduate education, research and scholarship, continuing education, workforce needs, graduation and transfer rates, and academic support for diverse needs; (3) economic growth, including research funding and urban revitalization; (4) community civility, including diversity and enhancing the state's social health; (5) environment, including environmental preservation and developing environmental talent; and (6) health care, including medical and allied health programs, preventive health care, and substance abuse prevention. The document also outlines essential conditions for achieving these recommendations. (MDM)

The National Environmental Education Act became law on November 16, 1990. The major sections of this law establish a national environmental education office, an environmental education and training program, environmental education grants, environmental internships and fellowships, environmental education awards, and an environmental education advisory council and task force. In 1996, reauthorization of the Act died in committee in the House of Representatives. Proponents of the Act at the National Environmental Education and Training Foundation (NEETF) expect reintroduction in 1997. When reintroduced, the Act is expected to be handled by the House Education and Workforce Committee. Proponents of the Act believe many members of this committee should be better informed about the positive role environmental education plays in improving education in general by promoting active learning. This paper describes accomplishments of the Act in its first 6 years and suggests ways to address deficiencies that provide greater focus for environmental education on the state level. These include: (1) emphasizing the central role of the United States in environmental education rather than the tacit use of United States Environmental Protection Agency (USEPA) regional offices; and (2) encouraging state experts to characterize state-specific environmental knowledge levels in on-line digests. (PVD)

The purpose of The Arizona Long-Range Strategic Educational Technology Plan is to map the future of the "education support systems" necessary for Arizona's children to succeed in today's world. The plan details goals and strategies for policy makers, the State Board of Education, the State Department of Education, Institutions of Higher Education, Local Education Agencies, and the community at large. It makes strategic recommendations in four interrelated areas that are necessary for the success of all Arizona Learners in assessing up-to-date instructional materials, strategies, and support. These areas are: Student Learning, Leadership, Preparation and Development of Professionals, and Infrastructure. Appended to this report are summaries of recommendations for State Leadership, the State Board of Education, the Arizona State Department of Education, the Local Education Agencies, Higher Education, and to the Community. Also appended are Technology Success Stories, Planning Process, Title II-D Addendum, History of Technology Planning in Arizona, and Historical Context for the Educational Use of Technology in Arizona. (Contains 3 figures, a glossary, and a list of organizations referenced.)

With the acceptance of the concept of life-long integrated education, education is seen as a global system which not only prepares people for life, but which is an integral part of life itself. Before the introduction of Western systems of education, Asian education was related to one's position in society. However, Asian countries now show their belief that education is one of the most important keys to development by devoting high proportions of national budgets to it. The current difficulties of formal education include: (1) education-employment antinomy, (2) education-manpower inbalance, (3) education and its anti-rural bias, (4) the closed system of education, and (5) the cost of education. To solve these problems, entire school systems will have to change. This process can be accelerated by fuller university involvement in adult education. Asian universities have a solid base to build a program of continuing education. Thousands of adult students are being served by extension courses. Up to now, the role of the universities has remained limited in the field of continuing education. This condition results from unchanging attitudes from within and lack of financial support from without. There is, in addition, a need for smooth working machinery; organizational patterns must be worked out on a country by country basis. UNESCO will extend aid to those governments engaged in adult education programs. (CK)

This handbook is designed to aid directors of continuing education programs in New York State. The chapters of the guide are as follows: I. Overview--Why Continuing Education?; Historical Backgroun; Goals, Purposes, and Principles; Role of the Public Schools in Continuing Education; II. Regulations of the Commissioner of Education and Interpretation of Continuing Education Regulations--Authority and Responsibility; Teacher Qualifications; Director Qualifications; Program Limitations; III. Developing the Program--Board of Education Responsibility; Role of the Chief School Administrator; Director of Continuing Education; Citizens Advisory Committee; Survey of Community Resources; Survey of Needs and Interests; Regional Coordination; IV. Curriculum Planning--Adult Elementary Education; Adult Secondary Education; General Academic; Americanization; Civic and Public Affairs; Art, Music, Drama, Crafts; Business Education; Distributive Education; Trade, Industrial, and Technical Education; Home Economics Education; Parent Education; Health and Safety Education; Miscellaneous; V. The Instructor and the Adult Learner--The Adult Learner; The Instructor; The Instructor and the Dropout; Recruiting the Instructional Staff; Staff Development; VI. Methods of Instruction--Learner's Self-Concept; Learner's Purpose; Learner's Cognitive Style; VII. Guidance and Counseling--Philosophy of the Guidance Program; Objectives; Scope of the Program; Distinctions in Counseling; Who Provides Counseling?; Counselor-Counselee Relationship; Materials; Counselor-Staff-Community Relationship; and VIII. Program Operation--Publicity and Promotion; Budget; Scheduling Classes and Activities; Registration; Records; Annual Statistical Report; Insurance; Retirement; Evaluation. (DB)

A collection of program and course goals in business education, developed by outstanding teachers using available models and guides, together with several indexes and a business education taxonomy which serves as a table of contents and provides an overview of the topics in the subject area, comprise the document. The goals state concisely what students can know and do in the major content areas of business education learning, and in the area in which business education relates to values education, basic education, and career education. The course goals are coded for reference to business education program goals, career education program goals, and knowledge and process classifications. Printed in subject collections, the goals may also be grouped in and across subjects. A concept/value code provides further help in interdisciplinary planning. It will be necessary for the teacher to develop goals at a further level of specificity before instructional goals have been created. A measurement product is under development, and computerization is in process to permit retrieval by any of the codes. (Eleven additional collections of course goals and two introductory volumes are also available from the source cited.) (AJ)

The introductory volume in a new series on vocational education, the book surveys recent literature on the philosophy and foundations of this relatively new field. Opening papers deal with the objectives of vocational education departments in high schools, current standards of technological and industrial education, and models for comprehensive reorganization of the present system. Particular emphasis is placed on the question of the quality of vocational education programs as they now exist throughout the country. Contributors include: J. N. Harris, H. C. Kazanas, C. D. Lemons, M. L. Barlow, A. J. Pautler, L. A. Burkett, M. E. Larson, and B. D. Coe. The second section focuses on the foundations of industrial and distributive education, and includes papers dealing with the philosophies of Alfred Whitehead and John Dewey, the relationship of industrial education to occupational education and changing technologies, the responsibilities of industry to education, the use of census data in program implementation, and new vocational education designs in the United States and in Sweden. Contributors include: R. L. Koble, E. R. Glazener, M. J. Bensen, E. Kuntz, L. C. Crawford, D. Maley, J. R. Warmbrod, B. W. Brown, A. G. Wirth, and K. S. Hannson. (Author/MW)

This collection was prepared with the purpose of making National Education Association members more aware of the current issues and efforts in bilingual/ multicultural education. It consists of an introduction by Carmel E. Sandoval and the following chapters: (1) "Bilingual Education in Public Law 93-380," by the U.S. Office of Education, Region VI; (2) "State Bilingual Education Programs: A New Front," by the National Conference of State Legislators; (3) "Outline for a Comprehensive Education Plan," by the Cultural Awareness Center and Trilingual Institute (CACTI) of the University of New Mexico; (4) "Background Leading to "Lau vs. Nichols," by CACTI; (5) "CACTI Advisory/Evaluative Committee Directory and Activities"; (6) "ESAA Funding of Bilingual Programming," by the National Association of Educational Broadcasters; (7) "Bilingual Programs and Grants in Institutions of Higher Education," by the Dissemination and Assessment Center for Bilingual Education (DACBE); (8) "General Assistance Centers, Type A and Type B (Lau)"; (9) "A Selective Educational Bibliography of Information and Resources Useful in Bilingual/Multicultural Education," by the Southwest Bilingual Education Resource Center; (10) "Guide to Teacher Education Programs for Bilingual/Bicultural Education in U.S. Colleges and Universities," by DACBE. (CFM)

The Eastern Connecticut State College Exemplary Project provided a program of professional study in career/vocational education for future teachers to infuse career education in their ongoing classroom experiences. The emphasis of the specific objectives was primarily on potential teacher outcomes such as awareness, understanding, and the ability to describe, identify, and design certain types of educational experiences focusing on the career needs of students and the infusion of career and vocational education within current classroom experiences. The program included both classroom and hands-on experiences in a variety of career/vocational areas. The teachers were able to take three courses in the following areas which constitute a minor in career/vocational education: Curriculum in career education, career education practicum, and internship in a local business, industry, or trade. Project evaluation and data results indicated that students enrolled in the program showed significantly greater knowledge about career education than potential teachers who followed traditional liberal arts teacher education programs. Recommendations were made in the curriculum, administration, and resource areas for program implementation. (TA)

Pursuant to the 1974 House of Representative Committee Rules, the Committee on Education and Labor is charged with legislative responsibility for all Federal laws affecting American Indian education, and these hearings represent the committee's attempt to gain insight into those laws affecting American Indian elementary/secondary and higher education as administered by the Bureau of Indian Affairs. Testimony relative to educational programs, funding, legislation, needs, site selection, cultural awareness, jurisdiction, etc., is presented for representatives from: National Indian Education Association; Program Services of the Alaska State Operated School System; Alaska State Department of Education (Deputy Commissioner of Education); Office of Indian Education, U.S. Office of Education, Department of Health, Education, and Welfare (Deputy Commissioner); Indian Library Services Technical Assistance Center (Assistant Director); Alaska Federation of Natives; Indian Education Act Program; Advocates for Indian Education; Coalition of Indian Controlled School Boards, Inc.; Bureau of Indian Affairs, U.S. Department of the Interior (Commissioner); National Advisory Council on Indian Education; Pine Ridge Reservation; Alaska Unorganized Borough School District (Anchorage); Institute for the Development of Indian Law (Washington, D.C.). (JC)

Fourteen commissioned papers and studies on issues relating to career education are summarized. The purpose of these papers was to assess, monitor, and report on the condition of career education as a reform movement in the United States, and to recommend to Congress appropriate legislation for the furtherance of career education. Four papers on the efficacy of career education focused on career awareness, academic achievement, career decision-making, and other ways of assessing effectiveness. Eight papers were commissioned to help the Council identify the various Federal and state legislative authorizations for career education related activities. The topics are: "Key Concepts in Career Education: Legislative and Policy Issues,""Career Education: An Idea Whose Time Has Come,""Proposals for Career Education Legislation,""Career Education and the Future,""An Analysis of Federal Legislation Bearing on Career Education,""The Implementation and Administration of a Federal Career Education Program,""An Analysis of State Laws on Career Education and Pending State Legislation," and "Analysis and Synthesis of Existing Career Education Legislation." Additional papers are entitled: "Review and Synthesis of Research Concerning Career Education" and "The Emerging History of Career Education." (TA)

The presentation reviews selected developments in inter-organizational cooperation and coordination at the local, State, and national levels in order to provide a basis for identifying major questions and issues faced by the National Council of Urban Administrators of Adult Education (NCUAAE) as they strive for synergy in adult education. Trends and innovations in organizational development are capsulized for: California, New York, Connecticut, Illinois, Michigan, Minnesota, Iowa, Virginia, and Massachusetts. Special attention is directed to two doctoral dissertations concerning community education at Flint, Michigan, and a nationwide survey of interagency cooperation of agencies in each State responsible for adult and continuing education, vocational and technical education, and community junior colleges. Likewise, efforts of the 1975 national seminar of leaders in adult continuing and community education (Flint) are viewed as a strong potential source of coordination. NCUAAE members are presented with 11 pertinent issues related to joint national conferences, advisement of State legislatures on coordination in adult education, coordination with postsecondary/secondary level institutions, Community Education Act, adult education program funding in urban areas, research funding, improved delivery systems for adult education, and adoption of a policy on synergy in adult education. (EA)

The document opens with a 14-page state of the art review discussing influences which affect educators who prepare personnel involved with special needs students. These influences include: professional dissatisfaction; leadership groups, including legislative bodies and professional organizations; current issues and trends, including career education, mainstreaming, and competency based teacher education; and a number of specific influences that affect teacher education. The abstract section of the document is divided into the following topics: (1) issues and trends in vocational and special education (books, papers, and articles covering: some issues in vocational education, mainstreaming--alternatives to special education classes, and the new school population--the severely handicapped); (2) selected programs for special needs students (mostly descriptions of programs); (3) issues in the area of competency based teacher education (including competency based teacher education, competency identification for vocational teacher education, and competency identification for special teacher education); and (4) existing university-level personnel preparation programs (giving program descriptions, location, and contact person). Each abstract includes the title, author, publication, and date. A glossary of terms used in special education and vocational education is included. (EC)