Education & Pedagogy

The history of the philosophy of higher education was studied. Examining descriptions of the field of higher education was one approach, along with computer searches. There appeared to be a gap in the study of higher education--the failure to study the history of philosophy of higher education. The problem seemed to be that scholars had not tried to build on their historical insights to develop a philosophical history to parallel their institutional and social histories. Examples of writings that have provided a history of some philosophical influences are cited. It was felt that a broader and deeper study of the philosophical writing in the history of higher education might help clarify current issues. In addition, an example of analytic philosophy, one of the newest ways of approaching philosophical problems, is included. A number of quotations from works are included. (SW)

One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1987 yearbook contains 14 articles which focus on research, results, perspectives, ideas, and strategies related to mathematics instruction. Topics include: teaching writing in mathematics; teaching reading in mathematics; computer literacy; business education; using computer based materials; relating microcomputers to the mathematics curriculum; textbooks; calculus; discrete mathematics; Pascal; coordinating mathematics programs; classroom methods; using textbooks to teach higher order thinking skills; and mathematics education in West Germany. (CW)

A bibliography of marine-oriented commercial and public domain courseware has been maintained by the Computer Education Committee of the Mid-Atlantic Marine Education Association for several years. This compilation is provided to interested persons by an established network with the following purposes: (1) to review and critique commercial and public domain software appropriate for marine education; (2) to share teacher produced, student produced, and public domain software on marine related topics; and (3) to encourage the educational use of computers in the teaching of marine topics. The publication contains: an introduction; more than 60 annotated bibliographies of computer software, of which about 20 reviews are included; a list of publishers; and information on the Computers in Marine Education Network. Each entry provides a description of the program, title, publisher, intended audience, computer(s) used, and price. (RT)

This paper reports on the activities of the National Center for Teacher Education, which is examining what teachers are taught and what they learn in different kinds of teacher education programs. The Center's work combines case studies of different teacher education programs with longitudinal studies of participants' learning. Putting together data about the purposes, character, and quality of programs with data about how teachers and prospective teachers' ideas and practices change over time enables the Center to address the central research question: What do teacher education programs contribute to teachers' learning? This paper describes how the Center is exploring that question and what may be learned from the investigation. A discussion is presented on how the key terms in the research question are conceptualized and a description is given of data collection strategies. Some of the contributions and limitations of the Center's research are discussed. (JD)

The special instructional needs of limited English proficient (LEP) students in special education programs are discussed. The degree of the student's disability (mild, moderate, or severe) directs both the program focus and the need for specialized knowledge to deliver appropriate instruction. A responsive English as a second language (ESL) program in the special education setting must consider aptitude, attitude/motivation, personality, learning style, and learning strategies as well as cognition, motivation, strategic behavior, and learning style preferences. Future challenges to developing successful ESL programs in the special education setting include: (1) preventing inappropriate referrals to special education by more thoroughly evaluating LEP children before they are referred to special education; (2) preparing special educators and ESL teachers by providing cross-over training in both fields; and (3) developing materials appropriate to the special needs of students in this setting. A reference list of 15 items is included. (DJD)

This document contains vocational education program courses standards for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program. Each program course standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: major concepts/content, laboratory activities, special notes, and intended outcomes. Student performance standards are listed for each intended outcome. For secondary job preparatory programs, courses have been designated with student performance standards listed for each course. Program and course standards are based upon competencies required for entry, advancement, and upgrading in occupations in the vocational program areas. This guide contains an overview of 38 public service program area courses. Course title, number, level, number of credits, certification coverage, major concepts/content, laboratory activities, and intended outcomes (objectives) are listed for each course. (KC)

There has long been a discussion on the place of law in citizenship education, but the implementation of law-related materials into civics education in a manner which examines law's role in the social order has been lacking. While educators and lay persons alike seem to agree that the goal of citizenship education is to provide students with the knowledge, skills, and attitudes that will enable them to participate actively in a pluralistic democracy, there is considerable disagreement at the concrete level as to what skills, knowledge, and attitudes should be taught. Students should not be expected to analyze and understand social phenomena if they have no insight into the law and legal systems. They undergird the very political and economic systems that are so often the common topics of citizenship education. The conceptual scheme for that legal content and the topics to be covered merit further consideration. (PPB)

Synopses are presented of nine recent reports on educational reform in the United States: (1) "Who Will Teach Our Children?"; (2) "What Works: Research About Teaching and Learning"; (3) "Tomorrow's Teachers: A Report of the Holmes Group"; (4) "A Nation Prepared: Teachers for the 21st Century"; (5) "What Next? More Leverage for Teachers"; (6) "Transforming the State Role in Undergraduate Education"; (7) "Time for Results: The Governors' 1991 Report on Education"; (8) "First Lessons: A Report on Elementary Education in America"; and (9) "College: The Undergraduate Experience in America." The document discusses points of agreement and discord and briefly summarizes some of the major points and/or recommendations of each of the nine studies reviewed. Information on ordering the complete reports is appended, and some further studies are cited. (JD)

Three articles on the history of higher education are presented: (1) "Teaching the History of Universities," by Jurgen Herbst, concerns the need for teaching the history of higher education and suggests the broadening of efforts to introduce the history of higher education to different populations. (2) "On Writing 'To Advance Knowledge'," by Roger L. Geiger, concerns the background and rationale for the book "To Advance Knowledge," particularly the importance as a contemporary issue of the history of American research universities and the process of developing the scope of the work and researching the institutions. (3) A review of published research in the history of higher education from 1986 to 1988 consists of 91 books and 91 articles classified into five divisions--general and topical issues; biography; institutional history; curriculum; and miscellaneous. (KM)

Three directors of TAFE (Technical and Future Education) are represented in this publication. Speeches by Lyall P. Fricker of TAFE, South Australia are: "Innovation in TAFE" and "Tertiary Education for All." Speeches by Allan Pattison of TAFE, New South Wales include "TAFE in New South Wales: Past Achievements and Future Prospects"; "TAFE and Higher Education"; "TAFE and Government Initiatives"; "Change and the TAFE Teacher"; "The Changing Role of TAFE: Access, Accreditation, Awards, and Articulation"; "Youth and Future Printing Trade Technology"; "Industry and TAFE: A New Relationship?"; and "Setting the Scene." The final speech, entitled "Where Next?" was a Sadadeen Secondary College speech night address" delivered by Geoff A. Hodgson of TAFE, Northern Territory Department of Education. (CML)

This resource is intended to aid in the development of competency-based instructional materials for the health education program in Virginia. This resource is divided into four sections. Section I provides specific information concerning the nature of health occupations and references to sources listing places of employment, training, qualifications, employment outlook, working conditions, and salary. Section II contains information about the role of student organizations in vocational education and about the activities of the Health Occupations Students of America. Several sample classroom management and delivery systems are described in section III; these field-tested systems are intended to assist the teacher in using competency-based materials in the classroom. Section IV describes sample class and individual recording systems. Procedures for using the competency profiles are included. (KC)

This paper addresses the problem of an inadequate science teaching approach at a time when students need to be familiar with, and be able to understand, global problems and personal problems delving into complex, interrelated issues based on the science of a living universe. This report focuses on research about the problems in science education, the dilemma today and for the future in science education, program attempts in science education, and what educators can do to enhance science curricula. Chapters cover: (1) an introduction to the problem under study; (2) a literature review; (3) a brief overview of implemented programs emphasizing strengths and wesknesses; (4) positive approaches and recommendations to science education for curriculum enhancement; and (5) summary and conclusions. An appendix includes two model science activities: "Making Rounds with Dr. Semmelweis," and "The Problem of Gierer and Schramm." A list of 37 references is included. (CW)

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, looks at special education and the changing society in terms of ethnicity, age, socioeconomic status, birth rate, and school completion. Current and emerging demographic characteristics are related to special education policy, organization, training, research, and scholarship. Implications for special education include: differences between emerging demographic characteristics of the country and current demography of special education as a discipline; an expansion of groups eligible for special education services (e.g. children handicapped by sexually transmitted diseases such as acquired immune deficiency syndrome); the possibility of public reaction against increased special services leading to more careful delineation of eligibility; and increased need for educational services by disabled adults. Special educators are encouraged to be aware of demographic trends and prepare to respond to the changing ethnic nature of our society and schools. (DB)

This publication contains over 80 descriptions of grant-winning entrepreneurship education programs offered in Ohio public schools. Each program description contains information on some or all of the following: sponsoring school(s), project title, purpose, target population, program format and content, site and time of program offering, project director, program costs/budget, evaluation methods, anticipated/actual outcomes, and contact person. The following are among the types of programs represented: young entrepreneurs conferences, teacher inservices for entrepreneurship infusion strategies, vocational job fairs and career days, entrepreneurship brochures and media presentations, community-based entrepreneurship promotion programs, a vocational teachers and counselors internship/visitation program, a program to acquaint female and minority students with successful female and minority entrepreneurs, a simulation to introduce students to the marketing and sales operations, and various guest speaker programs. (MN)

This manual assists South Carolina service providers in their efforts to comply with components of Public Law 94-142, Education of All Handicapped Children Act, in order to assure that handicapped children receive an appropriate education. The manual is designed as an evaluation tool for school districts to record areas of compliance and to identify problems. The manual covers the following areas: policy requirements of local education agencies, policy requirements of state-operated programs, due process hearings, procedural safeguards, confidentiality, individualized education programs, verification of annual child count, program entry, surrogate parents, and least restrictive environments. For each area, a checklist of requirements is printed, along with the legal citation from Public Law 94-142 or related state regulations. (JDD)