Education & Pedagogy

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary or postsecondary level in Florida. Each program courses standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: major concepts and content, laboratory activities, special notes, and intended outcomes. Student performance standards are listed for each outcome. Program and course standards are based on competencies required for entry, advancement, and upgrading in homemaking and home economics occupations. The following courses are included: food and nutrition, consumer education, family living, child development and parenting, clothing and textiles, housing and management (including personal resource management), decision making, career exploration, developing self-esteem, and developing positive relationships. (KC)

This booklet describes programs designed to offer a comprehensive system to improve Florida's work force. Through these programs, students and workers in Florida are prepared to enter the labor force, attend technical training programs, enroll in other postsecondary programs, or upgrade their skills on the job. The following are discussed: the Florida job market and projected demand occupations, the economic value of education, Blueprint 2000, the foundation for preparing students to enter the work force and continue their education, core vocational programs, Florida's gold seal endorsement and scholarship program, the tech prep curriculum, centers of emphasis (agricultural, automotive, electronic, and health occupations education), apprenticeships programs, the LEE program (Linking Education and Employment), workplace education programs, General Educational Development programs and the school-to-work transition, Florida's school-to-work continuum, and initiatives and expansions for the future. Contains 18 references. (KC)

Designed for parents, educators, lawyers, and others, this booklet focuses on limited-English-proficient (LEP) students' legal rights to an appropriate education. Contents are as follows: overview of state and federal legal requirements of education programs for LEP students; initial identification of LEP students; requirements for English language development instruction; requirements for the program of academic instruction for LEP students; overview of staffing requirements for LEP education programs; redesignation: LEP readiness for an all-English education program; funding for education programs for LEP students; school and district bilingual advisory committees; and special programs: GATE, special education, and Chapter I. Appended are a language rights checklist, sources of where to turn for help, selected references, and a list of legal authorities. Contains 8 references. (LB)

This bibliography contains information on technology education for use at the middle, junior, and senior high school levels. Materials for implementing technology education and technological literacy are also included. Thirty-four citations from ERIC and other databases include curriculum materials, teacher guides, behavioral objectives, journals, articles, conference proceedings, position papers, and task analyses. Four articles, representative of current wisdom in the field, are reprinted: "Uniting to Promote Technology Education: (Alice Van Deursen, Nina Kelty); "Making the Change: Key Issues in Moving to Technology Education" (Merrill Oaks); "It Wouldn't Work with My Students" (James Mooney); and "The Woodlands, Texas" (Larry McHaney, Jerry Bernhardt). Each entry in the annotated bibliography has these components: title, date, author, developer, availability, annotation, and format. A final section contains information on The Technology Bank, a clearinghouse of the International Technology Education Association. (YLB)

This paper is presented as one stage of a dissertation project titled "Educational Reform as a Social Field: Structuration of Discourse in Teacher Education in Finland." It examines educational transformations and continuities through a discourse analysis of governmental committee reports on teacher education, focusing primarily on the years since the late 1960s and on primary school teacher education. Three discontinuities in Finnish teacher education are identified and discussed: transformation from vocation to ought-to-be profession, transformation from moral conception of the ideal citizen to decontextualized and unquestioned goal rationalization, and transformation in occupational demands on the teacher from behavior to intentions. The relationship of the empirical study with various theoretical perspectives is then examined. These theoretical perspectives include knowledge and power, discourse structuration, professionalization, and social field. (Contains 37 references.) (JDD)

This document was produced as part of the observance of International Literacy Year, 1990. Divided into four parts, the first part, "Priorities," is a discussion of the observance and UNESCO's 1990 International Literacy Year, priorities for 1990-95 and Unesco's strategies for education. Part 2, "Regional Action in Education," describes the organization's actitivities in Africa, the Arab States, Asia and the Pacific, Europe, and Latin America and the Caribbean. "Global Action in Education," part 3, addresses UNESCO's education institutes, presents statistics on education, explores standard-setting activities, and underscores the UNESCO priorities of peace and international understanding, the environment, and sustainable development. Part 4 of the document, entitled "UNESCO and You," describes participation at the grass roots level, obtaining information on education, technical cooperation, other means of cooperation, and explains where to apply to participate in UNESCO programs. A listing of UNESCO national commissions is included. (LBG)

This study surveyed 31 professional educators who have taken a peace education course to see what factors influence their use of skills and knowledge acquired in this class. The main hypothesis of this study is that theoretical knowledge is not enough to motivate teachers to become peace educators. Respondents indicated that knowledge of subject matter was important but not as important as feelings of urgency about violence. Religious faith, past peace education success, and school climate helped peace education efforts. Responses to a questionnaire used in this study indicate the wide variety of approaches to peace education: (1) 58% were dealing with diversity; (2) 54% were teaching about peace; (3) 50% were helping their students cope with violence; (4) 35% were advocating violence prevention; and (5) 23% were working with a peer mediation program. Contains 7 tables and 31 references. (Author/LB)

This paper asserts that the greatest challenge for 21st century public relations practitioners will be the identification of organizational values and their reconciliation with societal values within the context of a quickly and seemingly chaotic syncretizing popular culture. This function of public relations requires considerable practitioner education and abilities to fulfill the requirements of what must be a well defined public relations role within the organization. Remarkable communication technology exists for a relatively new phenomenon that is receiving much attention in the academy, the concept of distance education. However, while professionals seeking professional development opportunities can be served well by distance education, it provides an unsatisfactory educational experience for pre-professional students, regardless of the quality of classroom instruction. Such students cannot fully participate in the enculturation process requisite to preparing professionals. (CR)

Since the 1980s, several major trends have impelled educators to make especially significant changes to the K-12 curriculum in the various subject areas. Calls to provide students with "authentic" and interdisciplinary learning experiences, upgrade standards, and help all students achieve at a high level are affecting curriculum content and organization. The articles in this book were originally published in "Curriculum Update," a quarterly newsletter of the Association for Supervision and Curriculum Development, and are directed at a broad audience of educators. The articles provide background information and practical ideas for pursuing the elusive goal of a "state-of-the-art" curriculum. Contents have been arranged according to seven subject areas: language arts, mathematics, social studies, science, the arts, world languages, and health and physical education. (MLH)

This paper deals with the impact of limited special programs on the implementation of new curricula in Germany. The specific case of environmental education is addressed and shows the impact of special programs on selected areas of the implementation process. The study examines aspects of quantity and quality of environmental education conducted by teachers and schools that participated in special programs compared to those teachers and schools that did not. Quantitative and qualitative aspects are discussed. Special attention is paid to the development of environmental education in everyday school life since educational practice does not automatically follow inclusion of topics in syllabi and curricula. The paper assesses that the depiction of German environmental education in governmental publications and regulations seems to be much brighter than when it is viewed on the basis of empirical findings concerning school reality. (EH)

This paper examines the ways in which multicultural art education, the curriculum of "Multiculturalism Canada" and a renowned instructional text lack indigenous consideration and ignore alternative concepts of scholarship of art history. Although multicultural education is considered important in Canada, the paper contends that there are significant problems in its implementation. Inappropriate rationale of the curriculum and insufficient knowledge have a tendency to promote stereotypes. In one example, the cross-cultural study of colors and symbols introduces the oversimplification and generalization of Chinese art. The analogy of Chinese and western art styles indicates an inappropriate methodology. The example shows that multicultural and cross-cultural art education requires more than just teaching the art of different cultures. Thorough cultural and historical investigation is needed for comparative studies, thus motivating further research on how to provide fundamental understanding of art in its social context for multicultural and cross-cultural art education. (EH)

This document consists of 1-year's worth of a bimonthly newsletter containing news and information about adult literacy and adult basic education for practitioners. These six issues contain professional information, employment notices, and articles on the following topics: working in adult basic education; a conference on learner participation in adult education; English-as-a-Second-Language tutor training; student attitudes about adult basic education; intercultural communication; student evaluation; teacher exchange and observation; the Boston Adult Literacy Fund; alternative teaching and discussion techniques in the classroom; writing instruction; Danish adult education; choosing non-defeating tests; a method for teaching arithmetic; program-based staff development; student-teacher alliances; and Massachusetts legislative efforts. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This resource list is intended to support efforts of educators across the country working to enhance the career development of students who are members of special populations. The listing includes relevant descriptions of publications, organizations, newsletters and journals, and centers for education/information services. These materials are representative of available materials on career development and career counseling, but are not exhaustive. Annotations are provided for 35 publications, 5 newsletters and journals, 10 organizations, and 12 centers for education/information services. Resources are listed alphabetically within each category. Information for print materials include author or source, publisher, place of publication, and date of publication. In addition to a description of the content (publications), type of information provided (newsletters and journals), or services or products available (organizations and centers for education/information services), an address and telephone number are provided. (YLB)

This report reflects the work of the Commission on Environmental Education created and authorized to study environmental education in the state of New Jersey. The commission identified the knowledge, attitudes, values, behaviors and skills that should be communicated, developed, and/or nurtured among the state's citizenry. A list of recommendations for the development of an environmental education master plan was also compiled. The recommendations include specific activities and target dates of completion. The recommendations are specifically addressed to the governor, the state legislature, county and municipal governments, the Department of Higher Education, the Department of Education, the Department of Environmental Protection, the New Jersey Education Association, environmental organizations, the business community, religious organizations, autonomous units of government such as soil conservation districts, watershed association, and environmental commissions, and youth organizations. A copy of Executive Order No. 205, that created the commission, and a list of commission members are included. (KR)

National Education Goal 6 challenges us to create safe, disciplined, drug-free schools for our children. This book describes model drug prevention education programs in schools selected by the U.S. Department of Education's 1991-1992 Drug-Free School Recognition program. The schools offer practical and adaptable advice in six areas: (1) recognizing, assessing, and monitoring drug, safety, and discipline problems; (2) setting, implementing, and enforcing policy; (3) developing and implementing a drug prevention education curriculum; (4) educating and training staff; (5) promoting parent involvement and providing parent education and training; and (6) interacting and networking with community groups and agencies. Additional recommendations include starting drug prevention activities early with young children. Five schools in Montana, Georgia, Washington, D.C., Minnesota, and Florida are highlighted. Contains a list of publications, agencies and organizations, regional centers, as well as 79 schools that can serve as resources. (JE)