Education & Pedagogy

Analyzes demographic data about secondary science methods faculty regarding the faculty member's professional preparation, content of the methods course, secondary teaching experience, and information about the individual. Some implications for teacher education are included. (YP)

This article proposes five criteria for evaluating and comparing conflicting conceptions of knowledge base frameworks for teaching and teacher education. These criteria are defined and applied to frameworks advocated by scholars, professional organizations, state agencies and teacher education programs. (IAH)

Discusses a Pennsylvania State Education Association project designed to acquaint educators and other school personnel with their responsibilities under revised child abuse laws. The project has revealed important lessons about success factors in education for detection and prevention of child abuse. (BB)

Nurses must leave nursing to advance their careers. A rigorous preprofessional science preparation and nursing education at the baccalaureate level followed by a clinical internship is proposed. Nurses would be able to achieve specialty education either by graduate education or through experience and continuing nursing education. (Author/MLW)

The author examines the needs of industrial education and the demands of higher education institutions. He assesses the implications of their interaction and identifies challenges industrial teacher education will face in the future. Perceptions are based upon systematic inquiry in Minnesota, informal discussions with teacher educators, and a literature review. (CH)

Presents perspectives on the access of females to science education and on the content of that education. Reviews efforts of the Association of Women Science Teachers and addresses concerns related to the attainment of a balanced science education for all. (ML)

A survey of the Chronicle of Higher Education listings, 1984-1986, revealed that higher education job opportunities in physical education mainly stressed the need for coaching abilities or training in exercise physiology or teacher preparation. In most cases, the ability to teach in other areas of physical education were also required. (IAH)

Results of a survey of 129 doctoral-granting institutions indicate that only 26 offer teacher education as a separate academic program on the doctoral level. Some agreement exists among these institutions about the topics that should be studied. These topics are indicated in the article. (IAH)

Offers a brief review of the development of global education in the United States and notes contemporary efforts to advance global education in U.S. schools. Argues that social studies education must be oriented toward contemporary world issues with curricula rooted in basic concepts, content, and skills development. (GEA)

The United Kingdom's system of apprenticeships and its relationship to vocational education and employment are discussed, with focus on recent government initiatives, access to apprenticeships, and efforts to coordinate training with labor market needs. (MSE)

Building networks of workers in the field of adult education can strengthen the sharing of ideas and resources, understanding, social action, knowledge diffusion, and democratization of research. Adult education as a social movement can thus be given the impetus to bring about change. (SK)

Consists of eight articles on developing agricultural education programs that meet the needs of rural students who do not live on farms. Topics include (1) myths about agricultural education, (2) meeting students needs in different regions, (3) agricommunication, and (4) changes in agriculture. (CH)

Proposes that education reform serve economic development. Claims that rural education must provide necessary training to meet local economic conditions and further modernization efforts. Calls for policy adjustment, additional investment, and the utilization of new research in science and technology. (NL)

This article analyzes the influence of the Reagan Administration on education during the 1980s, particularly on teacher education. The administration's approach to educational reform is characterized as elitist. Major implications of this approach for teacher education are discussed, and suggested countermeasures are given. (IAH)

Discusses the difference between academic instruction and affective learning in religious education. Maintains that undergraduate religious education is responsible for the development of professional religious educators. Address objections to this claim. Outlines undergraduate religious education curriculum. Proposes a plan, including sample charts, for analyzing the relationship between praxis, philosophy, theology, and education. (RW)