Education & Pedagogy

The paper examines implications of the application of computer expert systems in the field of education, particularly special education. The development of expert systems in general is reviewed as are its applications in education as intelligent tutoring systems and in special education in the areas of student classification, teacher education, math teaching consultancy, and language teaching consultancy. The literature on the role of artificial intelligence is then reviewed noting concerns with increasing reliance on technology, the increasing tendency toward technological elitism, possible reductions in human creativity, and the need for man to control technology and not be controlled by it. While noting the contributions of computer managed learning to special education in individualizing learning and recordkeeping, the paper raises questions concerning effects of future more extensive use of artificial intelligence in the teaching and learning process. (DB)

This concept paper presents a model for developing a more unified student-centered system of education to meet all students' educational needs in New York City Public Schools. It is intended to promote thinking and discussion on the educational needs of students with handicapping conditions within the larger general education system. General parameters for merging special education staff expertise and procedures into the total school community are described, calling for broadening of staff roles and shared responsibility for meeting student needs. A continuum of intervention levels is outlined, beginning with the classroom teacher who tries an array of strategies for meeting learning needs and moving through several stages to special education placement. Also described are the responsibilities of the school district and Committees on Special Education. Several concerns which must be addressed in implementing such a model are discussed, including: organization, training, management information, standards and accountability, and incentives/disincentives. (JDD)

This document examines various nonformal education strategies in the area of literacy instruction for adults. Written by a Peace Corps volunteer who worked in Nepal, the guide is organized in seven chapters. The first chapter defines nonformal education and provides a rationale for it, especially in underdeveloped countries. The second chapter discusses trends in literacy education, and the following chapter discusses the pros and cons of teaching writing to adults. Adult learning is examined in Chapter 4; chapter 5 provides a perspective on the role of the teacher in Peace Corps literacy classes. Chapter 6 offers practical ideas for volunteers planning nonformal education activities for adults. In the final chapter, linguistics and literacy are discussed, and information is provided on the linguistic background of adults. An annotated list of literacy resource organizations is included in this guide. (KC)

The first of two volumes, this book contains complete texts of 61 papers presented at a 1988 symposium on geographical education. The papers cover many aspects of geographical education in several countries in Western Europe, Africa, and Asia, and are divided into eight sections: (1) "Developing Skills for Living through Geographical Education"; (2) "Developing Learners' Skills and Abilities in Geography"; (3) "Curriculum Developments in Geography for the 1990s"; and (4) "Research in Geographical Education"; (5) "Developing Skills through Continuing Education"; (6) "Curriculum Developments in Geography for the 1990s"; (7) "Teaching Styles in Geographical Educations"; and (8) "Developing Learners' Skills and Abilities in Geography." Many of the papers include figures and additional references. (AS)

The digest briefly summarizes the characteristics and current trends in special education programing for exceptional children. Exceptional children are described as having physical, mental, or behavioral handicaps and ranging in age from birth to 21. Requirements of basic federal legislation (The Education for All Handicapped Children Act) and recent amendments are briefly described. Incidence information as well as a listing of program options are provided for gifted students, children with physical handicaps, children with mental handicaps, children with behavior disorders, children with speech and language disabilities, children with learning disabilities, and children with specialized health care needs. Two trends in special education are also identified. First, children with disabilities are receiving special education services earlier and second, a change in the public's attitude toward employment of people with handicaps has led to more instruction in vocational skills and assistance in the transition from school to community life and work. Three references are included. (DB)

This document outlines the present preservice teacher education program in Japan and proposes some innovations. The basic concepts of education in Japan are listed and are said to be included in objectives of all teacher training programs. Several features of teacher education curricula are described, including the types of certificates available, the number of credits needed for various certificates, and a list of minimum teacher qualifications. The lack of courses on the nature of teaching and learning, and the overuse of the lecture method are discussed. Finally, 15 innovations needed in the overall preservice teacher education program are suggested. The document also contains tables showing the minimum number of credits required for each teaching certificate, a schematic of the overall program, and the organization of the content of the specialized field of chemistry. (TW)

Empirical study results show that in the past 30 years, after slightly expanding in the early 1990s, the differences in overall higher education opportunities among the children of all strata of China have continually shrunk. Regarding different types of higher education opportunities, the differences in access to key universities first expanded, then shrunk; the differences in going to ordinary baccalaureate higher education institutions (HEIs) and associates HEIs have continually shrunk since 1982. To a certain degree, the study results verify the MMI and MEI theories. Various intervention measures should be used in the future to increase the quality of ordinary baccalaureate HEIs and associates HEIs, and further equalize the access to higher education for children from all social strata. [Translated by Jeff Keller.]

Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers. Using survey methodology, the researchers collected information from participants about the types of behavior and classroom management strategies and skills included in their preparation programs. Results suggested that preservice educators were more likely to be taught universal management strategies than more specific skills and strategies for increasing or decreasing behaviors. Significant differences were found between alternative certification general education teacher certification programs and college/university special education teacher certification programs in the areas of increasing appropriate behavior and behavioral assessment.

Joseph South, an educational researcher, technology consultant, and former director of the U.S. Office of Educational Technology participated in a research initiative on Educational Technology Efficacy Research organized by the Jefferson Education Accelerator, Digital Promise, and the Curry School of Education at the University of Virginia. The working group in which he participated, one of 10, focused on preparing future teachers and educational leaders to make effective decisions related to evaluation of educational technology products and selection of appropriate technology tools. South responded to interview questions developed by members of Working Group E of the Jefferson Education Accelerator initiative on the Efficacy of Educational Technology Research.

This paper explores a collaborative strengths-based approach to investing in pre-service early childhood teacher education in the area of child protection. The doctoral research of the author, which evaluated a Strengths Approach as a cross-sector tool for implementing change in early-childhood education and in doing so researched a potential investment in improving pre-service preparation, is described and discussed. Findings from the research suggest that using a strengths-based process, involving work-integrated learning, enhanced the ability of the pre-service teachers in the study to protect young children. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the Australian Collaborative Education Network Annual Conference 2012.]

This single-site case study explored how one community college integrated online education into CTE courses and programs. Through semi-structured interviews and document analysis, the study explores how one college integrated online education (fully online, hybrid, and web-enhanced) into areas typically considered "hands-on". Participants included three faculty members who teach in CTE programs that have integrated online education and three administrators. Although the college is a leader in online education, CTE courses and programs were slow to integrate online components. Findings reflected the way the college has maintained essential components of its culture and identity, how intrinsic motivators led the college to embrace online elements, and the hesitations and limitations that inhibit and guide future potential growth in online CTE.

There is currently little consensus on how special education teachers should be evaluated in a way that is effective, fair and responsive to their unique teaching responsibilities. In this paper, we explain several of the current approaches to teacher evaluation under consideration, and then provide an overview of the challenges associated with the use of these models for special education teachers. We describe a model currently under development that is designed to better meet the unique characteristics of special education teacher evaluation. Our alternative approach proposes to evaluate special education teacher effectiveness through two primary components: observations of the special educator's use of research-based instructional practices, and the resulting student outcomes reported through effect sizes on measures aligned with relevant student goals.

In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000-2003 and 2004-2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005-2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010-2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020+ (2012). The basic innovations in approach and conception in the new "epoch" is outlined.

In this article, questions of public education in both environmental issues and science, more broadly, are examined in an effort to respond to Richard Aldrich's call for historians of education to use their skills and understanding both to inform the present and to shape a more enlightened future. In particular, the lives and work of three women in science--Marianne North, Rachel Carson and Alice Stewart--are investigated through their art, writings and actions and through autobiographical and biographical material. The focus is on issues of natural history, the environment and the use and misuse of technology arising from their scientific work. In each case, how far they challenged the scientific thinking of their day or extended public understanding is explored while consideration is also made of how they were educated for their scientific careers, what impediments they faced and how far and in what ways they overcame them.

Family involvement is a central component of Individuals with Disabilities Education Act (IDEA). Family members are to be integrated in all aspects of the special education process. At the onset, of family involvement, it is imperative for educators to be aware of possible reactions family members may experience in this initial stage. This follow-up study examined family members' reactions from their initial introduction into the special education system. Interviews with 281 family members over a five-year span provided supportive results of a previous study examining family members' reactions. In this study, the researchers also report on detailed suggestions from the family members on ways to improve their initial involvement were additionally compiled in this study.