Education & Pedagogy

Based on findings from national and international evaluations, this article discusses the extent to which goals and reality meet in Finnish teacher education, noting that teacher research produces important information that supports teacher education and asserting that teacher education should be anchored not only in research but also in the reality of teachers' work. The article notes the importance of supporting teachers' continuing professional development via inservice teacher education. (SM)

Outlines strategies used by one physical education teacher education program to incorporate the pedagogy of service learning into its curriculum and more completely address National Association for Sport and Physical Education and National Council for Accreditation of Teacher Educators (NASPE/NCATE) guidelines, highlighting: the department, course characteristics, site placement, course readings, student reflection, class discussion, and addressing NASPE/NCATE guidelines. (SM)

Description of the field experiences in the preservice special education program at Pennsylvania State University examines influences on the program; program content, activities, and evaluation; and outcomes. The program was designed to incorporate multiple field experiences in a graduated sequence, expose students to a variety of settings and disabilities, and provide opportunities to collaborate with general educators. (Contains 4 references.) (DB)

A model is presented for preservice teacher preparation of general and special educators. The model was successfully implemented with 47 secondary and 30 special educator candidates who were enrolled in a collaboratively taught block of courses. Candidates collaboratively identified and assessed learning challenges in students, intervened, and evaluated the intervention. (Contains references.) (Author/CR)

Assessed the attitudes toward inclusive education of college students at a Flemish college that had a new curriculum designed to familiarize first year educational psychology and special education students with inclusive education. Surveys of students who took introductory courses on inclusion indicated that students neither advocated for nor opposed inclusive education but instead tended to be very neutral. (SM)

There are several areas of intersection between tertiary education and basic education. This article examines four such areas--teacher education, academic research, policy analysis and research, and university outreach--and explores possible policy alternatives by which collaboration in these can be strengthened and optimized. The author submits examples from case studies and policy options as related to the four areas identified. The article concludes with a reflection on the possible new paradigms of education for a vastly different future.

This document contains the September 1936 through June 1937 issues of "School Life," a monthly publication of the U.S. Department of the Interior Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXII index is included.

Universities can help level up by boosting earnings, transforming towns and delivering vocational and technical education. They fulfil the aspirations of many young people. In this paper, David Willetts explores how to boost participation in higher education while cutting public spending. He argues it is reasonable to expect graduates to pay for the benefits they enjoy as a result of their university education.

Many children in GPE partner countries remain out of school or are unable to complete even primary education. This working paper aims to bring attention to the ongoing challenges of reaching universal access to education and completion of at least primary education in many GPE partner countries. [This working paper was written with support and input from Raphaelle Martinez.]

This monograph examines the career education concept. Four interrelated premises discussed include specialism, sequentialism, fundamentalism, and credentialism. Each premise is presented in light of its functional and dysfunctional role in career education. Suggestions are included which would a) enable career education to enhance the principle of maximum possibilities in education, b) obliterate the distinction between work and leisure, and c) increase career education concern with human services. (MJM)

This overview of Chilean education from kindergarten to the university level is broken down into: 1) background and organizational structure; 2) brief descriptions of each level as well as of vocational, teacher, and adult education; 3) trends and developments; 4) a glossary of Spanish educational terms; and, 5) some statistics and descriptions concerning specific schools and universities in the country (the figures are for the year 1960). A selected bibliography is included. (CWB)

This is the third (1976) compilation of papers presented at the annual meeting of the National Association for Environmental Education. The 23 selected papers are organized into four categories: Keynote Speeches; Environmental Education: Programs, Methods, and Materials; General Topic: Environmental Education; and Energy Conservation. The reports provide current information on the status of environmental education, suggestions for the future, and suggestions for instructional activities. (RH)

This position paper raises concerns, states positions, and makes recommendations about the way in which adult education and career education relate and coexist. The concept of career-oriented education for adults is supported, but concern over program direction prompted statements of position relating to career education research, curricula emphasis, agency articulation, alternative school models, teacher-counselor-administrator models, materials and tests, and evaluation and accountability techniques. (CL)

Following an outline of education, particularly secondary education, the French system of tertiary education is described. The orientation of studies offered in the three two-year cycles of study is described. The differences between the national institutes and the universities are explained. The remainder of the report contains admission procedures, enrollment figures, financial aid to students, research in tertiary education, cost of tertiary education, permanent education (workers right to training leave), and reform projects. (SPG)

ABSTRACTS OF 28 RECENTLY COMPLETED STUDIES IN BUSINESS EDUCATION, PRIMARILY DOCTORAL DISSERTATIONS COMPLETED FROM 1960 THROUGH 1966, ARE ARRANGED BY THE FOLLOWING CATEGORIES -- (1) AUTOMATION, (2) BUSINESS EDUCATION PROGRAMS, WHICH INCLUDES ISSUES, GUIDANCE, AND AREAS IN NEED OF RESEARCH, (3) COOPERATIVE PROGRAMS, (4) EMPLOYMENT TRENDS, (5) EVALUATION, (6) IMPROVEMENT OF INSTRUCTION, AND (7) STUDENT CHARACTERISTICS. OFFICE EDUCATION, DISTRIBUTIVE EDUCATION, AND GENERAL BUSINESS EDUCATION STUDIES ARE INCLUDED WITHIN THE CATEGORIES CITED. (PS)