Education & Pedagogy

A study examined the concept of People's Education in South Africa from December 1985, when the call for People's Education was first made, to September 1987. Data were collected from the following sources: current periodicals; speeches, resolutions, and press statements; and interviews with selected individuals and representatives of organizations involved with People's Education. Special attention was paid to the following aspects of People's Education: origins of the movement of People's Education for people's power; key features of People's Education; People's Education and the schools (control over education; alternative curricula and the People's Education commissions; and the roles of teachers, national coordination, and national campaigns); People's Education beyond the schools (people's educations in the universities and in the community and the workplace); and People's Education in the future. The study established that People's Education arose out of South Africa's education crisis and attempts to address the problem of education in post-apartheid South Africa. The study further documented that, despite the severe limitations imposed on their activities, the individuals and organizations involved in People's Education have managed to develop solid and growing community support for People's Education that will enable it to transcend South Africa's present education crisis. (Contains 157 references.) (MN)

This bulletin contains a list of prominent books and articles for the current month. Of the publications listed, only those named in the sections headed "Bureau of Education: Recent publications," and "Bulletin of the Bureau of Education," are available for free distribution by this Office. All others may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. A list of periodicals indexed, with places of publication, may be found at the end of this bulletin. Following the Introductory notes, the publications are organized into the following topics: (1) Publications of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Pedagogics and didactics; (5) Educational psychology: Child study; (6) Special subjects of curriculum; (7) Kindergarten and primary school; (8) Rural education; (9) Secondary education; (10) Teachers: Training and professional status; (11) Higher education; (12) School administration; (13) School management; (14) School hygiene and sanitation; (15) Sex hygiene; (16) Physical training; (17) School gardens; (18) Social aspects of education; (19) Child welfare; (20) Moral education; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Home economics; (25) Commercial education; (26) Professional education; (27) Education of women; (28) Negro education; (29) Exceptional children; (30) Education extension; (31) Libraries and reading; (32) Bureau of Education: Recent publications; (33) Periodicals indexed in this number; and (34) Bulletin of the Bureau of Education. [Compiled by the Library Division of the Bureau of Education, under the direction of John D. Wolcott, Acting Librarian. Best copy available has been provided.]

This bulletin contains a list of general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of publication of each issue. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Educational history and biography; (2) Current educational conditions; (3) Educational theory and practice; (4) Educational Psychology: Child Study; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers' salaries and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School houses and grounds; (16) School hygiene and sanitation; (17) Physical training; (18) Play and recreation; (19) Social aspects of education; (20) Child welfare; (21) Moral and religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Home Economics; (25) Commercial education; (26) Professional education; (27) Civic education; (28) Americanization; (29) Education of soldiers; (30) Education of women; (31) Education of blind and deaf; (32) Education extension; (33) Libraries and reading; and (34) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology; (6) Child study; (7) Educational tests and measurements; (8) Special methods of instruction; (9) Special subjects of curriculum; (10) Kindergarten and primary school; (11) Rural education; (12) Secondary education; (13) Teachers: Training and professional status; (14) Higher education; (15) School administration; (16) School management; (17) School architecture; (18) School hygiene and sanitation; (19) Social aspects of education; (20) Child welfare; (21) Moral education; (22) Religious education; (23) Manual and vocational training; (24) Vocational guidance; (25) Vocational tests; (26) Army personnel; (27) Agricultural education; (28) Home economics; (29) Commercial education; (30) Professional education; (31) Civic education; (32) Americanization of immigrants; (33) Education of soldiers; (34) Reeducation of war invalids; (35) Education of women; (36) Education of deaf; (37) Exceptional children; (38) Education extension; (39) Libraries and reading; and (40) Bureau of Education: Recent publications. (Contains 1 note.) [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]

This bulletin comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational reconstruction; (5) Educational theory and practice; (6) Educational psychology: Child study; (7) Educational tests and measurements; (8) Special methods of instruction; (9) Special subjects of curriculum; (10) Kindergarten and primary school; (11) Rural education; (12) Secondary education; (13) Teachers: Training and professional status; (14) Higher education; (15) School administration; (16) School management; (17) School hygiene and sanitation; (18) Physical training; (19) Social aspects of education; (20) Child welfare; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Agricultural education; (25) School gardens; (26) Commercial education; (27) Civic education; (28) Americanization of immigrants; (29) Reeducation of war invalids; (30) Education of soldiers; (31) Education of women; (32) Education of deaf; (33) Exceptional children; (34) Education extension; (35) Libraries and reading; and (36) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]

With the publication of "Education in Honduras," the Office of Education is continuing the series of basic studies on education in the American republics which was initiated in 1943. The Office of Education is indebted to Professor M. Weldon Thompson of Lynchburg College, Lynchburg, Virginia, for the original study which led to the preparation of the present bulletin. Dr. Marjorie C. Johnston of the Office of Education staff in comparative education edited the manuscript and added the programs of study which appear in the 13 tables at the end of this bulletin. Appreciation is also due the Education Division of the Pan American Union and the Embassy of Honduras for careful readings of the manuscript and valuable suggestions. The map of Honduras is included through the courtesy of the Pan American Union, and the photographs of schools were provided by the Secretariat of Public Education in Honduras and the Foreign Operations Administration. Part I of this bulletin presents background information on the country of Honduras, its historical and political development, geographical factors, economic factors, and sociological factors in Honduran development. Part II is concerned with the topic of education as it pertains to the overall school system, elementary education, secondary education, higher education, vocational education, and other educational provisions. The final section of this report contains 13 tables detailing various programs of study. A bibliography is also included. (Contains 13 tables and 7 footnotes.) [This bulletin was edited by Marjorie C. Johnston. Best copy available has been provided.]

Drawing on the author's experience as a founder and editor of the first academic journal devoted to education abroad ("Frontiers: the interdisciplinary journal of education abroad"), and his work leading the first membership association devoted exclusively to education abroad (the Forum on Education Abroad), this article provides suggestions for areas of education abroad that would benefit from comparative education abroad research. The article argues that comparative education has much to contribute to education abroad research by helping us to understand educational systems around the world through examining education abroad structures, processes and topics; by informing us about how education abroad practices reflect the host culture and society, thereby enlightening us about the relationships between education and society; and by helping to advance education abroad practices and thereby improve education. Comparative research on the topics proposed in the article will provide important information needed by governments, institutions, organizations and program sponsors, and the professionals involved in creating and managing education abroad programs. Ultimately, the best reason for conducting such research is to benefit the many students who participate in education abroad programs as part of their education. (Contains 9 notes.)

In teacher education settings, the extent of collaboration is far less evident than in K-12 education. There is some evidence that suggests, however, that this may be changing. Teaming among higher education faculty has been identified as one way to provide teachers with greater exposure to diverse fields of knowledge and practice, as well as to model Association of Teacher Educator (ATE) standards. Some programs have created a common core of coursework for all education majors. Some ensure that general and special education preservice students work side by side during common training experiences. Some programs have been recreated and labeled as "unified" or "inclusive" and promote dual special education-general education licensure programs. With various forms of teacher education faculty teaming being forwarded as ways to better prepare teachers for a more diverse world of teaching, questions arise about how faculty engage in such teaming practices. This study describes the experiences and perspectives of six higher education faculty who team-taught courses to preservice general and special education students. Each team included one general education and one special education faculty member. (Contains 2 tables.)

In this country and abroad there is a general and increasing interest in industrial education and in the various forms of vocation and trade schools. Teachers, school boards, civic organizations, manufacturers, trades-unions, city and State officials are working apart and together to formulate some practical program whereby this type of education may be given in the best and most economic way. In many foreign countries, and in several States and cities of this country, marked progress has been made. The literature on the subject has been so abundant and varied that there is need for an annotated list of the more important books, reports, articles, and periodicals that have appeared within the last few years. This bulletin contains such a list. An index is included. [Best copy available has been provided.]

This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher Education: Transformative Conceptions and Dimensions"; (2) "Multicultural Education Reform: The Status of Teacher Education"; (3) "Incorporating Multicultural Reform into the Teacher Education Curriculum"; (4) "Multicultural Teacher Education Standards"; (5) "Responding to Racism Through Teacher Education"; (6) "Globalization and Multicultural Education"; (7) "Weaving the Web of Multicultural Democracy"; and (8) "Learning Communities for Multicultural Teacher Education." (Contains approximately 600 references.) (SM)

The document is the third in a series of four competency-based inservice teacher education modules in consumer education. The main objective of the program is to assist curriculum developers and elementary and secondary classroom teaches as they plan, develop, implement, and evaluate a multidisciplinary consumer education program. The present module provides exercises to help teachers integrate consumer education concepts and generalizations into social studies, home economics, mathematics, science, language arts, and business education. The module also presents pretest exercises to assess knowledge about applications of consumer economics, and explains why consumer economics is a good topic for an interdisciplinary course. Activities involve the teachers in filling in short-answer blanks, taking multiple-choice quizzes, classifying generalizations, drawing up budgets, selecting credit plans, balancing a checkbook, and identifying consumer education objectives. Upon completion of the exercises in this module, teachers should be able to select appropriate content; carry out instruction in consumer education for a particular grade level or academic discipline; and relate content of a discipline to particular consumer education topics. (Author/DB)

The proceedings focus on delivery of educational services to American Indians today; educational policies and legislation are priority topics. The keynote address by the education advisor, White House Domestic Council, centers on the federal role in Indian education, dealing specifically with three major administration educational policies--restored funding for educational programs, improved delivery of educational services, and guaranteed quality of education. The convention report contains a panel presentation on "learning from yesterday for tomorrow" in Indian education and an address by the Commissioner of Education, U.S. Office of Education, on the Indian Education Act. Other paper topics include the role of a tribal education division, American Indian postsecondary education, Bureau of Indian Affairs special education line item appropriations, past failures by teachers and schools, white backlash impacts, adult education, the future, higher education financial aids, a model bilingual-bicultural teacher education program (Mississippi State University), parental involvement, Indian postsecondary preparatory academies, tribal sovereignty, and self-determination. There are resolutions on employment, appropriations, financial aids, education (adult, vocational, bilingual, higher, special), government agencies/programs, alcoholism, and drug abuse. (RS)