Education & Pedagogy

Multicultural Education as a field of study in education is intimately connected to Teacher Education. Most frameworks in Multicultural Education are primarily centered on the inclusion of cultural and linguistic diversity in schools. This often results in the integration of heroes and holidays within the curriculum, however this orientation can present a simplistic aspect of culture and does not address the process of learning. The purpose of this article is to explain why cognitive learning theory must be an essential element in frameworks of Multicultural Education and Multicultural Teacher Education. Teachers need to understand the principles of learning theory to create classrooms where students become self-regulated, successful learners.

Included are presentations on (or entitled): (1) role of schools of education (Lia Gelb); (2) teacher education programs (Katherine Sid); (3) "Quality and Quality Control in the Teaching Profession" (Hugh J. Scott); (4) "Educational Reform and Teacher Education" (Hugh G. Petrie); (5) teacher recruitment (Gladys M. Hannon); (6) school organizational structures (Robert A. Burnham); (7) teacher education as a life-long process (J. Lynn Griesemer); (8) improvement of teacher education (Robert F. Eagan) and (9) improvement of teacher education (Donna Chapin). (CB)

This paper proposes integrating "Intercultural Education" as a fundamental part of the overall school curriculum. Intercultural Education implies positive interactions between heterogeneous citizens including those with gender differences, handicaps, race differences, and socioeconomic differences. The basic philosophy of Intercultural Education simultaneously recognizes similarities and respects differences. It is based on the premise that, if individuals are truly accepted for their own worth and more time and resources are placed on human effort, the problems of education in America would most likely decrease. An outline is given of how Intercultural Education may be brought into and implemeted within the existing school curriculum in elementary through higher education. Teaching strategies are described for effectively achieving the goals of Intercultural Education. (JD)

The Burwood Education Centre (Victoria, Australia) has many unique features. The center supports and initiates inservice education programs for teachers, parents, and others interested in education. It also initiates and manages a range of self-funded community education programs and provides a wide range of campus facilities for schools and community organizations. In this paper, which describes the center's features, the following topics are covered: (1) objectives of the center; (2) location, facilities, equipment, and staffing; (3) developments in staffing and financing; (4) sources of support; (5) membership and responsibilities of the management committee; (6) inservice education in the center; (7) groups using the center and its facilities; and (8) community education programs in the center. (JD)

This syllabus, designed for use by administrators, program developers, and teachers, provides local education agencies with a framework for establishing a required physical education instructional program in New York's public schools. Information is presented on education laws and commissioner's regulations regarding physical education, as well as philosophies, learner outcomes, and evaluation strategies for physical education progams. Suggestions are given for curriculum development, safety, and interdisciplinary activities in physical education. A checklist is included for guiding the development of an effective instructional program. Psychomotor, cognitive, and affective goals for all types of physical education activities from kindergarten through the secondary level are listed. The appendix deals with students with handicapping conditions, quotes New York legislation on physical education, and provides a checklist for administrators. (CB)

These papers represent the collected thoughts of the contributors to a national training and dissemination conference dealing with identifying and developing linkages between postsecondary special education and criminal justice preservice education programs in order to improve training for correctional educators working with disabled clients. The following papers are included: "Handicapped Offenders Meeting Education Needs," by C. Michael Nelson, Robert B. Rutherford, Jr., and Bruce I. Wolford; "Implementing Module-Based Training," by Mark Posluszny; "Developing Special Education Inservice Training for Corrections Personnel," by A. Edward Blackhurst; "Correctional Education Training: An Administrator's Perspective," by John F. Littlefield; and "Inservice Education for Correctional Personnel: Pitfalls and Practices," by Fred Schloemer. (MN)

Research related to environmental education has consistently indicated that many students and young adults attribute a large amount of their knowledge of environmental concepts, problems, and issues to out-of-school (non-formal) educational settings and experiences. Data also indicate that students and young adults attribute much of their attitudes and values to similar experiences. This digest discusses out-of-school settings and experiences related to environmental education; effective strategies for teaching concepts; issue awareness in out-of-school environmental education; and trends in out-of-school environmental education. A list of ten selected references is included. (CW)

This handbook provides information on the regulations governing teacher education and certification in the State of Oklahoma. The following areas are covered: (1) teacher education; (2) general regulations; (3) standards for approved teacher education programs; (3) early childhood education certificate program--specific requirements; (4) elementary school certificate program--specific requirements; (5) elementary-secondary school certificate programs--specific requirements; (6) secondary school certificate programs--specific requirements; (7) school service personnel certificate programs--specific requirements; (8) specialized services certificate programs; (9) vocational-technical certificate programs; (10) endorsements; (11) certificate and conversion endorsements; (12) special endorsements; (13) teacher certification. Eight appendices contain specific information for policymakers and adminstrators, e.g., states holding reciprocity contracts with Oklahoma and an alternative certification plan. (JD)

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education.

Home education is at an early stage for the public, researchers, media and educational authorities in China. Yet the research relating to the development of home education has been entirely ignored. In particular, the literature focusing on the legal status of home education is negligible in the educational context of China. There is no literature that has systematically explored the relationship between Compulsory Education Law and home education. The public, parents, and researchers have many questions as to whether home education is legal or not. This article provides comprehensive firsthand legal data and an in-depth analysis of the relationship between home education and law in the Chinese context. This article aims to contribute to the literature and reveal the legal status of home education in China.

This handbook covers the field of business education in Missouri, outlining the program, rationale, components, principles, and resources. Specifically, the 13 sections cover the following: (1) the mission of business education; (2) the secondary program; (3) the postsecondary program; (4) adult education; (5) student organizations; (6) articulation; (7) professional development; (8) the advisory committee; (9) special populations; (10) guidance and placement; (11) promoting business education; (12) inventory; and (13) business education resources. References are included in each section. Five appendixes include: guidelines for submitting applications for expanding and new regular vocational programs; applications for purchases; reimbursement forms; application for vocational and/or counselor's certification; and an evaluative questionnaire for business education. (KC)

In order to promote exchanges and cooperation in technology education among all countries, country-specific information concerning technology education must be appropriately explored and reported. Through a literature review, guidelines for preparing country reports and case studies were developed. The guidelines suggest that the following elements should be included in country reports on technology education: (1) a technology education profile, including the structure of the education system, the curriculum, a description of the teaching and learning processes, and a profile of technology education teachers; (2) dynamics of the development process, including major problems; and (3) international cooperation, such as methods of cooperation and coordination, the means of information exchange, and trends in international participation. (KC)

Although the teacher education shortage is at an all-time high across the United States, particularly in the field of Special Education, an innovative, multitiered approach can help colleges and universities address this scarcity. Teacher preparation programs can bolster their recruitment, training, and delivery of high-quality special educators while also focusing on diversifying the special education teacher workforce. This paper will present a step-by-step approach to address the special education teacher shortage through a Grow Your Own Model. Using this approach as a blueprint for success, systems of higher education can help address the current special education teacher shortage crisis.

Discusses and addresses the implications for Jewish education within the context of public education. Highlights a case in which a California school district tried to improve student test scores. Argues for the importance of vision and purpose as a means to change Jewish education. Includes references. (CMK)

Explores three lessons that can be learned about arts education during the twentieth century: (1) the decentralization of education in the United States; (2) developing student competence in performing and creating art; and (3) the importance of quality above quantity. (CMK)