Education & Pedagogy

The activities of the Adult Continuing Education Center at Montclair State College, N.J. since 1966, are outlined. (SA)

A local advisory committee, composed of people largely from the career field under consideration, plays a key role in measurement for evaluation of accountability of career education programs. (KP)

This article provides strategies for teaching physical education outside. Specifically, it highlights safety considerations, classroom management protocols, and lesson selection.

An experiment to make the transition from a traditional education to education for community advancement is described as to background, urban/rural orientation, and general characteristics. (Author/KM)

Article discussed general education, the development of undergraduate education, and the factors that influence change in higher education. (RK)

During the early part of the present century it became clear that in our efforts to emphasize general education we were neglecting vocational education. The agitation to correct that defect resulted in the passage of the Smith-Hughes law in 1917 and the development of an effective system of vocational education "of less than college grade" under the stimulus of Federal funds appropriated for the purpose. During the past two decades, institutions above the high school grade have felt the pressure to broaden their services to include vocational education for a wide variety of callings not adequately prepared for in the high school. Many educational as well as economic trends have been converging in such a way as to emphasize the very great importance of better systematizing the program of vocational education in post-high school institutions. This report deals with the rapidly developing area of vocational education, called vocational education of college grade. The area lies between the program of vocational education of less-than-college grade (that commonly done in technical high schools and trade schools) on the one hand, and professional education on the other. Part I, An Evolving Program of Vocational Education, covers: (1) Background and definitions; (2) Need for vocational education of college grade; (3) General nature and extent of educational programs; and (4) A look ahead. Part II, Representative Educational Programs, describes: (1) Technical institute and junior college vocational programs at the New York State Technical Institute, North Dakota State School of Science, Rochester Institute of Technology, Technical Institute of Purdue University, Tuskegee Institute, Maine Maritime Academy, Northeast Junior College of Louisiana State University, Los Angeles City College, and Stephens College; and (2) Terminal vocational programs in colleges and universities at Wayne University, University System of Georgia Center, Western Michigan College of Education, Cleveland College at Western Reserve University, Indiana University Extension Work, Pennsylvania State College Extension Program, University of Minnesota, and University of Nebraska. (Contains 29 footnotes and 21 tables.) [Staff members responsible for the publication include: Fred J. Kelly, Lloyd E. Blauch, Ralph C. M. Flynt, Ben W. Frazier, and Ernest V. Hollis. Best copy available has been provided.]

This major text for Education Studies students provides a critical account of key issues in education today. The text features: (1) A critical analysis of key issues in Education Studies to encourage students' thinking about education in the broadest terms; (2) Themed sections with introductions to link the issues discussed in each chapter; (3) Use of specific examples of educational diversity to illustrate how concerns such as ethnicity, gender and class operate in educational institutions; and (4) An examination of educational issues as they relate to other phases of educational provision, such as home schooling and universities. "Education Studies: Issues and Critical Perspectives" is a text for Education Studies students. It is also of value to students on QTS courses and students and professionals in areas such as sociology, childhood studies, community studies and education policy. The table of contents is divided into four sections. The first section, Inside the School, includes an introduction, then the first six chapters of the book: (1) Early Years Education Mixed Messages and Conflicts; (2) Learning-by-Tutoring: The Penicillin of Education; (3) The Politics of the National Numeracy and Literacy Strategies; (4) Shaping Pedagogy from Popular Psychological Ideas; (5) Inclusion in the UK Challenges and Practical Solutions; and (6) Progressive Education versus the Audit Culture: The Case of Summerhill and the HMI. The second section of the book, Policy, Politics & Education, contains the next group of chapters following an introduction: (7) Education, Policy, Ideology and Impact in England: A Century of Change?; (8) England: Educating for the Twenty First Century; (9) What Do We Really Know from School Improvement and Effectiveness Research?; (10) Away with All Teachers: The Cultural Politics of Home Schooling; and (11) Resisting Change: Universities, Postal Codes and Targets. The third section of the book, Education at the Margins, presents an introduction followed by the next five chapters: (12) Race, Empire and Education: Unpacking Multiculturalism; (13) Forced Migration, Refugee Children and Their Education; (14) Education of Looked after Children: Who Cares?; (15) Women and State Schools: Britain, 1870 to Present Day; and (16) Life Long Learning, Just a Slogan? The Reality for Older Women. The remaining section of the book, Global Education: Global Issues, offers an introduction, and the final chapters: (17) Teacher Education: Innovations and Reform in Developing Contexts; (18) New Labour, Globalisation and Social Justice: The Role of Education; (19) Education for Sustainability; and (20) New Geographies of Power in Education: The Politics of Rescaling and Its Contradictions. An afterword concludes this book.

The 2009 edition of the "Digest of Education Statistics" is the 45th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest", material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Educational Technology. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with three appendixes. Appendices include: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 442 tables.) [For the companion report, "Mini-Digest of Education Statistics, 2009", see ED509884. For the "Digest of Education Statistics, 2008", see ED504502.]

These proceedings contain 50 papers. Selected brief titles include: "A Comparative Analysis of Costs and Perceived Effectiveness of Postgraduate Continuing Education for Mississippi Pharmacists" (Bellande); "A Conceptual and Empirical Perspective on Adult Education Program Planning Theory" (Boshier); "Self-Directed Adult Learning" (Brookfield); "Program Planning as Technology in Three Adult Education Units" (Burnham); "The Learning Contract as a Tool for Developing Readiness and Competencies in Self-Directed Learning" (Caffarella, Caffarella); "Analyzing the Short-Term and Long-Term Effectiveness of Continuing Professional Education" (Cervero); "Does Teaching Style Make a Difference in Adult Education?" (Conti); "A Longitudinal Ethnographic Study of Selected Developmentally Disabled Adults" (Ebert); "Achieving Career Continuity through Continuing Education--Experiences of a Thousand Canadian Women in a Non-Traditional Field" (Ellis); "Incidental Learning in the Intentional and Structured Learning Experiences of Adult Students" (Fodor); "The Meliorist Position as a Philosophic Base for Adult Education" (Godbey); "Workers' Education and the Labor College Movement" (Hellyer, Schied); "Assessment of Adult Learning Styles" (James); "Aims and Instructional Variables as Interactive Predictors of Adult Education Methods" (Little); "The Psychosocial Development of Adult High School Non-Completers" (Martin); "Epistemological Foundations" (Mezirow); "The Intrapersonal Role Conflicts of Adult Women Undergraduate Students" (Mikolaj); "The 'Mixed' College Classroom" (Mishler); "Planning Successful Continuing Education Programs" (Murk); "Neglected Themes in Adult Education Historical Research in Canada" (Omolewa); "Andragogical Assumptions" (Pratt); "Eduard C. Lindeman: Self-Directed Learner for the Eighties" (Rielly); "Liberalism and the Eclipsing of Conflict in the Framing of Adult Education" (Rockhill); "Participation in and Attitudes towards Adult Education in the Irish Republic" (Rogers); "A Study of Career Patterns, Professional Mobility, and Job Satisfaction Levels among Public School Adult Education Administrators in Indiana" (Roudebush, Fallon); "Examining the Learning Styles of Returning Adult Students" (Schmidt); "Functions of Research" (Schumacher); "The Early Adult Life Structure of Women Following Traditional Homemaker, Career-Committed, and Integrated Life Patterns" (Scott, Hickey); "Assuming Responsibility for Self-Directed Learning in Professional Practice" (Sexton-Hesse); "Evaluation in Adult Education" (Sork); "Intellectual and Experiential Origins of Paul Bergevin's 'A Philosophy for Adult Education'" (Stubblefield); "Growth and Renewal in Adult Education" (Takemoto); "Locus of Control and Course Completion of Adult Basic Education Literacy Program Participants" (Taylor); "Successful Self-Directed Learners' Learning Styles" (Theil); "The Admissions Decision Process of Students Accepted into Graduate Study in Adult Education" (Tyler, Carter); "Adults' Lifelong Issues" (Williams, Stockton); and "Instructional Behaviors Valued by Adult Continuing Education Students Related to Student Personality Type" (Zerges). (YLB)

The "Journal of Marketing Education" is publishing a special issue on Sales Education and Training in August 2014. In this article, we review the sales education literature from four primary journals and the business literature at large. The four primary journals are the "Journal of Marketing Education," "Marketing Education Review," "Journal of Education in Business," and the "Journal of Personal Selling & Sales Management." Of the 107 identified articles, experiential learning, assessment, and career development were the three most prominent topics. Future research opportunities in sales education, including those for the special issue, are offered across nine topical areas. (Contains 3 tables.)

Liberal democratic education, as advocated in recent accounts of citizenship education or civic education, is often seen as incompatible with moral education or character education rooted in specific views regarding the virtues. This contrast relies on well established philosophical differences between liberal views of justice and democracy, on the one hand, and views that ground justice in desert or virtue, on the other. I begin by arguing that the latter contrast is misguided and once it is given up, the former contrast does not seem plausible any more. An alternative view of democratic education as a kind of character education, which draws on ideas from John Dewey's ideas about democracy, is suggested. (Contains 2 notes.)

This analysis explores how higher education in prison policies impact educational access for incarcerated populations in five different national contexts: Australia, Nigeria, South Africa, the UK, and the USA. Employing an analytic policy borrowing framework, the study explores how the stated goals of higher education in prison, such as reduced recidivism and savings on public spending, translate into the actual provision of and access to education in carceral contexts. Findings reveal that while the stated purposes of higher education in prison are often consistent across national contexts, differences in funding structures and educational delivery methods significantly impact the contours of access for incarcerated people to higher education opportunities.

Right to education, which is an integral part of UNESCO's constitutional mission of ensuring "full and equal opportunities for education for all," is at the core of the Education for All process. While reforming education polices as part of this process, many countries have modernized and developed national legislation, often with technical assistance provided by UNESCO. As a strategic objective of Education for All, doing so strengthens foundations of the right to education in national legal systems. It brings to light the fundamental principle of the equality of educational opportunities, enshrined in UNESCO's Convention Against Discrimination in Education, a key pillar of Education for All. (Contains 59 notes.)