Education & Pedagogy

Comments on the selective nature of the Thatcher government's interest in and enthusiasm for features of the West German education system. Compares Great Britain's and West Germany's systems with regard to student assessment, compulsory curriculum, school-leaving qualifications, vocational education, and centralization of authority. Contains 32 references. (SV)

Examines Canadian and U.S. educational trends since the 1950s: educational expansion, the psychologizing of society and education, emphasis on science and scientific methods of education, and therapeutic and philanthropic goals. Suggests a return to achievement as the school's first priority, and a new emphasis on selective teacher education. (SV)

This article introduces a 10-article feature designed to update American and Canadian physical educators on the status of physical education and sport in their respective countries. A rationale is given for future cooperative ventures in physical education between the 2 countries. (IAH)

Provides a definition of career education. Discusses strategies and makes suggestions for planning a curriculum which includes career education. Describes the establishment of such programs both in and outside school in Brazil, Canada, China, Greece, India, Japan, Kenya, Latin America, Poland, Romania, and Spain. (KO)

Educators should make learning more work related and companies should make work more learning related. A five-phase system for managing educational change includes (1) unstructured education; (2) inventory of education programs and costs; (3) planning, measurement, and organization; (4) implementation of structured education; and (5) refining structured education. (JOW)

Discusses the decrease in the supply of scientists and engineers, mediocrity of science achievement, and decline of the National Science Foundation expenditures for education. Stresses the need to develop a national will to enhance the quality of science education. (YP)

Reviews six interactive videodisc programs designed to meet the challenges of special education. Videodiscs for deaf or hearing impaired learners, mentally retarded students, and special education support personnel are described, and background information on special education and handicap classifications is provided. (19 references) (Author/LRW)

To achieve the goal of infusing environmental education (EE) into all school curricula, it is suggested that an EE component be incorporated into preservice teacher education programs. EE competencies needed by teachers are identified, and considerations and procedures for implementing EE teacher preparation programs are discussed. (IAH)

The first two recommendations outline the rationale and specific elements underlying, respectively, a curriculum assessment guide and a learning resource guide fundamental to environmental education. The remaining two recommendations concern government funding for both inservice and curriculum development. (JJK)

Seven theme articles review the history and philosophy of vocational agriculture, its relationship to the national goals for education, the place of sustainable agriculture and supervised experience in the curriculum, diversifying the curriculum, and fisheries education programs in Alaska. (SK)

This study identified 30 teacher education programs that prepare secondary social studies teachers to teach with a global perspective. Program characteristics, content, strengths, and implications for the movement of global education are discussed. (Author/IAH)

Reviews 60 research reports published in the journal since 1985 centering on four questions: Is the impact of cooperative education on academic progress positive? Does cooperative education contribute to career development? Do cooperative education graduates have a head start regarding responsibility and salary? and Are cooperative education faculty better informed about business needs? (JOW)

A complex interaction of factors shapes migrant adults' participation in adult basic education: sociocultural context (gender roles, powerlessness) and perceptions of schooling, learning, and education (painful experiences, dropping out but not rejecting learning). Community-based adult education is an appropriate response to the reality of migrants' lives. (SK)

Critiques a Scottish proposal to convert liberal adult education into credit-bearing courses for funding purposes. Argues that this would reduce access and narrow curricular offerings for certain groups and that wholesale accreditation should not displace all other agendas and goals for adult and continuing education. (SK)

Analyzes, within the historical context of functional literacy, a Connecticut Department of Education policy paper linking adult basic education and work force development. Calls for broader basic education that links instrumental knowledge with autobiographical insight and meaningful sociocultural knowledge using collaborative methodology. (SK)