Education & Pedagogy

This monograph covers strategies, methods, and practices best suited for infusing career education into the teaching of business. Chapter 1 considers the relationship between business education and career education, including the career education movement, career development tasks, responses of business education, and goals and objectives of business education programs. The remaining chapters address ways in which infusion can take place within business education. Chapters 2-4 concern the three primary components of career education: developing attitudes and values, career exploration, and career preparation. Issues of the first phase addressed in chapter 2 include importance of the teacher, self-concept in career development, life style concepts, work values and perceptions of work, and economic and social awareness. Chapter 3 discusses the career exploration process, need for career exploration, approaches to implementation, career clusters and job families, objectives, and materials and activities. Concerns of career preparation emphasized in chapter 4 include new challenges for business education (overcoming sex stereotyping, and student recruitment), need for business educators to relate to nontraditional and emerging occupations, placement and followthrough, using community resources, and need for instructional innovation. Chapter 5 addresses evaluating career education, including approaches and using the results. Each of these final four chapters concludes with a summary of the business teacher's role. (YLB)

The educational system of Libya is based upon principles set down in the constitution of 1969 and revised by a philosophy of education document in 1974. In accordance with these principles, education is compulsory on the primary and intermediate levels, free on all levels, and should be in accordance with national political and religious objectives. The Minister of Education has the responsibility for regulating school entry requirements, curriculum, examinations, the school calendar, and for coordinating local development plans with governmental decrees. The educational system consists of six years of primary education, three years intermediate study, and three years selective secondary study in literary, scientific, or technical fields. An Islamic religious education program parallels the general education ladder in stages, but stresses religious instruction and Arabic language. Educational policies since l974 have stressed the national objective of raising the social and economic standard of Libyan citizens. Educational methods and teaching materials have been modernized in fields of vocational education, in-service education for teachers, and teacher training institutes. Particular efforts have been made by the Minister of Education to increase the number of special education and adult literacy programs, and to encourage girls to continue their education beyond the compulsory primary and intermediate levels. (Author/DB)

Despite the ongoing debate about how much academic versus vocational upper-secondary education is favorable for a country and large differences across countries of those two types of education exist, the interplay of vocational and academic education on upper-secondary level and its consequences for the entire education system remain under-researched. Although difficult to analyze directly, we first construct a measure to capture companies' reactions to changes in academic education rates and second analyze whether academic education rates are associated with success rates in vocational education over time and with control variables. To measure companies' reactions, we use a cantonal average requirements profile consisting of the academic requirements profile of an occupation and the number of apprenticeships started in this occupation per year and canton. Although results of the first part of the analysis are ambiguous, combined with the second part, they suggest a non-reaction of companies (i.e., they keep offering the same occupations but have to fill their positions with lower-ability candidates). Results of the second part show that more opportunities for academic education appear to draw highly-able students away from vocational education, with negative consequences for the success rates in vocational education. Our findings have important implications for countries with vocational and academic tracks in their education systems, but also for those who plan to introduce or strengthen (dual) vocational education.

This resource document outlines the expectations and standards for kindergarten through 12th-grade educational programs in the state of Michigan. Developed over several years in cooperation with representatives from 33 state organizations and local school district staffs, the standards suggest expectations for educational programs that may be used as a self-assessing tool for school improvement. The specific standards used in this document do not include items required by state or federal law, rule, or regulations. The components of the standards of quality are presented in six sections: (1) school improvement process; (2) district-level programs; (3) building-level programs; (4) subject time-allocation suggestions; (5) classroom level and subject specific areas (communication skills, mathematics, science, social studies, physical education, music, visual arts, health, and foreign language); and (6) special need areas (compensatory education, migrant/bilingual education, gifted/talented education, special education, vocational education, and juvenile rehabilitation programs). Each section contains specific steps to follow to achieve the desired standards. Included with the document is an extensive appendix in 17 sections containing future discussion and research regarding the program components. The state board of education anticipates that these standards will continue to be reviewed and upgraded in the future. (MD)

This document, consisting of 7 chapters, 20 figures, and 261 tables, provides large amounts of statistical data on most aspects of United States education, both public and private. The chapters cover (1) all levels of education; (2) elementary and secondary education; (3) postsecondary education, including college and university education and adult and technical education; (4) federal programs for education and related activities; (5) economic outcomes of education; (6) international education; and (7) learning resources and technology. Information is presented on a variety of subjects, including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Included among data not appearing in previous editions of the document are the following: trends in population, economic and price index data, staffing ratios in public schools by state, racial and ethnic enrollment in colleges, and unemployment rates by educational attainment. New sections include a guide to tabular presentation to provide a legend for symbols and indexes, and definition of terms used. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. An index is included. (WTH)

This paper reports on the major findings of a 1982 national survey of personnel preparation programs in the field of special education. Initial goals of the study were to identify and classify existing programs (of 698 identified, 516 returned surveys) and to determine the percentage of special educators prepared in "small" programs. Results indicated most programs offered preparation at the bachelor's/master's level only. Almost half of the programs prepared students in only one area of special education; at the undergraduate, master's and advanced graduate levels, the most common areas of preparation were intellectual handicaps, learning disabilities and general special education respectively. A greater variety of areas of specialty was available at the master's level than the bachelor's. General special education, intellectual handicaps and learning disabilities were the largest areas of enrollment in that order. Data on faculty, enrollment levels, graduation, and full- versus part-time staff are also offered by state and region. Appendixes contain the survey instrument, a taxonomy of areas of preparation for special education, a table ranking higher education institutions by number of special education graduates, and charts of special education enrollments. (PB)

This document consists of three separate brief articles by the same author on the subject of "business-education partnerships and industry-education cooperation," extracted from three different newsletters (not fully identified). The author is president of the National Association for Industry-Education Cooperation. The first article, "Business Education: Rhetoric Outstrips Reality," focuses on understanding that the real reason for business/industry participation in elementary and secondary education is a recognition that the entire educational system needs help. Suggestions are made regarding how business/industry and education can get organized into a local, broad-based industry-education council type of structure. The second article, "Business-Education Partnerships in the Last Decade: Rhetoric over Substance," also addresses basic steps in organizing industry and education (public and postsecondary) into a broad formal structure/alliance--an Industry-Education Council with support staff--to start incremental and substantive collaboration in fostering school improvement. Career education is promoted as a key objective and integral part of the industry-education collaborative school improvement process. The third article, "Making Sense of It All: Role in Systemwide School Improvement," argues that the real reason for business-education collaboration is the development of an academic and vocational program that better meets the needs of both students and employers. It recommends a much broader level of commitment of resources by industry. (YLB)

A study that was part of a larger research project about vocational teacher education used institutional, state, and national statistics and studies to provide an overview of vocational teacher education. Included were enrollment data about vocational teacher education in subject-specific program areas traditionally identified with vocational teacher education. Some of the findings and conclusions of the study were the following: (1) U.S. colleges and universities have greatly diminished their capacity to prepare teachers for vocational and technical education programs, enrollments in teacher education have declined, and large numbers of programs have been eliminated; (2) many programs were and are now single-subject, one-teacher educator programs often attached to a department that is not primarily engaged in training teachers, and producing few teachers; (3) some evidence shows that vocational teacher education programs that are included in the same department with other teacher education programs are better funded and more stable than programs attached to other schools than education; (4) vocational teacher education programs in state-supported, land-grant universities affiliated with the University Council on Vocational Education have recently experienced enrollment growth and increased support; (5) there probably will not be a shortage of vocational education teachers as a result of program cuts, although there may be a shortage of teachers trained in technology; and (6) no clearly focused conceptual framework for vocational teacher education exists in U.S. colleges and universities. (Contains 25 references.) (KC)

This proceedings contains 60 conference papers and presentations on rural special education, disabled and at-risk students, and related matters. Topics include the Hmong and Southeast Asian immigrants in rural areas, special education service delivery in rural Kentucky, alternative funding for supplemental programs, reforming special education, dropout prevention, transition objectives, identifying and enriching rural gifted children, interactive technology to teach social workers about special-needs children, serving rural preschool and young children with disabilities, cross-age tutoring, sheltered workshops, parent involvement, multicultural education, use of negotiation and mediation in special education, mathematics activities for middle-school classrooms, adapting text to meet literacy needs of special learners, collaborative and shared services for low-incidence disabilities, career development of disabled students, rural-based technical education, team assessment of infants, best practices and exemplary programs, intensive family services for high-risk students and dysfunctional families, early childhood special educators, practitioner-college partnerships, strategies for the inclusion of special education in general education, quality television instruction, rural educational partnerships, establishing a rural professional development school, social skills instruction for adolescents with behavior disorders, distance learning, ethics in service delivery, teacher attitudes toward at-risk students, alternative certification programs in special education, recruiting and retaining special education teachers, interpretive single-subject research design, and ethnosociology of special education. Also included are a topic index, and an appended conference program and schedule that contains descriptions of presentations. (SV)

This volume is a catalogue of exemplary educational programs and includes current descriptions of most programs described in previous editions as well as new programs approved for national dissemination since publication of the last edition in 1994. In particular the volume describes programs approved by the Joint Dissemination Review Panel and the Program Effectiveness Panel after examination of objective evidence of effectiveness submitted by the developer of the program. Active programs are divided into 15 sections and then arranged alphabetically by program title. The sections are: Preservice/Inservice Training; Organizational Reform; Dropout Prevention/Alternative Programs; Reading/Writing; Humanities; Mathematics; Science/Technology; Social Sciences; Health/Physical Education; Multidisciplinary/Cognitive Skills; Early Childhood/Parent Involvement; Special Education; Gifted/Talented; Special Populations: Adult/Higher/Migrant Education; Career/Vocational Education. Each description covers audience, description, evidence of effectiveness, requirements, costs, services, and the name, address and telephone number of a contact person. Educational Resources Information Center (ERIC) descriptors are assigned to all active programs for help in locating programs that focus on a given area or content. Includes an index of programs by state, an index of ERIC descriptors, an alphabetical index of programs by title, and a list of programs new to this edition. (JB)

This book, which was written for students of education and social policy and education practitioners in Great Britain, contains 13 papers concerning the interface between education, social welfare, and community within the British welfare state. The following papers are included: "Histories of Community Education: A Feminist Critique" (Susan Mansfield); "The State, Ideology and the Community School Movement" (Tony Jeffs); "Community Education: LEAs (Local Education Authorities) and the Dilemmas of Possessive Individualism" (Ian S. Martin); "Defending Community Education in Schools: An LEA Strategy" (Roger Giles); "The Politics of Parental Involvement" (Emma Beresford); "Equal Opportunities and Educational Values in the Assessment of Prior Learning" (Beth Humphries); "Education and Unwaged Adults: Relevance, Social Control and Empowerment" (Rennie Johnston); "'Straightening the Bend': From Psychiatric Hospital to Care in the Community" (Liz Foster); "Community Development and 'Customer Care': Conflict or Convergence?" (Sue Charteris); "Networking: Tactics of Survival" (Pam Flynn); "The Possibilities of Public Life: Educating in the Community" (Mark Smith); "Education for Community in the 1990s: A Christian Perspective" (David Clark); and "Active Citizenship: A Rationale for the Education of Citizens". Contains name and subject indexes. (MN)

This report examines the need for alternative education programs in Virginia, submits a plan and an estimate for funding, and reports findings and recommendations. The project team developed an implementation plan that identified five major objectives: (1) provide budget recommendations and estimates for Alternative Education at the state and local levels; (2) ascertain the status of Alternative Education in the nation and in Virginia; (3) review, with an option to change, the State Board of Education's regulations governing Alternative Education; (4) develop guidelines for the operation of alternative education programs; and (5) compile a technical assistance package for the development and/or restructuring of alternative education programs. Findings and recommendations are presented for each objective. Data were obtained from a national survey of 35 states' alternative education programs, a state survey that received 107 responses, and visits to 11 alternative education program sites. The first chapter presents an overview of alternative education budget considerations. The second chapter describes the status of Alternative Education in the Nation and in Virginia. The State's Alternative Education regulations and proposed guidelines are discussed in the third chapter. The final chapter presents suggestions for Alternative Education Technical Assistance. Appendices contain state regulations and resolutions, summaries of the Alternative Education National Survey and the State Alternative Education Questionnaire, and a profile for effective state alternative education programs. Seven tables are included. (LMI)

Global and international education must be a high priority of higher education and teacher education if students are to develop the knowledge, skills, and attitudes that are necessary for decision-making and effective participation in a world characterized by interconnectedness, cultural pluralism, and increasing competition for resources. Yet, according to American Association of Colleges for Teacher Education (AACTE) estimation, only about 5 percent of the nation's K-12 teachers have had any academic preparation in global or international studies. One conceptualization of global education frequently adopted by teacher education programs is from Robert Hanvey's "An Attainable Global Perspective" (1976). Hanvey delineated the following goals for global education: perspective consciousness, state-of-the-planet awareness, cross-cultural awareness, knowledge of global dynamics, and awareness of human choices. Implementation of global and international education in colleges of teacher education requires: responsive and informed administration; inclusion in the curriculum of global issues, systems, and history, local-global linkages, and interrelatedness of the world's people; planned experiences in the United States and other countries to develop international competence; expertise in interdisciplinary approaches; expertise in assessing and improving courses; improved faculty development and evaluation policies; a continual review system; institutional commitment to include global and international education; and development of linkages with other educational institutions around the world. An afterword provides an indication of AACTE's role in support of the need for global dimensions in teacher education. (LL)

At the University of Manitoba, Canada a team comprised of four faculty members from the Faculty of Education, an Indigenous Education Consultant, and a graduate student embarked on a change initiative entitled: "Indigenizing Curriculum, Pedagogy and Spaces in Teacher Education." In the spirit of reconciliation, the initiative involved collaborating with Indigenous stakeholders and knowledge-keepers in determining educational priorities and structures for teacher education in an Indigenous Community-Based Cohort in inclusive/special education, and in the area of inclusive/special education more broadly. The initiative sought to challenge existing norms within the academy that were maintaining institutional power and control over teacher education. In addition to building collaborative partnerships with Indigenous stakeholders, the change initiative involved conjointly deconstructing curricula and pedagogy, and infusing Indigenous content, perspectives, and worldviews. Special education is a logical place to begin this process because of the systemic structures and practices within this paradigm that employ deficit-based views of diversity. Based on Eurocentric standards of teaching and learning, special education has been particularly detrimental to Indigenous students, as it has been used to diagnose and label difference as disability, and disproportionately segregate Indigenous students in special education classrooms and programs. The authors of this paper describe this change initiative and provide recommendations for decolonizing the academy and teacher education, with a focus on inclusive/special education.

Teacher education has recently come under attack for its perceived lack of efficacy in preparing teachers for classroom duty. A lack of comprehensive research in teacher education makes it difficult to understand the effects of teacher education programs on student learning. There is a missing link between what happens in teacher education programs how it affects student learning outcomes. Methodological issues make it difficult for researchers to isolate the contributions of teacher education programs to teacher learning. This article examines what research tells us about teacher education quality and suggestions for future research are discussed. (Contains 1 figure.)