Education & Pedagogy

Reprint of the 1966 article as a representative example of thinking about art education during the 1960s. Reiterates the need for aesthetic judgement in art education and discusses those characteristics and approaches that render a judgement valid. Maintains that justification or an aesthetic opinion should be descriptive rather than explanatory. (MJP)

An A-level General Studies candidate expresses frustration that questions in the administered examination have little relevance for environmental issues. Argues that the General Studies category is a good fit for environmental studies as students could better apply concerns about environmental issues through the broadening experiences afforded by General Studies. Urges General Studies examiners to recognize governmental commitment to environmental education. (PVD)

Reviews recent trends in early childhood teacher education in Zimbabwe in the context of overall teacher reform. Describes social tensions stemming from current system of early education and care, along with a survey of parents, teachers, and primary school headmasters. Discusses how diversity of meanings attached to early education poses challenges for stakeholders. (EV)

Describes a system of four separate but interdependent school-university consortia that have been developed as part of the special education department's reform and restructuring initiatives in a Florida university. The rationale for the consortia, barriers to their implementation, and their missions, activities, and governance structures are described. (Author/CR)

Reviews key aspects of a change process in a Florida university's special education department. Describes core beliefs and values that underpinned the change process, the development of collaborative research groups (CRGs), and how CRGs have created linkages with other academic units and the community. (Author/CR)

In 1989, Florida educational leaders responded to information-age challenges by initiating a four-year project to identify the requirements for measurably improving vocational education. The project eventually identified 38 field-validated pedagogical/instructional goals and 161 related learner competencies in four topical areas: planning and development, implementation and management, evaluation, and professional advancement. (26 references) (MLH)

Explores how schools, colleges, and departments of education might improve urban teachers' preparation by applying Martin Haberman's research on "star teachers" of poor children. Discusses Haberman's findings in relation to PRAXIS III teacher performance standards, reflects on the selection/training dichotomy, and advocates video case studies. (MLH)

Recognizes the benefits of mediation for easing special education conflicts, but addresses the inconsistencies and ambiguities created by the 1997 amendments to the Individuals with Disabilities Education Act (IDEA). Recommends that state and local education agencies use mediators certified in sophisticated mediation techniques, schooled in special-education law, and employed by independent organizations. (MLF)

Describes the Western Governors University and the California Virtual University as examples illustrating the complex issues of distance education at the public-policy level. Explores whether these initiatives are the product of the commercialization of education or the result of a reform that may lead to increased learner-centered education. (SLD)

In attempting to define professional development schools (PDSs), this paper describes the origins of PDSs, which grew out of recognition by research universities that prospective teachers needed professional sites where they could be introduced to models of excellence in all facets of public education. The paper examines what good PDSs should include. (SM)

In discussing the incorporation of constructivist instructional philosophies in education, this article examines the complicated shape-shifting that occurs across many constructivist ideas, demystifying constructivism by locating its identity or substance, synthesizing tenets that might bring identity to constructivism, and analyzing and evaluating the soundness of constructivism as a framework for teacher education. (SM)

Reexamines Callahan's book, "Education and the Cult of Efficiency" (1962), and his vulnerability thesis regarding school superintendents, discussing recommendations it made and highlighting public education in the 1990s. Callahan's recommendations were well-received but not well-heeded, and the vulnerability thesis did not provide the stimulus for change that Callahan intended, but became an excuse to help powerful educational administrators survive. (SM)

Describes the development of a program fostering prospective and practicing elementary school teachers' research on their science-teaching practices, discussing the science-education community's recognition of the importance of teacher research, examining beliefs underlying development of the program, describing the program's setting, summarizing several of its components, and reflecting on one participant's experiences. (SM)

Explores the characteristics of education in the future and corresponding changes required of education in Hong Kong. Discusses the concept of School-University Partnership and its role in improving educational quality in schools. Introduces experiences of School-University Partnerships organized by the Faculty of Education at the Chinese University of Hong Kong. (DSK)

One collaborative aspect of Project CARES is described from the perspectives of three university partnership team members. Factors contributing to the success of the experience and obstacles that challenged the collaborative process are explored. Implications for establishing and promoting collaboration between social work and education are discussed. (Author/EMK)