Education & Pedagogy

Six principles of effective outcomes assessment in medical education are presented, discussed, and illustrated in assessing a preclinical course integrating basic science, social science, and clinical skills. It is argued that courses and programs for medical students and residents should use course-based assessment to ensure that medical trainees acquire the skills and attitudes needed to practice medicine. (Author/MSE)

Describes development and design of the Comprehensive Clinical Performance Grid for Student Evaluation, created to address concerns about what constitutes a competent practitioner and to provide a useful and consistent student-evaluation tool for clinical optometric education. Development challenges are also discussed, including staff training and acceptance of the procedure, and those of articulating curriculum design and evaluation goals. (MSE)

Considers how the State Systems Change granting process has emerged as way to promote systemic educational reform. It identifies similarities and differences among three major systems change initiatives in special education (i.e., transition), vocational education (i.e., school-to-work), and general education (i.e., Goals 2000). (DB)

Ongoing controversy exists over how to practice character education in public schools. Parents are responsible for developing their children's character, and they must be involved from the beginning in developing character education in their schools and communities. Like the self-esteem movement, the character education movement requires substantial, far-reaching measures to make any difference. (SM)

Twenty-four black parents from Houston were interviewed for their perspectives on nature and environmental education. Four overarching questions addressed the importance of nature, environmental concerns, environmental practices, and views toward environmental education for their children. Parents spoke of commitment to environmental issues and enjoyment of nature; they remained vividly aware of difficulties arising from urban poverty. Contains 53 references. (Author/PVD)

This tribute to Samuel Kirk, an early leader in the field of learning disabilities, is written by one of his doctoral students. It focuses on his contributions to teacher education and uses a mnemonic device (his name) to summarize contributions related to such areas as scientific inquiry, assessment, mainstreaming, kinesthetic/phonics methods, the Illinois Test of Psycholinguistic Abilities, and remediation. (DB)

For over 50 years, all Toronto area students have had first-hand outdoor learning experiences in day or residential outdoor schools or field centers. Specialized outdoor-education teachers make curricular connections with in-class subjects and serve as resource persons for classroom teachers. The spectrum and value of outdoor experiences are discussed. (SAS)

Chris Loynes relates his involvement in outdoor education and his views on its evolution, its status as a teaching method, the idea of adventure, program delivery, and teaching styles. He believes outdoor education contributes to larger debates on relationships between intellectualizing and experiencing, social order and personal freedom, liberal and vocational education, spirituality and sensationalism, and rights and responsibilities. (SAS)

A series of computer tutorials provide opportunities for education students in an elementary-mathematics-methods course to explore a topic in depth. Tutorials cover content discussed in class and offer classroom situations for student response and reflection. At the end of each tutorial, students have a choice of assignments to complete in relation to information in the tutorial. (KB)

Begins with a tribute to Professor G. Ram Reddy (founder of Indira Gandhi National Open University), then focuses on enhancing the role of open universities in providing borderless distance education. Highlights include the need for open distance-education; philosophy and vision; the distance teaching system; the role of information technology; new roles of teachers; and networking as an operational strategy. (AEF)

The pervasiveness of information technology in higher education requires rethinking notions of student, course, curriculum, and other traditional concepts and processes of instruction. This article discusses Internet issues (access, portability, reliability, reboot priorities and back-up communications, student preparedness) and describes new models of academic infrastructures (mass higher education, market segmentation, collaboration, communal learning, electronic pooling, synchronized education). (PEN)

The proposed merger of the National Education Association and American Federation of Teachers would create the nation's largest union and allow a united front for college faculty, increasing pressure for collective bargaining in more states. Opponents fear the merger would dilute concerns about education, particularly higher education, and that the differences between the organizations are too great to resolve. (MSE)

A survey of 97 apprentices and interviews with 16 apprentices and 8 supervisors in a technical and further education (TAFE) college in Australia found that apprentices felt less pressure to perform and more freedom to learn at their own pace. However, supervisors criticized the self-paced approach, competent/not-yet-competent assessment method, and loose discipline of TAFE. (SK)

Profiles a teacher workshop sponsored by the School of California On-line Resources in Education (SCORE). The teachers developed units of instruction using problem-based learning (a constructivist approach where students discover techniques and information to solve problems) and combining them with Web-based information and tools. Briefly describes some of the units. (MJP)

In an interview, Vinetta C. Jones, director of the Equity 2000 Program, discusses aspects of the initiative, which aims to promote the academic success of minority group students by encouraging minority achievement in high school algebra and geometry through the school districts. Topics discussed include program goals, characteristics and successes, affirmative action, tracking, relationship with vocational education, and future directions. (MSE)