Education & Pedagogy

Describes different systems of art education for different student populations, professional art training, historical changes in art education, art education research, aesthetic education, and art education as it is currently practiced in the Union of Soviet Socialist Republics. (RK)

Proposes new approaches to engineering education. Adaptability is central to the idea of developing flexible adults able to cope with a changing world. Stresses the need to educate students for a continuous, life-long education. This is seen as the role of the university. (MA)

The guide gives information necessary to begin the process of applying for federal funds administered by the Department of Education (ED). For each ED program, lists program title, authorizing legislation, eligible applicants, and contact information. (SK)

Identifies areas of progress and unresolved problems in achieving educational equity for Hispanic students. The information summarized is based on two regional conferences on the topic. Statistical data are from the National Center for Educational Statistics. (Author/MLF)

The author sees a dim future for comparative education in American colleges of education as retrenchment occurs, funds available for research decline, and foundations and government sources lose interest in international education. He sees some hope in President Carter's Commission on Foreign Languages and International Studies. (SJL)

Societal, legal, pedagogical, and psychological reasons for including multicultural education in teacher education curricula are summarized. Preservice preparation should include knowledge about ethnic and cultural diversity, exposure to instructional materials which reflect cultural pluralism, and translation of that knowledge into multicultural education strategies. (PP)

This article presents a brief discussion of the history of nonpublic teacher education and the results of a survey of schools, colleges, and departments of education eligible for membership in the Association of Independent Liberal Arts Colleges for Teacher Education. (CJB)

Examines various issues and topics related to the education of Native Americans. They include: teacher education; progress made in elementary, secondary, and higher education; the role of bilingual/bicultural programs; government role; and problems related to the education of these individuals. (JN)

In this comment, the author describes the work, findings, and recommendations of the National Commission on Secondary Vocational Education. Also, he considers the implications of the Commission's report for teacher educators. (CT)

This statement by the Policies Commission for Business and Economic Education concerns the goals of business education, contributions of business education to general education and to the comprehensive high school, and support of business education for business. (CT)

Reviews 18 recent books in six topics. Topics include history of education, philosophy of education, comparative and international education, education and the social sciences, educational policy studies, and educational issues. (TRS)

Maintains that everyone should teach the arts. Proposes a public/private initiative to facilitate interaction among the three constituencies who must interact as team for arts education to succeed: generalist, specialist, and visiting artist. (TRS)

Noncollegiate career schools are examined. An overview of institutional structures and program types is presented, and accreditation status, enrollment, and federal financial aid is discussed. (MLW)

Family literacy programs are a collaborative effort of adult basic education, early childhood/elementary education, and parent education. The key factor is parent education, focusing on application and generalization of learned skills to family life and providing services to minimize barriers to participation. (SK)

Links Grundtvig's philosophy of folk education with American adult education and experiential education. Addresses obstacles to incorporating principles of folk education within conventional educational institutions. Emphasizes the folk-education philosophy that control of learning must be passed back to the student. (KS)