Education & Pedagogy

Employs a dialogical style to explore the interface between Arne Naess's views about deep ecology and education. Themes examined include the educational implications of the 'deep' questioning process and other formulations of environmental thought. (DDR)

This interview with Anthony Bates talks about the effects of technological change on distance education, its implications for colleges and universities, and how to prepare for it. Topics include infrastructure decisions; faculty support and training; and future possibilities. (LRW)

Suggests that John Dewey developed ideas regarding reflective thinking and the challenges to it that are relevant to our times. Asserts that education is intended to provide a repertoire of intellectual activities for systematic and disciplined thinking that can counteract assaults on reason. (EV)

Describes the characteristics, benefits, and common elements of place-based education. Identifies five thematic patterns: cultural studies, nature studies, real-world problem solving, internships and entrepreneurial opportunities, and induction into community processes. (Contains 16 references.) (PKP)

Discusses design principles derived from the socio-cognitive theoretical framework for developing Web-based environments to support the construction of scientific knowledge through situated action. (Author/MM)

Interactive television was used to deliver instruction on advanced cardiac life support to rural health care providers. The partnership between rural and urban hospitals enabled the provision of high-quality, cost-effective continuing education to geographically isolated populations. (SK)

Describes the development and implementation of a web-based project, Walking With Wildlife, intended to encourage and enable first-hand encounters with the biodiversity of the natural world. (Contains 16 references.) (DDR)

Discusses the effectiveness of medical education and argues for the appropriate use of emerging technology in training. Suggests using a "marvelous machine" concept for trainees and continuing education working on computer-based simulations for a comprehensive practice experience. (Contains 26 references.) (YDS)

Describes how issues pertaining to personal identity might be understood both conceptually and empirically. Emphasizes how the postmodern phenomenon of identity seeking in a steadfastly consumer culture is relevant to unresolved questions about critical aspirations of environmental education. Concludes with recommendations for research, curriculum, and pedagogical development. (SAH)

Decentralization of adult education administration in the Netherlands had the desired effect of empowering local governments for community education and development. However, an undesired effect was loss of efficiency in funding allocation and decision making. (Contains 21 references.) (SK)

Discusses four issues raised in this special issue: (1) problems with the term "inclusion"; (2) reductionist approaches to inclusive education; (3) politics of special education research and the need to include parent and student voices; and (4) preparation of teachers for inclusive education. (Contains 53 references.) (SK)

Ten articles discuss experiential learning in agricultural education as it relates to career development, supervised agricultural experience (SAE), 4-H, technological tools such as electronic recordkeeping, a rationale for experiential learning, and the relevance of SAE to today's students. (JOW)

States are increasingly requiring continuing education for relicensure in health professions. More research is needed on the effectiveness of mandatory continuing education for nurses in terms of patient care outcomes in order to justify this requirement. (SK)

After pointing up the need for communication and cooperation between extension operations conducting professional continuing education and the professional associations of the publics they serve, the author suggests an interdisciplinary brokerage role for the National University Extension Association (NUEA). (JT)

Argues that in the more commonly used approaches to comparative education there has been lacking an adequate theoretical base upon which any country could with confidence know how to learn from another country's educational experience what would be useful for its own development. (Author/RK)