Education & Pedagogy

These essays attempt to chronicle the work of six authors in peace education as they reflect on the processes and important persons leading them to commit to peace education. They also examine those obstacles, successes and failures encountered trying to make these commitments concrete and substantial. The essays in this volume include: (1) "Paper Shoes and Leather Souls" (Tena Montague, Canada); (2) "Remembering the Future: Journey towards Wholeness" (David Hicks, United Kingdom); (3) "The Bamboo Sways but Never Breaks: A Personal Journey in Peace Education" (Virginia Floresca-Cawagas, The Philippines); (4) "Peace Education in Context: Personal Reflections" (Robin Burns, Australia); (5) "Transcending Boundaries: The Yin and Yang of Educating for Peace" (Toh Swee-Hin, Canada); and (6) "Reflections from the Margins" (Robert Zuber, United States). (EH)

This literature review examined five terms used to describe the inclusion of students with disabilities in general education schools and classrooms. The objective was to determine if these terms have consistent definitions and descriptions. Major journals and texts in education, and position statements and newsletters from special education organizations, were searched to obtain definitions and descriptors for the following terms: mainstreaming, integration, inclusion, regular education initiative, and supported education. The search was primarily limited to the years 1989 to 1994. Using a combination of qualitative methods, definitions and descriptions were compared to identify major similarities, differences, and major themes. The results indicate that educators, especially special educators, do not have clear and agreed-upon definitions and descriptions. This lack of a universally understood language has implications for education reform, student service provision, and communication and cooperation among special educators, as well as with general educators. (Contains 82 references.) (SW)

The U.S. Department of Education's National Center for Education Statistics (NCES) annually publishes a statistical report on the status and progress of education in the United States. This pamphlet provides 14 charts that represent a small sample of the 60 indicators contained in the "Condition of Education, 1995" report. The charts present information on the following topics: (1) participation in center-based early childhood programs before kindergarten; (2) immediate transition from high school to college; (3) trends in reading proficiency of 9-, 13-, and 17-year-olds by race/ethnicity; (4) high school mathematics and science course-taking patterns; (5) transition from high school to work by race/ethnicity; (6) activities of 1990 2-year college students; (7) international comparisons of educational attainment; (8) welfare recipiency by educational attainment; (9) elementary and secondary school enrollment; (10) student mobility; (11) crime in schools; (12) national index of public effort to fund education; (13) teacher salaries; and (14) teacher literacy. (LMI)

Asserting that children should be educated to thoughts and visions that extend beyond self-interest to the broader public good, this North Carolina handbook provides guidelines and curricular approaches for implementing successful citizenship and character education programs. The philosophical underpinning of the recommendations is that these programs must encourage the development of a strong partnership involving school, home, and community. The handbook provides curricular connections between citizenship education and English language arts, guidance, healthful living, mathematics, science, social studies, and vocational education. These curricular connections illustrate the opportunities that are available for educators to integrate concepts such as respect for others, respect for law, and attributes of character into a variety of disciplines. The guidebook also contains a directory of organizations that provide citizenship and character education material and a select bibliography of books and articles useful for integrating ethics instruction into curricular areas. (LH)

This transition policy update presents regulatory language associated with key provisions of the Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990, as set forth in the August 14, 1992 issue of the "Federal Register." The discussion focuses on: the inclusion of youth with disabilities within the term "special populations"; information dissemination to special populations about vocational education opportunities; equitable participation in vocational education; full participation in vocational education; distinction between "project" and "program"; and input into state plans by parents and advocates for students with disabilities. The paper concludes that the final regulations for the Perkins Act are undergoing substantive legal challenges, but that students, their parents, and advocates should expect local vocational programs to be responsive in the areas of information dissemination, recruitment, services, and transition. (JDD)

This catalog lists the materials that the Utah Statewide Clearinghouse on Law-Related Education loans to teachers and anybody else interested in law-related education (LRE). The catalog provides a table of contents that guides the reader to materials on all aspects of law from the constitution to legislation against drug use and on all aspects of the justice system from the police to prisons. The materials include curriculum, lesson plans, computer programs, text books, videos, games, kits and other teaching resources. Each entry contains a description of the material, its purpose, and the targeted grade levels. To facilitate borrowing, the catalog explains lending procedures and provides the hours and address of the clearinghouse. (JD)

This paper explains methods of handling information about real costs to develop a model that is then used to forecast future costs of specified distance education activities and to obtain funding for these activities. It is addressed to anyone concerned about acquiring and spending money in distance education--managers of systems and institutions, department heads, and people interested in the actual costs of activities. The paper takes the approach to funding distance education that involves identifying characteristics costs of distance education and funding it on the basis of costs. It explains methods of handling information about real costs, including variable and fixed costs and student numbers, to develop a model used to forecast future costs of specified distance education activities and to obtain funding for them. The procedure of building a bridge between the accounting system and funding costs analysis is described, a process that involves using allocation keys and a cost classification. (YLB)

This report presents 11 tables providing data on the number of Kansas special education personnel employed in the 1990-91 academic year who did not return for the 1991-92 academic year. Table 1 presents the personnel attrition rates for each year from 1976-77 through 1990-91. Table 2 presents personnel attrition data for 1990-91 organized by category of special education specialty. Table 3 is a summary table of attrition data and percentages for all categories from 1976-77 through 1990-91. The remaining tables, Tables 4 through 11, report the attrition rates by level of instruction, district size, urban versus rural districts, type of administrative plan, geographic region, service delivery model, and type of assignment (teaching versus support personnel). (DB)

This paper discusses the first international conference on the future of education in Russia held in Sochi, Russia, in September of 1991. The focus was on recent efforts that have been made by educators to develop global education in Russian schools. These efforts include a detailed project for the development of global education in Russia and other former Soviet republics which the participants at the Sochi Conference designed and on which they reported. The report argues that global education is important in Russia and other republics because it teaches about the interdependence of world cultures, it increases social and cultural awareness and communication with other cultures, and it transforms and integrates a culture/nation into the world community and from a closed society to an open society. The report concludes that Russian and U.S. educators interested in the development of global education programs have much to learn from each other. (DB)

Eighty parents and teachers were interviewed in Nigeria to identify attitudes toward inequities in access to education that may be related to high population growth and weak economic growth. Children from poor families and Muslim girls are underenrolled in Nigeria. The interviewees acknowledged the continuing underenrollment but did not think it was due to a lack of personal initiative or was in any way appropriate for these groups. They described the value of education for these children and thought that their enrollment in education was likely to increase. No specific suggestions were made for means to insure such an increase. A comprehensive approach to helping families move out of poverty was rejected because of its cost and the demands of the general population for services such as better water quality and road improvements. (Contains 17 references.) (Author)

In this conceptual paper, I delve into the urgent necessity of reshaping adult education and advocate for the adoption of critical feminist theory as a foundational framework for the examination of adult education. Based on the theories of adult education and critical feminist theory, I argue that a critical feminist lens could help educators better support adult learners from diverse backgrounds and spark meaningful social change. Building on principles of "ideology," "consciousness," and "standpoint" from critical feminist theory, I propose a "critical consciousness learning" (CCL) model that challenges existing assumptions and inspires innovative research and practice. Ultimately, my objective is to empower adult educators to reimagine the landscape of adult education in a manner that champions principles of equity, inclusivity, and transformative learning, thereby ushering in a new era of adult education.

This qualitative survey studies the perceptions of adult students enrolled in a teacher training programme in Greece. It examines synchronous distance education, the Microsoft Teams platform, and the prospect of strengthening and establishing this type of education after the COVID-19 pandemic. The survey used the semi-structured interview as a basic tool to gather students' perceptions of the teacher training programme, "EPPAIK". The results show that the benefits to the user of synchronous distance education, and the possibilities provided by the Microsoft Teams platform, are many. Most respondents consider it necessary to evaluate contemporary education, to establish a combination of both traditional and contemporary educational practices (hybrid learning/education), to achieve the best results in the future.

This contribution introduces the general principles of doctoral education in Germany first and then describes and discusses four key drivers of change: the increase in numbers, the diversification of degree models, the impact of the Bologna reforms on doctoral education, and changes induced by the COVID-19 pandemic. In the conclusions the implications of these key drivers for change in doctoral education are analysed, namely the extension of the policy field focusing on doctoral education, the gradual loss of the traditional university monopoly in terms of doctoral degree awards, the shift from the dissertation as product to the process of doctoral education and training, and finally the extension of requirements in terms of skills and competences to be acquired in the process in order to make doctoral degree holders fit for non-academic labour markets.

Minoritised communities have a long history of self-organising learning to meet their youth's varied educational needs. Community education is a widespread societal phenomenon, yet a conceptual framework mapping the diversity of educational initiatives remained lacking. We bring together the body of academic work on community education in a systematic literature review and extract an array of cases. By regarding these cases through a conceptual framework based on their organisational form and their main objectives, we distinguish different types of community education and we deduce that different communities have different needs, which translate into different intended purposes. Distinguishing similarities and differences in community education across communities and countries is a necessary step in acknowledging the resourcefulness of minoritised communities in self-organising education, which is pertinent for stakeholders of community schools as well as for those researching community educational spaces.

The foundation of inclusive education is that every learner has the potential to contribute positively to society. A sense of belonging to society is vital to this contribution, and to the growth and development of autistic children and young people. New Zealand has made some positive progress towards inclusive education, with some education institutes understanding that all children have the right to be educated and to receive the best possible education they can, regardless of ethnicity, culture or disability. However, research indicates that there are still barriers to inclusive education, and these barriers have drastic lifelong implications for autistic children and young people. This paper outlines inclusive education, identifies barriers from the perspectives of research through literature, educators and families through a small-scale study, and discusses lifelong implications of a non-inclusive education on autistic children and young people.