Education & Pedagogy

Discusses current educational trends and relates them to preservice art education. Reviews research in art education and dance education and makes suggestions on qualifications and certification for dance educators. Provides 10 recommendations for dance education and the preparation of dance education teachers. (CFR)

This study described 476 recruits' physical education backgrounds and beliefs about the purposes for physical education. Students' most frequently stated purpose for physical education was learning skills/activities. Sports experiences influenced recruits' beliefs about physical education. (SM)

Describes experiences from the Iowa Star Schools project involving the introduction of distance education into preservice teacher education. Highlights include project activities for preservice teacher education; and future possibilities, including connecting Iowa preservice teacher education programs, connecting preservice programs with elementary and secondary schools, and creating models for distance education use. (LRW)

Discusses the policy and practice in Australia of implementing information technology in school and teacher education curricula. Reports that national guidelines for technology education in schools have affected teacher education curricula and challenged educators to more effectively integrate computer use for pedagogical and utilitarian purposes. (JKP)

Adult education must become popular education in both communal and personal terms to survive funding agencies' special power-interest hegemonies, traditional higher education models, and rampant economic materialism. This article discusses six modernist constructions of adult education, highlighting professionalization and specialization, and presents a postmodern definition of adult education within a real-world context. (MLH)

Describes sample vocational activities that stimulate critical thinking: (1) setting up an accounting system (business education); (2) developing a marketing plan (marketing education); (3) developing a fertilizer application plan (agricultural education); (4) making the best purchase (home economics); (5) planning a repair/remodeling project (technology education); and (6) analyzing an occupation (health occupations education). (SK)

Two articles present industry and higher education viewpoints of education's role. The industrial author states that education must (1) change faculty and student attitudes, (2) teach about actual industrial practice, (3) teach business concepts, and (4) improve the quality of its product. The higher education author argues that education must improve its flexibility. (CH)

Proposes a political sociology of adult and popular education in Latin America as a basis for a radical comparative approach. Discusses four problems associated with adult and popular education: definition, the political nature of education, quality of comparative research data, and the need for good theories. (SK)

The arguments against the well-entrenched dichotomy between vocational education and general education are economic, technological, and educational. First, "nonvocational" general education is also preparation for work and can contribute to economic growth. Second, technological changes in the workforce are making specific skill training obsolete. Third, academic and vocational skills are better developed when taught in an integrated fashion. (SK)

This introductory article to the issue, which focuses on the preparation of special education teachers, discusses the different perspectives of winners of the Teacher Education Division Publication Award. Evaluates whether special education departments should work with general education in teacher preparation. Provides list of winners and their articles on special education topics. (CR)

A survey of 79 industrial teacher educators received 57 responses indicating the following: most programs combine multiple areas of industrial education; 68% were not in colleges of education; and most were optimistic that demand for industrial education will increase in the future. (JOW)

This article describes the teacher education program in special education at the University of Wisconsin-Milwaukee. The program has developed and integrated program standards and accountability into the teacher education curriculum. The process, impact, and challenges of working toward becoming a standards-based teacher education program are reviewed. (Contains references.) (CR)

Traces the history of nonformal education in Latin America since the 1920s, highlighting community-based programs, literacy education, vocational training, extension education, popular education, community schooling, and female-dominated social movements. Suggests citizenship education, the needs of indigenous populations, and urban youth unemployment as potential areas for nonformal education programming. (Contains 56 references.) (SV)

Raising some of the important issues that must be resolved if effective teacher education programs in career education are to be developed, promising strategies are suggested related to teaching values, department needs, content of teacher education, off-campus teacher education programs, correspondence instruction, and professional associations. (MW)