Education & Pedagogy

Because participation in continuing education is usually voluntary, it is essential that organizers of continuing education understand the patterns of participation among their prospective clientele. General practitioners in New Zealand were surveyed on their participation in continuing medical education. (Author/MLW)

Why U.S. bilingual education programs have failed to gain legitimacy is examined. A brief discussion of bilingual education in Wales supports the argument that the legitimacy of bilingual teaching within the education system itself and support from local parents and teachers are more important for its survival than public support. (RM)

The author discusses cooperative education: how it is viewed by private enterprise and where it fits into higher education's framework. The cooperative education program at California Polytechnic State University is examined: faculty responsibility, rationale for the program's existence, and reasons for the program's importance. (CT)

Analysis of fiscal year 1980 Comprehensive Systems of Personnel Development of 49 states, the District of Columbia, and two trust territories revealed that vocational educators and vocational and career content are not reflected extensively in comprehensive personnel planning regarding the education of handicapped children and youth. (CL)

Intended for special education teacher educators, the article examines legal and ethical limits on the authority of a higher education faculty to make demands upon and influence students. Special considerations for trainers of special education under P.L. 94-142 and Section 504 of the Rehabilitation Act of 1973 are also noted. (CL)

The focus of teacher education around the world remains narrowly national and may foster negative attitudes toward other countries and societies. Little attention is paid to peace education, global problems, or international issues in teacher education curricula, although the recognition of the importance of teacher preparation to international understanding is increasing. (MSE)

If the goal of liberal arts education is the moral, intellectual, aesthetic, and spiritual development of the individual, it must also encompass the relationship between work, citizenship, culture, and personal well-being. Since the latter are also components of a broadly-conceived vocational education program, vocational education is also liberal. (SK)

The growth and development of New York University's graduate level professional preparation program in human sexuality as an integral part of the Health Education Department is described. The difficulties encountered initially and the ongoing process of improvement are reviewed. Problems of professional identity and accreditation and their implications are discussed. (MT)

The author argues that findings of research in humanistic education should be treated as a vital element in teacher education. Humanistic educational practices in which high levels of empathy, congruence, and positive self regard are present will most certainly reduce, if not alleviate, many of the major problems facing education. (MT)

Discusses: (1) the current status of continuing engineering education (CEE) in Japan; (2) characteristics of CEE in enterprises; and (3) future issues of CEE in Japan. Indicates that ways of improving CEE include increasing the role of universities, promoting creativity and education of elites, and re-education of middle- and advanced-aged engineers. (JN)

The Getty Center for Education in the Arts' new advocacy for discipline-based art education is questioned. Much of the efforts of theorists in art education are trying to make art education more intellectually acceptable. Classroom art teachers, on the other hand, have concentrated on teaching the craft of doing. (Author/RM)

Results of questionnaires completed by state commissioners of education, directors of special education, consultants, and other administrators suggest that special education teacher certification practices are changing throughout the U.S. and that certification still varies from state to state. Five recommendations are offered for standardizing special education teacher certification. (CL)

Controversy continues over the merits of field-based teacher education as a superior preparation system versus campus-based preservice teacher education. The first in a series of articles addressed to this controversy focuses on the problem of the lack of autonomy in schools of education. (JN)

Discusses how new developments in mathematics, informatics, physics, chemistry, biology, and related fields will impact curricula in the future. New interdisciplinary approaches to science instruction, more flexible forms of education, and improved science teacher education are needed. (AM)

Developments in both universities and public sector postsecondary institutions are reviewed. Discussed are: status differences, government control, enrollment from 1971 to 1981, effects of structural change, women, engineering education reform proposals, professionalized studies, government policy, and staff reductions. (LB)