Education & Pedagogy

Educational cooperation in the Nordic countries is described. Specifically discussed are elementary, secondary, and higher education, special education; adult education; research emphases; and exchange of information. (RM)

Presented are the recommendations of the 1974 Unesco general conference concerning education for international understanding, co-operation, peace, and education relating to human rights and fundamental freedoms. (RM)

Provides 32 essays on the importance of aesthetic education. Topics range from the role of private institutions in art education, to the nature of art criticism and to rationales for art education in the public schools. (JDH)

Describes multicultural education and its relevance to music education and the music education curriculum. Reviews various theories related to multicultural education and concepts of global education and cultural diversity. Recommends caution about translating multicultural rhetoric into curriculum reality. (CFR)

Discusses the Northumberland Education Curriculum Policy Statement on environmental education. Describes the pattern of participation in activities in the schools, in outdoor education centers, and in inservice training of teachers. (MDH)

Presents and explains model representing four dimensions of global education: temporal, spatial, issues, and inner. Presents six principal areas covered by humane curricula; the relationships between humane education, environmental education, and human rights education; and two humane education activities for the secondary and elementary/secondary levels. (MDH)

The impact of vocational education on the recidivism rate of adjudicated youth (n=403) in Colorado followed up 5 years after incarceration was studied. The recidivism rate was significantly lower for those receiving vocational education and significantly higher for those who participated only in academic education. (JOW)

Reports on the status of teacher education in Finland, discussing initial teacher training, in-service training, educational reforms, research, and resource problems. Includes statistics and a table displaying a hierarchy of decision making concerning teacher education in Finland. (AEM)

Recent educational policy developments in Finland include (1) emphasis on continuing education; (2) the "youth school" for postcompulsory education; (3) vocational education in higher education institutions; (4) experiments in adult education; and (5) decentralized educational administration. (SK)

Few research examples or discussions about successful and practical application of environmental education within teacher education programs exist (UNESCO-UNEP, 1990). Meaningful environmental education experiences for preservice teachers need to incorporate the processes of inquiry, implementation, and reflection. In this article, we describe an environmental education action research project with preservice teachers grounded in a widely-accepted framework for guiding the teaching and learning of environmental education. We spotlight a cohort of 14 elementary education majors in their efforts to plan and implement an environmental education field day for students and teachers at an elementary school. (Contains 2 figures.)

Technology education is being taught today in almost every high school and middle school in America. Over 1000 technology education departments are now including pre-engineering education in their programs. According to these authors, the time has come for the profession to agree that including pre-engineering education in technology education programs will benefit everyone. Technology education can benefit from the inclusion of pre-engineering education by increasing students' technological literacy, promoting increased academic rigor and relevance, and eliminating the view that technology education is unessential in school curriculums. The authors discuss the focus of technology education and the benefits of inclusion of pre-engineering education. (Contains 1 figure.)

Prepared as a definitive statement of educational quality for Texas, this document sets a goal for public school legislation. The model includes four coordinated strands: the problem-focused curriculum, the humanistic values curriculum, the curriculum for specialization, and the curriculum for personal growth and development. Program descriptions and recommendations are included for each of nine areas: elementary and middle school education, high school education, bilingual education, migrant education, provisions for exceptional children, adult and continuing education, occupational and technical education, compensatory education, and early childhood education. (Author/WM)

This report presents background papers and recommendations concerning the federal-university partnership in extension programs, continuing education, and community service. Issues touched on include the multiplicity of programs, legislative lifespans, lack of policy, need to strengthen institutions, revenue sharing, health care, continuing education for teachers, continuing education for social workers, programs for minority businessmen, cultural programs, education and training for public service, quality of the performance of institutions of higher education, increases in part-time students, and evaluation of Title I Higher Education Act programs. (MJM)

This fourth annual yearbook of the Association for the Education of Teachers of Science presents eight articles relating to science teacher education. The articles include: a summary of science education and science teacher education from 1900 to 1975, a review of problems and innovations in preservice teacher education, a review of inservice science education, a look at the position of the science supervisor, a review of science education doctoral programs, a summary of science teacher education-related research, an examination of current important factors which may involve alternative science education methods in the future, and an overall review of the past, present, and future needs of science education. (SL)

This publication contains over sixty references to curriculum materials available from the Kansas Curriculum Materials Dissemination Center for Vocational, Technical, and Career Education (KCMDC). These materials are divided into eleven groups: KCMDC-Produced Materials, Vocational Agriculture Education, Distributive Education, Health Occupations, Home Economics Education, Trade and Industrial Education, Career Education, In-Service Training, Cooperative Education, Industrial Arts Education, and Vocational Related Studies. Each reference is presented in a format including some or all of the following information: title, number of pages, year and place of publication, brief annotation, and abbreviated table of contents. (Ordering instructions are provided at the end.) (YLB)