Education & Pedagogy

Considers the relationship of general education to a dynamic society by reviewing the individual traits which general education should foster. Illustrates the role of science education within the framework of general education. Thirteen references. (PR)

The development of physical education in the curriculum has necessitated attention to the planning of school facilities, to training physical education teachers, to passing GTO norms (see SO 500 866) and to organizing outside activities. (JH)

After a century as a marginal concern of colleges and universities, continuing education is becoming an important goal of higher education and is leading to strains in traditional adult programs. (LBH)

This article explores aspects of teacher education and outdoor education and their relationship with sustainability education (SE) in Scotland. It considers recent national and international developments in the field and in particular the UNESCO (United Nations Educational, Scientific and Cultural Organization) initiative to "re-orient teacher education towards sustainable futures." The implications of such initiatives in schools and teacher education institutes are discussed in the context of formal provision (e.g. geography) and informal opportunities (e.g. citizenship education, outdoor education). The emphasis is on the Scottish experience with the policy and practice of the School of Education of the University of Edinburgh being discussed as an example in relation to this national and international framework. (Contains 1 figure, 1 table and 4 notes.)

The biennial survey presents statistics and discussion for 1951-52 on broad-range education, state school systems, city school systems, higher education, public secondary day schools, and libraries in institutions of higher education. Topics include numbers of educational and administrative units, number of schools, enrollment, retention, teachers, income and expenditures, federal funds, libraries, high school graduates, consolidation and transportation, federally funded vocational education, per-pupil city school expenditures, college degrees, Negro education, veterans' training, higher education in outlying parts of the United States, and federal Office of Education activities in international education relations.

This book is a guide to choosing and developing a career in adult education. The six chapters cover the following topics: (1) the adult education field; (2) adult continuing education; (3) adult basic education; (4) adult vocational-technical education and prebaccalaureate training; (5) career and vocational counseling; and (6) adult education administration. The chapters include dozens of first-hand accounts from people working in the adult education field, current salary statistics and benefit information for a wide range of career paths, a discussion of the rewards of pursuing a career in adult education, detailed information on education and training requirements, and job search and career advancement strategies. An appendix lists 25 resources for further information. (KC)

Intended as an aid to administrators, the booklet presents a brief overview of the present state of vocational education. It provides bits of information and statistics on a variety of topics: the necessity of vocational education, youth, vocational education and occupations in Washington State, employment trends, new emerging technologies, women in the world of work, and program development. Information related to program needs is provided on: agriculture education; business and office occupations; distributive education; home and family life education; home economics and related occupations; trade, technical, industrial, and health occupations; and exemplary programs. (PR)

After a brief introduction, the guide to career education in Alabama identifies several career education concepts which concern the relevance of education to the world of work and diagrams the components of the three elements of career education (awareness, exploration, and preparation). The next section diagrams the career education curriculum model and explains the three elements of career awareness, career exploration, and career preparation in paragraph-length summaries. The following section briefly describes career education efforts in Appalachian Alabama, and the next section covers various aspects of leadership development for curriculum change (development of inservice education programs and participation in conferences, consortia, councils, and projects to develop career education programs). The last section briefly discusses the promise of career education for Alabama's future. (JR)

This paper describes the goals of critical multicultural education in the USA and identifies current challenges working to impede its infusion within technology teacher education programs. It offers both technology and multicultural teacher educators a model for infusion of both critical multicultural perspectives and technology into their respective curricula. This model is illustrated with an example that integrated video and Web technologies into a multicultural education course for preservice teachers. This paper calls for faculty members within technology education and critical multicultural education to engage actively in helping prepare students to become culturally responsive and technologically proficient teachers by modeling good practice in critical multicultural education and technology education.

The rule of law presents a new path for understanding and handling religious affairs in contemporary China. The field of religious education is no exception and current legislation has to be improved so that China's religious education can be further promoted. This research examines the legislation and legislative regulations governing China's diversified and dynamic religious education, which includes professional religious studies, religious education embedded in ethnic education, missionary religious education, religious education included in general education, and education on religious policies and regulations. It argues that how to understand and implement the principle of separation of education and religion stands out as the core issue, as China requires a more dialectical and pluralistic religious education.

This proceedings, containing 69 paper and poster presentations, focuses on innovation and hope with a glance to the future. The conference was planned to include theoretical discussions, current research findings, and promising practices based on sound evidence. Current issues in special education include the use of technology, integrating theory and practice for all ages, and effective professional development. The proceedings is organized to correspond to conference strands: at-risk students, collaborative education models, early childhood special education, gifted education, leadership and policy issues, multicultural education, parents and families, professional development, technology, transition, and understanding issues of low incidence disabilities. (Author/SV)

This paper discusses several important issues and concerns associated with the topic of technology education. These topics include: (1) the nature of technology education; (2) the technology and science argument; (3) technology education and general education; (4) technology as a holistic approach; and (5) technological literacy and general education. This discussion attempts to weave each of the above into a fabric for understanding, as well as practice for technology educators, as a needed component in general education. The discussion is based on the premise that there is a role for technology education in the general education framework and secondly, the vital role of technology education is establishing a holistic approach that provides a setting for the integration of the other general education subjects. (KR)

Over the three decades since Grantmakers for Education was established, numerous sociopolitical and economic factors have influenced approaches to and conditions of education, and others will continue to shape the current educational system. Within a dynamic context, the latest survey findings highlight five trends having a cross-cutting impact on education philanthropy going forward. This report represents the latest Grantmakers for Education study of what is now and what is next for education philanthropy. This report offers insight into the priorities of the education funding community based on the survey responses of a cross-section of U.S. education funders. It also helps funders understand their role in supporting education innovation benefiting the country's learners.

This bulletin contains a list of current educational publications received by the Bureau of Education for the current month. Publications are listed according to topic. Contents include: (1) Introductory notes; (2) Publications of associates; (3) Educational history; (4) Current educational conditions; (5) Pedagogics and didactics; (6) Educational psychology: Child study; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) School hygiene and sanitation; (18) Physical training; (19) Play and playgrounds; (20) Social aspects of education; (21) Child welfare; (22) Moral education; (23) Religious education; (24) Manual and vocational training; (25) Vocational guidance; (26) Agricultural education; (27) Home economics; (28) Commercial education; (29) Professional education; (30) Education of women; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; (35) Bureau of Education: Recent publications; and (36) Bulletin of the Bureau of Education. The following are especially noteworthy books and articles mentioned in the present bulletin, the numbers in parentheses referring to the numbers of the full entries: (1) Dewy, "Schools of tomorrow" (883); (2) Haggerty, "Arithmetic; a cooperative study in education measurements" (914); (3) Jenkins, "Reading in the primary grades" (933); (4) Judd, "Psychology of high-school subject" (951); (5) Ballou, "Appointment of teachers in cities" (955); (6) Taylor and Haight, "Vassar" (988); (7) Curtis, "Practical conduct of play" (1016); (8) Roman, "Industrial and commercial schools of the United States and Germany" (1044); (9) Bloomfield, "Youth, school, and vocation" (1046); (10) Mathews, "The dean of women" (1059); and (11) Fay and Eaton, "Instruction in use of books and libraries" (1076). [Compiled by the Library Division, Bureau of Education, under the direction of John D. Wolcott. Best copy available has been provided.]