Education & Pedagogy

Outlines a communications project designed for the further education of teachers in rural Alaska. (RK)

Cites examples of unique role colleges can play in teacher staff development. (DS)

Considered the professional preparation of art teachers in an address on teacher education. (RK)

Labor studies can play a unique role in today's increasingly corporatized higher education.

Two articles examine the need and further development of correspondence courses in China's rural areas. (JR)

This article compares traditional teacher education (TTE) with competency-based teacher education (CBTE). (JS)

The article discusses the Denver public school system nutrition program. (JS)

The author wonders about the present status of Notehand in the business education curriculum. (AG)

Summarizes the status of bilingual/bicultural education litigation following the Lau decision in 1974. (Author)

Chapter XXI of volume 2 covers St. Louis Exposition presentations by U.S. colleges and universities, while Chapter XXII includes foreign countries' presentations. Subsequent chapters provide discussion and statistics on length of teachers' service; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional education; normal schools; secondary schools; manual and industrial training; commercial and business schools; nursing schools; schools for the colored race; reform schools; schools for the defective classes, including the blind, deaf, and feeble-minded; and Alaskan education. Chapter XXXVII current topics include compulsory attendance and child-labor laws, school consolidation and pupil transportation, free textbooks and supplies, public school temperance instruction, teachers' pensions, corporal punishment, coeducation, women in school administration, European higher commercial education, U.S. city school boards' legal status, school children's vaccination requirements in certain U.S. cities, 1903-04 school and college enrollment, U.S. teachers in 1903-04, denominational religious schools across education sectors including orphan asylums, North American Sunday schools, U.S. social settlements, the Carnegie Institution, foreign students in German institutions of higher education, Nobel prizes for scientific and benevolent discoveries, Cuban education, attendance at Central European seats of higher learning, foreign countries' elementary education, Argentine Republic regulations for U.S. professional school graduates, education benefactions, city teachers' salaries, and 1904 foreign institutions of higher education. Chapter XXXIX miscellaneous education topics include essays on the measure of a teacher' efficiency, the college woman, old and new teaching methods, Argentine practical and industrial education, and Sir Isaac Pitman and his services to phonography. [For Volume 1, see ED620500.]

Although Congress passed the Individuals with Disabilities Education Act (IDEA) in 1975, barriers remain to successful inclusive classroom models, including the special education legal literacy of general education teachers. Responsibility for educating students with disabilities has shifted from special education teachers to general education teachers, but these teachers often receive limited training, resources, funding, and support (Tilson, 2011; Zirkel, 2020). The National Council for Accreditation of Teacher Education (NCATE, 2008) includes a standard that all teacher candidates must have the ability to "apply knowledge related to professional ethics, laws, and education policy" (para. 3). The lack of special education knowledge and awareness of laws by general education teachers both contribute to barriers to successful inclusion and create legal hazards for school districts (Woodcock & Woolfson, 2019; Yell et al., 2017). This study examined the special education legal literacy of general education teachers without a special education credential in a single Northern California school district through the process of navigating special education systems. Each of the seven components of the assessment of special education legal literacy together creates the legal literacy or understanding a general education teacher holds to fulfill responsibilities, without violating student rights, under IDEA and federal special education laws. This study found general education teachers held a limited understanding of their responsibilities, including consequences, under federal special education laws. Although 90% of respondents acknowledged having experience with students with disabilities, 50% identified they had no training regarding IDEA or federal special education laws. Lack of training potentially creates both school district vulnerability to costly litigation for violations of students' rights and negative impacts on the educational progress of students with disabilities in the district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In 2007, the 80th Texas Legislature included a rider to the General Appropriations Act for the Texas Higher Education Coordinating Board. The rider directed the agency to coordinate with the Texas Education Agency to develop and implement plans to align adult basic education with postsecondary education. The Coordinating Board, in collaboration with the Texas Education Agency and the Texas Workforce Commission, was directed to determine: the current and projected demand for adult basic education services in Texas; the instructional programs needed for current and future populations; the social and economic outcomes related to providing varying levels of adult basic education services; a comparison of programs offered in other states; and the current organizational structure and agency roles for providing adult basic education services as well as recommendations for achieving state goals efficiently and effectively. Researchers at the University of Houston who conducted the study addressed all of the elements identified in the General Appropriations Act. They surveyed the state of adult basic education in Texas, as well as adult basic education in several other states identified by the Coordinating Board. The researchers also validated all data provided by Texas LEARNS--the organization that is contracted by the Texas Education Agency to provide all adult basic education in Texas. The Coordinating Board developed this report based on the findings by the University of Houston. Appended to this report are: (1) General Appropriations Act, HB 1, 80th Texas Legislature, Section 50 (Page III-57); (2) A Study of the Current Organizational Structure and Agency Roles in Providing ABE [Adult Basic Education] in Texas; (3) Funding Mechanisms of ABE Programs in Comparison States; (4) DRAFT: Identification of Best Practices in Adult Basic Education; (5) Annual Cost of Adult Basic Education Enrollments; and (6) Estimation of Adult Basic Education Return on Investment. (Contains 10 tables and 4 figures.)

The people at National Aeronautics and Space Administration (NASA) are passionate about their work. NASA's missions are exciting to learners of all ages. Since its creation in 1958, NASA's people have been passionate about sharing their inspiring discoveries, research and exploration with students and educators. When retired Marine Corps General and astronaut Charlie Bolden first toured NASA's Centers as the new NASA Administrator, he and Deputy Administrator Lori Garver saw this passion for education in hundreds of education projects conducted across the Agency. In May 2010, Bolden and Garver chartered an Education Design Team composed of 12 members chosen from the Office of Education, NASA's Mission Directorates and Centers for their depth of knowledge and education expertise, and directed them to evaluate the Agency's program in the context of current trends in education. By improving NASA's educational offerings, he was confident that the Agency can play a leading role in inspiring student interest in science, technology, engineering and mathematics (STEM) as few other organizations can. After several months of intense effort, including meeting with education experts; reviewing Administration policies, congressional direction and education research; and seeking input from those passionate about education at NASA, the Education Design Team made six recommendations to improve the impact of NASA's Education Program: (1) Focus the NASA Education Program to improve its impact on areas of greatest national need; (2) Identify and strategically manage NASA Education partnerships; (3) Participate in National and State STEM Education policy discussions; (4) Establish a structure to allow the Office of Education, Centers and Mission Directorates to implement a strategically integrated portfolio; (5) Expand the charter of the Education Coordinating Committee to enable deliberate Education Program design; and (6) Improve communication to inspire learners. Appended are: (1) Terms and Definitions; (2) Reference Documents; (3) Education Design Team Survey Questions; (4) Experts Consulted; and (5) Education Design Team. (Contains 3 figures, 17 footnotes and 21 endnotes.)

The first of 18 papers in this collection is a committee report of a workshop held in Kansas City, Missouri, June 26-27, 1982, to consider instructional uses of computers in pre-college education and what colleges of education should be doing. In "Computer Education and Colleges of Education," J. Philip East provides an overview of the issues involved. Papers submitted by workshop participants prior to the meeting are then presented: "Computer Literate Teachers--a Possible Dream" (James E. Beamer); "Computer Education at Arizona State University" (Gary Bitter); "Computer Related Teaching and Research in the Faculty of Education at the University of Calgary: Achievements, Present Developments and Predictions for the Future" (Ann Brebner); "Graduate Degree Programs in Computer Education for Elementary and Secondary Teachers" (Robert L. Burke); "Computers and Teacher Education: From Cow Trail to Expressway" (George H. Culp); "Computers in the College of Education, University of Illinois" (J. Richard Dennis and Esther Steinberg); "Computer Education for Elementary Schools: A Course for Teachers" (J. Philip East); "The Challenge of Computer Education to Teacher Education--An Australian Perspective" (Graham Ferres); "Computing and Education at the University of Maryland" (James T. Fey and Linda P. Rosen); "An Undergraduate Minor and Graduate Program in Computers in Education" (Susan Friel and Nancy Roberts); "Implementing a Program to Train (Retrain) Secondary Teachers--A Cooperative Effort between Education and Computer Science at Towson State University" (Doris Keefe Lidtke); "Computerizing the Teacher at North Texas State University" (James L. Poirot and James J. Muro); "Computers in Education at the University of Colorado--Boulder" (Marc Swadener); "Computing and Education at Teachers College" (Robert P. Taylor); "Teacher-Education Curriculum for the 80's" (Barbara B. Wright and Richard C. Forcier); and "Computers for Teachers: Activities at the University of Michigan School of Education" (Karl L. Zinn and Carl F. Berger). (LMM)

This document includes three parts and six appendixes. Part 1 is the general report of the 1987 UNESCO seminar on international education for adults held in Finland. Among the topics covered are key issues and the role of leaders of nonformal education and of adult educators in international education. Part 2 provides the reports of four working groups: (1) adult educators' training; (2) methodology; (3) educational equipment and materials; and (4) research and experimentation. Part 3 provides 11 recommendations for UNESCO to implement. (The recommendations center around assisting adults and fostering international exchange and cooperation, developing concepts of continuing education and inservice training, establishing networks, offering workshops, promoting public libraries, supporting and encouraging the translation of literature, improving the supply of database and computer programs, and making full use of UNESCO's participation program.) Appendix 1 provides the seminar agenda and program. National reports on international education at the adult education level are provided in Appendix 2. They include "International Education in the Framework of Adult Education in Austria" (Gisinger); "International Education: Fresh Impulses to Lifelong Learning, a German View" (Schoefthaler); "International Education and Finnish Adult Education" (Akerlund, Seligman, Kajanto, Ayras, and Berndtson); "Education for International Understanding in Informal Adult Education in Hungary" (Maroti); "Principal Elements of Basic Adult Education" (Andela-Baur); "Education for International Understanding, Cooperation, and Peace in the Polish Adult Education System" (Cieslak); and "International Education for Adults in Yugoslavia" (Radic). Appendix 3 contains "Information Paper on the UNESCO's Pilot Project in Sweden" (Thelin). Two addresses by the UNESCO representative, C. Okai, that were delivered at the seminar are included in Appendix 4. Appendix 5 provides a list of participants. Appendix 6 lists "The Meeting in Finland 1987" recommendations for UNESCO. (CML)