Education & Pedagogy

This paper describes how Deming's theory of management can be applied to the educational process. Following an overview of Deming's theory, nine specific questions to ask any theory of education are posed. The differences between education and industry, as well as the differences between quality management and traditional educational approaches, are described. The following contents of education are discussed--vision, knowledge, know-how, wisdom, and character. Suggestions for getting started in the school and classroom are offered. Principles that can be carried over from the industrial experience to education include the "process first" principle and "cease dependence on mass inspection." In conclusion, the teacher's main objective is to put quality into education, which is what makes learning a pleasure and a joy. Putting quality into education means constant change and engagement. Five figures and three tables are included. (LMI)

This document features the program level and model learner outcomes established by the state of Minnesota for international education. These outcomes are a series of statements that define the scope and breadth of study of international education, and it is intended that educators and curriculum specialists integrate these outcomes into all subject areas of the K-12 curriculum. In addition, the volume contains statements of the Minnesota State Board of Education on education values, learner values, philosophy, mission, and goals. The last portion of the guide lists examples of how global perspectives can be infused at every grade level and in every subject area. This section also includes a number of conceptual tools designed to help local educators with curriculum development and assessment. An appendix lists publications and organizations concerned with international/global education. (DB)

The Council of Chief State School Officers has established a system of state and national indicators for the condition of science and mathematics education. This policies report is based on a survey of all state departments of education conducted in the 1991-1992 school year. An introductory section provides the rationale and background for studying state education policies. The next section of the report provides 50-state information on the current state policies on graduation requirements, curriculum frameworks, student assessment, and teacher certification requirements. Thirteen tables are utilized to present this information. Two appendices describe efforts to implement state mathematics and science frameworks or guides in 1991. (Contains 25 references.) (MDH)

This booklet reports and comments upon recent trends and issues that have influenced the education of children under age 5 in the United Kingdom. It is based on over 300 inspections of nursery and primary schools undertaken between 1985 and 1988. Following a brief introduction that outlines the educational provisions for preschoolers in the United Kingdom, the report examines some of the principles underlying the preschool curriculum. The report goes on to explore such topics as: (1) personal, human, and social learning and experience; (2) language and literacy; (3) mathematical learning and experience; (4) scientific learning and experience; (5) technological learning and experience; and (6) aesthetic, creative, and physical learning and experience. Each section includes examples of good practice in the classroom setting and discusses implications of the National Curriculum for such teaching practices. (MDM)

This hearing focused on education in New York, including recommendations for corrective actions to improve school governance and management in the areas of custodial services and school bus transportation. The report includes testimony from: Andrew J. Stein, President, New York City Council; Kevin Gill, Executive Director, Division of Support Services, New York City Board of Education; Richard Ahola, Executive Liaison for Central Services, New York State Education Department; Bruce Cooper, Professor of Administration and Public Policy, Fordham University; Jean S. Adilifu, Assistant Executive Superintendent, Newark Board of Education; John Fager, Cochair, Parents Coalition; and Michael Strasser, Assistant Commissioner, Division of Surface Transit Operations, Department of Education. (JLB)

This checklist was developed to be used for evaluating and enhancing the performance of established workplace education programs. With minor modifications, the document also may be useful for evaluating other types of training and education programs. Management, labor, and education partners may use the checklist as a stand-alone evaluation instrument or as a progress check on items identified by the partners during prior program design meetings using a companion document, the "Workplace Education Design Checklist: A Tool for Program Planning." The checklist is organized in four sections that cover the following topics: (1) program design and administration indicators; (2) participant achievement indicators; (3) program outcome indicators; and (4) evaluation tools. The checklist also contains a list of key terms with definitions and the names of two related resources. (KC)

Based on three studies of adult literacy in Iowa, this book identifies policy issues raised by research on adult literacy and recommends solutions. It also examines adult literacy education from the perspective of the learners themselves in order to inform improved practice. The book addresses six basic questions that are the topics of the first six chapters: What is adult literacy and adult literacy education? What factors define and describe the adult literacy population? What motivates adult literacy students to attend? Why do many of those eligible for adult literacy education elect not to participate? What are the outcomes and impact of adult literacy education, and What are the implications of the analysis for adult literacy and policy? A seventh chapter contains recommendations for practice and for research and a conclusion. The book is indexed by author and by subject. (Contains 155 references.) (KC)

This bilingual newsletter (English and Spanish) provides information to migrant youth who have dropped out of school. Typical newsletter articles focus on the importance of education and include items describing the experiences of migrant youth who have obtained their G.E.D. or enrolled in vocational or college programs. Topics treated include paying for college, eligibility for tax credits, drug and alcohol education, career information, entry level job skills, parenting skills, career planning, readiness for marriage, basic first aid, importance of voting, job seeking skills, English-as-a-Second-Language classes, military careers, Job Corps programs, AIDS information, setting goals, good work habits, scholarships for migrants, increasing self-esteem, profiles of famous Hispanics, high school equivalency programs, etc. Newsletters include numbers of free telephone hotlines and names of contacts for additional program information and assistance. (LP)

This paper was designed to provide background information for participants of the "Statewide Evaluation of Programs and Services with Students with Disabilities" Policy Forum scheduled for August 30 and 31, 1994. The paper provides information regarding program evaluation issues, to stimulate discussion and to give examples of resources available to assist State education agencies in planning and implementing program evaluation procedures as required annually by Federal law. Twenty-eight documents and reports are abstracted to provide specific perspectives and recommendations regarding the range of special education program evaluation issues and challenges. The reports include, among others, products of the National Center on Educational Outcomes, the National Center for Policy Options in Special Education, and Project FORUM of the National Association of State Directors of Special Education. (JDD)

The project group "Preparedness for Peace" of the Department of Education and Psychological Research, Malmo School of Education, Sweden, explores ways of helping children and young people deal constructively with questions of peace and war. As part of its work, the project group collects viewpoints on the role of schools in pursuit of "peace preparedness." In this regard, experts with special interests and competencies in areas related to peace education have been interviewed by the project. This document presents excerpts from interviews with 50 peace educators representing 22 different countries. Answers given by interviewees to the question "As an introduction, could you say a few words about yourself and your interest in the field of peace education?" are the focus of the report. (DB)

This document contains 395 abstracts of presentations on the theme of changing the image of chemistry, made at a conference on chemical education. Included with the abstracts are the presenters' names and addresses. The conference included the following sessions: Lecture and Learning: Are They Compatible?; ChemSource; Relevant Chemistry for the Non-Science Major; Industry-Education Initiatives; Innovative Outreach Programs; Breaking the Bubble: New Thoughts on Testing and Evaluation; Enhancing the Role of the High School Laboratory; Empowering Student Success; New Courses in Chemistry; Finding and Retaining Future Scientists; Bringing Women into Chemistry; and Writing in the Curriculum. (AA)

Education for peace is a process that must begin in the childhood of students and continue for the rest of their lives. Education for peace also is concerned with addressing the conditions that nurture violence and war and with seeking ways to change those conditions. Among the major themes of current peace education efforts are the aftermath of the Cold War, including the still existing threat of nuclear war; the North-South issue, including the southern hemisphere's deepening impoverishment; the problems posed by pollution and destruction of the environment; and the obstacles to the spread of human rights and social justice. Peace education also can be understood as a social learning process, including the development of individual skills such as empathy, and competence in communication. Thirteen items are suggested for further reading. (DB)

This document presents the scope and outline for an undergraduate course in mathematics education designed to teach methods of teaching secondary mathematics. After a course description and rationale, the essence of the course is divided into two parts: course objectives and a topical outline. The first part includes objectives in the areas of classroom management, mathematics pedagogy, mathematics education, media and technology, and assessment and evaluation. The topical outline organizes the material to accomplish these objective by topic. The component requirements for the course include: (1) laboratory experience; (2) field experience; (3) related research; (4) daily and weekly lesson plans; (5) laboratory reports; (6) unit or chapter plans; and (7) class presentations. A weekly schedule based on a 15-week semester is provided. (31 references) (MDH)

Agencies, organizations and foundations offering financial and instructional support for advanced education and research are listed in this directory. A chart indicates, for each program, the level of study (undergraduate, graduate, dissertation, postdoctoral, other), disciplines (unrestricted, life/medical sciences, physical sciences/math, engineering, behavioral/social sciences, humanities, professional fields, others), and eligibility requirements (U.S. citizenship, U.S. permanent residency, unrestricted citizenship, other citizenship, ethnic minorities only, women only). Subsequently, each program is listed, alphabetically by organization, with further information about application, program purpose, requirements and restrictions, number and duration of awards, and award and allowance amounts. An additional list of publications concerning fellowships, scholarships, and student loans is appended. (MSE)

This document presents data on the effects that lotteries have on elementary and secondary education funding in those states where at least a portion of the lottery proceeds are specifically designated for the support of public education. The data were obtained from the annual reports of lotteries in states where lottery revenue is designated for education. Findings indicate that lotteries contribute only a small part of overall revenue; lottery revenues are often substituted for regular funds; the revenues are unstable; the administrative expense if high; and lottery acts like a regressive tax. Researchers also tend to blame politicians for many of the negative financial consequences of lotteries, and for failing to provide more adequate forms of funding for educational purposes. In summary, lotteries have, at best, proven a controversial source of education funding. To adequately benefit public education, several policy modifications and more public education are needed. Six figures are included. (Contains 34 references.) (LMI)