Education & Pedagogy

Focuses on the general education component of teacher education, arguing that it is often neglected in favor of subject (specialty) and professional education courses. Describes a program at Ohio State University in which prospective teachers participate in aesthetic experiences to enhance their own general education. (DMM)

Discusses three major needs in special education teacher preparation: (1) developing coherent teacher education programs in special and general education; (2) preparing teachers so they understand the assets represented by student diversity; and (3) figuring out what collaborating special education teachers need to be prepared to do. (CR)

Discusses seven issues related to character education: the relationship between character and virtue; the nature of character education; the goals of character education; the psychological components of character; the content of character; the components of a comprehensive approach to character education; and how schools of education can prepare effective character educators. (SM)

UNESCO's advisor to India's Ministry of Education and Social Welfare explains the limitations of formal education, outlines a parallel informal system, analyzes misconceptions regarding informal education, identifies its potential clientele and agents, and describes possible solutions for priority areas and groups. The advantages and limitations of informal education are discussed. (AJ)

Taking the students' perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.

This selected list of 121 citations on the public education system of Pakistan is annotated to give the description and appropriate level of each document. Entries are arranged according to 33 major topics: 1) education administration, organization, and finance; 2) educational history, educational philosophy; 3) educational development, objectives, planning, and reforms; 4) curriculum, language teaching, psychology, sociology, science education; 5) teaching methods, media, textbooks; 6) teachers and teacher education; 7) extra-curricular activities, educational problems, students problems, literacy; 8) childhood education, elementary and secondary education, higher education, Islamic education, medical education, professional education, adult education, womens education, agricultural education, technical education. In addition, there is a special section on the examination system in Pakistan. Other documents in this series are: ED 031 115, ED 032 820, ED 035 305, ED 035 337, ED 036 801, ED 043 963 and ED 044 807. (SBE)

This paper is concerned with the success of colleges of education in providing environmental education to the students in our schools. The involvement of colleges of education and state departments of education in environmental education plus trends in environmental education, as perceived by colleges of education and state departments of education, are investigated. Questionnaires were developed and sent to all 50 state departments of education and to a random sample of the approximately 700 teacher education institutions listed in the 1967 Yearbook of the American Association of Colleges of Teacher Education. Data received in December 1970, January 1972, February 1973, and February 1974 were tabulated and analyzed. This paper presents data on environmental education received from colleges of education and state departments of education, and certain trends have been detected. The reasons for these trends and the implications of them were not a part of this study. A list of references concludes this paper. (BT)

A series of readings on career education, the book consists of three main sections: (1) career education (29 articles), (2) current concepts in occupational education (6 articles), and (3) vocational education curriculum development (14 articles). The majority of the articles have appeared in various educational and vocational journals. The remainder includes two Department of Health, Education, and Welfare publications, two New York State Education Department publications, a National Association of Manufacturers report, two extensive National Advisory Council on Vocational Education reports, two original manuscripts, and a conference paper. Article topics pertain to: educational/career education objectives, career development, occupational education, vocational/technical education, industrial education, curriculum development and evaluation, job training, educational/career education trends, career guidance programs, and computers. Articles relate to students at the elementary, middle school, high school, and higher education levels. Five of the articles were authored by Sidney P. Marland, Jr. (EA)

Reviewed are the philosophy and status of environmental education and some examples of environmental education programs and materials. The introduction poses problems facing mankind and discusses the role of the environmental educator in their solution. Two chapters are devoted to discussion of issues in environmental education. Among the issues discussed are: "The Place of Environmental Education in the School Curriculum,""The Scope and Definition of Environmental Education,""Urban Environmental Education,""Cognitive versus Affective Domains in Environmental Education," and "Environmental Education versus Conservation Education." A chapter is devoted to descriptions of functioning environmental education programs and suggested instructional materials which are reviewed and critiqued. The final chapter discusses professional development in environmental education. Among the topics considered in this chapter are: "A Teacher Workshop in Environmental Education,""Jobs in Environmental Education,""Research in Environmental Education," and "Professional Reading." A conclusion and summary are devoted to the author's observations on the status future of environmental education. Footnotes and a bibliography are included. (RE)

Topics discussed include the following: the world-wide prevalence of bilingual education, the need for bilingual education in the U.S., a definition of bilingual education, the official status of bilingual education in the U.S., the target audience of bilingual education in the U.S., definitions of terms commonly used in bilingual education, the aims of bilingual education, the "maintenance" and "transitional" approaches to bilingual education, instructional staff in bilingual education, bilingual instruction in subject matter other than language arts, format and content of lessons, the role of English as a Second Language in bilingual education, an example of a lesson integrating ESL with science in bilingual education, history and culture in bilingual education, instructional personnel in bilingual education, teacher preparation in bilingual education (including language preparation, culture-history preparation, and professional preparation), instructional materials in bilingual education, evaluation in bilingual education, and, misinformation and problems in bilingual education. (JM)

This publication examines education at all levels in Austria. Topics discussed include the historical background of the basic system; preschool education; elementary, secondary, and higher education; special education; vocational and technical education; guidance services; teacher education; adult education; educational research; and recent developments and trends. A map, chart, and many tables are also included in the publication. The typical structure of the Austrian education system consists of the preschool level; the four-year elementary level; the eight- or nine-year secondary level (usually divided into a four-year lower and a four- or five-year upper cycle); and the higher education level. Higher education consists primarily of 12 universities, all of which are national institutions, and six colleges of fine arts that have university rank. The educational system is rounded out by an extensive adult education program that offers opportunities for advancement in professional, cultural, and academic areas. (Author/RM)

Presents an overview of the educational system of Portugal, with emphasis on attempts to increase literacy, implementation of compulsory education, the problem of implementing national educational plans, and attempts to improve the quality of teacher education. (DB)

Examines working forms of the adult education system in Finland, including municipal adult education, boarding schools, national education organizations, distance studies and educational services, administration of adult education, university teaching and research of adult education, and adult education organizations. (CT)

Courses in foundations of education have played an important role in enhancing multicultural perspectives in teacher education at the University of West Florida. The multicultural program used at this university is discussed. (DF)

This issue, focusing on future programs of agricultural education, includes articles on the future of agriculture, bioelectronics, secondary programs, technical education in agriculture, young and adult farmer programs, instructional technology, and expanding opportunities for women. (CT)