Education & Pedagogy

"Education Policy and Equal Education Opportunities," published by the Open Society Education Support Program, examines the role of public education in addressing a wide variety of unequal educational opportunities found across the world. The publication brings together analyses from countries in Europe and Asia (Albania, Bulgaria, Czech Republic, Estonia, Hungary, Ireland, Mongolia, Montenegro, Nepal, Turkey, and United Kingdom) that examine the fundamental question of how public education policies are either mediating or reinforcing unequal education opportunities. "Education Policy and Equal Education Opportunities" focuses on key areas that are shaping the debates and issues of contemporary inclusive education policy: educational equity; education politics, policy, and governance; financing educational services; and creating educational opportunities for marginalized groups such as the Roma. By presenting this set of papers, the publication aims to provide fresh insights about educational inclusion and how it can enhance equal education opportunity.

In its ever increasing series of international publications concerning education in other countries around the world, the Office of Education now brings to educators this timely research document describing teacher education in the Benelux Countries. No other single bulletin of this Office has been devoted to these three nations together. The Netherlands, Belgium, and Luxembourg--comprising the group--are close neighbors and have many interests in common. It is hoped that this publication will provide much helpful information, especially for those concerned with the many phases of comparative and international education. The bulletin is organized into 3 parts: (1) Teacher education in the Netherlands; (2) Teacher education in Belgium; and (3) Teacher education in Luxembourg. Individual sections contain footnotes and a bibliography. (Contains 29 tables.) [Best copy available has been provided.]

This special continuing education issue announces the Professional Acknowledgement for Continuing Education (P.A.C.E.) Program and the Individual Education Unit (IEU). The IEU is offered in recognition of one hour of participation in a continuing education learning experience that may not qualify for use of the Continuing Education Unit (CEU) (which requires 10 hours of participation). Medical technology's wide range of educational opportunities finds use of both the IEU and CEU appropriate and, exploring current applications of both concepts, seven timely articles are presented: Professional Societies and Continuing Education by David Lindberg, P.A.C.E. by Gregory C. Roach, Continuing Education; National Observations by Fred Struve, Why Equivalency? For Whom? And How? by Thelma Golden, Social Factors Influencing Medical Technology Education by Willa Hedrick, and Continuing Education--Why Is It Necessary? by Annamarie Barros. This collection of articles answers many questions regarding the CEU and is valuable as documentation of the relevance and current application of the CEU for professional continuing education. (MW)

This monograph examines issues central to a number of education reform proposals for secondary and postsecondary vocational education. Nine papers, chosen by a jury of the University Council for Vocational Education, are included: "Changing Workplace--Changing Education" (Douglas C. Smith); "Vocational Teacher Education: Emerging Patterns for General Studies, Academic Majors, and Professional Education" (Steve Tozer, Robert E. Nelson); "Considerations for Vocational Teacher Education Reform" (Roger Luft, Mary E. Zimmerer, Lydia Z. Kercher); "Establishing Linkages for Vocational Teacher Education Reform" (Sharon O'Neil, John Washburn); "The Knowledge Base for the Redesign of Vocational Teacher Education" (Mildred Barnes Griggs, Catherine Burnham); "Forces Affecting the High School Curricula and Their Implications upon Vocational Teacher Education" (Jack Rudolph, Betty Fry, Lowell Barr); "Implications of Increasing Numbers of Nontraditional Students for Vocational Teacher Education Reform" (Robert E. Nolan, William R. Venable); "The Place of Training and Development in Vocational Teacher Education: A Strategic Opportunity?" (James A. Leach, Dale T. Snauwaert); and "Influencing Vocational Teacher Education Policy through Research" (Richard L. Lynch). (KC)

An inventory of academic degree programs in South Carolina is intended as an aid to institutional and to statewide planning for postsecondary education. In Part I, programs are listed by category (50 subject areas), using the National Center for Education Statistics' Classification of Instructional Programs. The following degree programs are covered: agricultural education; architectural education; area studies; ethnic studies; business education; administrator education; marketing; communications; computer science education; teacher education; engineering education; language instruction; allied health occupations education; home economics; legal education (professions); industrial arts; liberal arts; library science; biological sciences; science education; mathematics education; comparative education; recreation; philosophy; theology; physical sciences; psychology; public affairs education; social sciences; vocational education; building trades; visual arts; theater arts. In Part II, listings are by institution (public senior colleges and universities, private senior colleges and universities, two-year campuses of the University of South Carolina, private two-year colleges, and technical colleges). Program levels are categorized into six groups: diplomas or certificates; associate degrees; baccalaureate degrees; masters degrees; education specialist degrees or advanced certificates in education; and doctoral degrees. (KM)

Part 1 of the education directories for 1936, 1937, 1938, and 1939 covers federal and state education agencies. U.S. Department of Interior Office of Education officials, principal state school officers, and county and other local superintendents are listed. Part 2 lists principal city school officers and Catholic parochial school superintendents. Part 3 provides higher education data and lists by state accredited institutions of higher education. Part 4 lists national educational, civic, and learned associations; associations, education foundations and boards, church educational organizations, international educational associations and foundations, National Congress of Parents and Teachers, executive officers of state library commissions, state library associations, and educational and social directories. Part 4 of the 1936 directory includes Jewish educational organizations.

Highlights listed for the Department of Education's Intra-Agency Committee on Education's third year include issuance of the national rural education policy statement (October 1984), sponsorship of a national forum on rural education with 697 attendees (June 1984), formation of a Subcommittee on Rural Education Data, continued liaison with other departments and organizations interested in rural education, and increased activities resulting from the Committee's leadership and the policy statement. This volume includes the policy statement, entitled "Rural Education and Rural Family Education Policy for the 80's," a list of Committee members, and minutes of FY84 Committee meetings. The major part of the document consists of reports from 15 Department of Education offices listing their rural education activities and including: the title of each activity and its purpose; the section(s) of the rural education policy statement addressed by the activity; the scope, starting/ending dates, target audience, and procedure; products; legislation/administrative authority; and funding sources. The offices represented are: vocational and adult education; elementary/secondary education; special education and rehabilitative services; bilingual education and minority languages affairs; educational research and improvement; postsecondary education; legislation and public affairs; The Under Secretary; management; planning, budget, and evaluation; FICE/Rural Education Subcommittee; private education; regional liaison unit; General Counsel; and civil rights. (BRR)

This bibliographic survey contains a review of the history of science education in secondary schools in England and Wales during the twentieth century. Included are discussions of elementary school curriculum, nature study movement, biology, general science movement, scientific education for girls, teaching methods, examinations, textbooks, laboratory, technical education, medical education, and armed forces education. (CS)

Discusses five approaches to multicultural education. For each of first four (education of culturally different; education about cultural differences; education for cultural pluralism; bicultural education) delineates assumptions about underlying values, change strategies, intended outcomes, and target populations. Fifth approach is multicultural education as normal human experience rather than as a formal educational program. (CMG)

Discusses the role of preservice teacher education in the care and improvement of the environment and the growing recognition among international organizations of the need to make environmental education at this level a priority. Analysis of research findings indicates inadequate provision for environmental education in preservice teacher education, especially at the elementary school level. (47 references) (MDH)

This paper examines trends in special education teacher education in Sweden from 1921 to 1981. Changes such as the institution of a one-year special education teacher training course are discussed, with emphasis on changes in the relationship of special education to the whole school system. Trends and goals since 1981 are also briefly noted. (Author/DB)

Teacher education structure and content must be addressed if national and international cultural understanding is to be promoted. This article, which focuses primarily on teacher education in Norway and other European countries, discusses culture in teacher education; determining conditions; and how culture should be used to transfer knowledge, aptitudes, and attitudes. (IAH)

Discusses issues related to humanities and fine arts education. Reports on a study of parent attitudes about arts education in eight elementary schools. Argues that teacher education programs should prepare preservice art teachers to be able to develop arts education curricula to meet the needs of individual communities. (CFR)

Describes one Australian physical education (PE) teacher education (PETE) program, arguing that PE teacher preparation implicates PETE in the trend to proletarianize teachers' work while national claims for increased professionalism are heard. The PETE program represented teaching as technical and unproblematic, with faculty and students accorded subordinate status within the department. (SM)

Includes "The Time Is Now" (Murphy); "Technological Solution in Search of an Instructional Problem" (Willis, Touchstone); "'Principles' of Distance Education" (Peasley); "A Star Is Born!" (Swan); "Enrichment in the Classroom" (Blume, Talbert); "Practical Applications for Distance Education Technologies in Remote and Rural Areas" (Davis, Frick); "Future Farmers of America, Agricultural Education, and the World Wide Web" (Holton, Newman); "Distance Education Classroom Design" (Anderson). (JOW)