Education & Pedagogy

Four propositions which are consistent with the role and mission of teacher education foundations of education, dealing with the quality of education, support for faculty members, skills in development and articulation, and independent thought, form a collective plea for professional organization, unity, and involvement. (CJ)

Proposes an arts education course for elementary school teachers which is designed to stimulate the teacher's aesthetic awareness and personal exploration. The author suggests that course content should be relevant to the learner and should stress personal experience as well as emotional and polysensory awareness of art forms. (AM)

Proposes educational guidelines and a teacher training model for Environmental Values Education (EVE). Suggests proficiency areas to consider for EVE program development and implementation. Parameters involving student and teacher background and type of program strategy are discussed. (ML)

Offers a historical sketch of the development of faculties of education in U.S. universities. Reviews prevalent relationships between faculties of education and university central administrators. Suggests ways that professors of education can improve their political and academic positions on campus. (DMM)

The results of a college president's informal survey of European academics' attitudes about liberal arts vs. vocational education, declining enrollments, evaluation of quality education, articulation between secondary and higher education, and computers in education are discussed. (MSE)

This paper explores the debates which have contributed to the conceptual development of global education. The meaning of global education is clarified by exploring the relationship between various world views and the purposes of global education. The author contends that these perspectives determine the content and purpose of global education. (BW)

The distinctive aims and methods of moral education and religious education indicate that they may be complementary. Moral reasoning is concerned with the assumptions and conditions of morality and with situational realities as well as imperatives. Religious beliefs play the same role in decision making as moral principles. (RM)

Provides a policy statement for the education of migrants in Europe. Covered are: definition of migrant population, general policy goals, curriculum structure, teacher qualifications, education of adult migrants, recommended research directions, and the provision of information to potential migrants prior to their arrival in the host country. (JDH)

Indicates that trends in science education can be examined by examining science textbook content. Suggests that a historical overview is important and pertinent to contemporary thinking and contemporary problems in science education. (Author/JN)

A summary of a national survey of administrators in correctional and special education is discussed. Inservice and preservice training programs in corrections and special education at the University of Maryland are reviewed. Recommendations are made, including the need to make graduates streetwise and politically savvy as well as professionally competent. (Author/CL)

Provides background information and reasons for research in evaluation of engineering education sponsored by Petrofina Corporation, Belgium. Describes the purpose, reviews earlier and related work, early project results, Belgian industry's point of view, and a follow-up meeting of university and industry leaders. (JM)

Teacher training institutions should assess the competency level of their graduates so that needed changes in teacher education programs can be made. A model for assessing teacher education graduates and the teacher education program is described. (CJ)

The main concepts of dependency theory are outlined and its essential elements considered. Leading contributions to comparative education that have proceeded from the standpoint of dependency theory are discussed and the value of dependency theory for comparative analysis of education is assessed. (RM)

The goals of education are literacy, intellectual development, aesthetic perception and creativity, cultural and cross-cultural understanding, and self-realization. How the arts can foster each of these goals is discussed. (RM)

Discusses population education programs in China, India, Indonesia, Maldives, Nepal, Pakistan, Philippines, Sri Lanka, and Vietnam. Sri Lanka is developing audio-visual materials and integrating population education into secondary science and social studies curricula. Nepal is transmitting nonformal population education messages to adults through training packages and radio drama scripts. (JN)