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Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. Contribution: The framework was tested by using it to build and deliver an IoT course. The Framework could be used to support academics who have to create and develop courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendations for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development. [This paper was published in: M. Jones (Ed.), "Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference" (pp. 15-45). Informing Science Institute.]

In this study, we extend prior research in the role of school climate in civic education by exploring the relationship between immigrant students' experiences of bullying and their attitudes toward their countries of settlement. Using the 2016 IEA International Civic and Citizenship Education Study, we employ a multiple regression analysis with country fixed effects to this large-scale assessment, finding that first-generation immigrants who experience a positive school climate were likely to report nearly as positive an attitude about the nation as native-born students. However, this positive outlook is negated by the abusive experiences some students encounter in schools, suggesting the critical role of schools as bridges--or barriers--in the national attachment of immigrant students to their countries of settlement.

The study to be discussed in the proposed session was an extensive, multi-site research project that sought to answer the following essential question: What does it mean for students to be prepared to read at a college level in career technical education (CTE) courses? The impetus for this study was a need to fully understand what it means to be college-text-ready based on the literacy demands, practices, and expectations in introductory-level career technical education courses (i.e., Nursing, Automotive, Business, Criminal Justice). Only with this deeper understanding of college-text-readiness in CTE courses can colleges really begin to design effective literacy interventions to help students who may not be considered college-text-ready, and may thus be placed into developmental-level coursework or other supports.

How can we automatically determine which skills must be mastered for the successful completion of an online course? Large-scale online courses (e.g., MOOCs) often contain a broad range of contents frequently intended to be a semester's worth of materials; this breadth often makes it difficult to articulate an accurate set of skills and knowledge (i.e., a skill model, or the QMatrix). We have developed an innovative method to discover skill models from the data of online courses. Our method assumes that online courses have a pre-defined skill map for which skills are associated with formative assessment items embedded throughout the online course. Our method carefully exploits correlations between various parts of student performance, as well as in the text of assessment items, to build a superior statistical model that even outperforms human experts. To evaluate our method, we compare our method with existing methods (LFA) and human engineered skill models on three Open Learning Initiative (OLI) courses at Carnegie Mellon University. The results show that (1) our method outperforms human-engineered skill models, (2) skill models discovered by our method are interpretable, and (3) our method is remarkably faster than existing methods. These results suggest that our method provides a significant contribution to the evidence-based, iterative refinement of online courses with a promising scalability. [For complete proceedings, see ED560503.]

The purpose of this research study was to investigate if and how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program (2012) through the lens of the "Seven Principles of Effective Teaching" (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of local learning centers and mentors with online teachers, who provide synchronous tutorials through the use of a web-based learning management system and conferencing tool, was the key to academic success. [For full proceedings, see ED557189.]

This paper is about the development of a platform that eases, throughout Android based mobile devices, mobility of users of virtual courses at Technological University of Panama. The platform deploys computational techniques such as "web services," design patterns, ontologies and mobile technologies to allow mobile devices communicate with Moodle CMS. This creates a collaborative and customized environment of interaction and alerts that allows an efficient, flexible, and transparent communication. The environment is based on service oriented client server architecture, achieved through the Service Oriented Architecture (SOA) methodology that eases reuse. The client will have alerts, file downloads, forums and chats, grading, quizzes, and calendar, among other functionalities. [For the full proceedings, see ED562140.]

Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This document reports on the National Institute for Science Education (NISE) forum on the Evaluation of Systemic Reform in Mathematics and Science. The purposes of the forum were to reflect upon what to understand about the evaluation of reform in the educational system, and to encourage and support continuing efforts to learn more about how evaluation can serve the multiple analytic needs in systemic reform for accountability, efficiency, and decision-making. The National Science Foundation's (NSF) six critical drivers describe the components of a successful systemic reform process: (1) an array of evidence that the reform has enhanced student performance in challenging mathematics and science material; (2) promotion of improved achievement by all students in the system; (3) implementation of a comprehensive, standard-based curriculum supported by needed professional development and assessment practices; (4) development of a coherent and consistent set of policies that support educational systemic reform; (5) convergence of all resources to support the systemic reform through a focused and unitary strategy; and (6) broad-based support from all segments of the community. (KHR)

This conference focuses on one of the most problematic effects of limited emotional competency--violence. It reflects an awareness that violence requires the involvement of multiple participants from various perspectives. With the collaboration of those who deal with violence in some manner (e.g., educators, police and law enforcers, mental health counselors, business owners, etc.), the prospects are greatly increased that effective strategies can be further developed to decrease the incidence and threat of violence, while making schools and communities safe environments. The paper contains addresses by the Rhode Island Director of the Department of Mental Health, Retardation, and Hospitals; the Governor of the State of Rhode Island; the President of Salve Regina University; and the Chair of the Violence Prevention Task Force for the National Academy of Pediatrics. A post-presentation question-and-answer period is supplied. (DFR)

This document reports on a workshop held January 4-5, 1996. Participants of this conference represented the areas of science, mathematics, engineering, and technology (SMET) education and attempted to develop questions regarding systemic education reform. Contents include: (1) "Introduction"; (2) "Evaluation Questions Conference"; and (3) "Next Steps." Appendices include: (1) "Conference Participants"; (2) "Invitees Unable to Attend"; (3) "Meeting Agenda"; (4) "Small Group Assignments"; (5) "Criteria for Questions"; (6) "Meeting Evaluation Responses"; and (7) "Pre-Conference Discussion Papers." (YDS)

This study identified undergraduate and post-college activities/experiences that may affect alumni giving. The Input-Environment-Output model, developed by Alexander Astin, along with multivariate statistical analysis served as the framework to analyze various input, environmental, and outcome variables. A review of the literature covers fund-raising methods and techniques, relationships between institutional characteristics and fund-raising, and the effect of student characteristics on fund-raising. Income variables were comprised of various student characteristics at the time the students first entered college as freshmen. The environmental variables encompassed both undergraduate experiences and post-college activities and experiences over a 20-year period. The output or outcomes (dependent) variable was represented by the level of contributions reported. The sample was 299 alumni of Pepperdine University (California) who had completed a comprehensive survey as freshmen between 1973 and 1976. Analysis suggested that undergraduate experiences were not a good basis for predicting alumni contributions. Among alumni, involvement in alumni activities and income were the best predictors of contributions. (Contains 17 references.) (DB)

The primary problem that Richard J. Herrnstein and Charles Murray address in their book, "The Bell Curve," is that an unrecognized societal migration has been emerging in American society since 1950. People with high IQs are rewarded socially and economically, while the rest of the population has remained stagnant. This paper describes Herrnstein's and Murray's assumptions about human intelligence, which are derived from the classical tradition. The paper argues that the enormous controversy generated by their theories about ethnic differences in cognitive ability; ethnic inequalities in relation to IQ; the demography of intelligence; and social behavior and the prevalence of low cognitive ability, has obscured the implications for social issues and policies. The lesson of "The Bell Curve," this paper argues, is that there are substantial numbers of people with limited cognitive ability who exhibit the behaviors and problems that dominate the nation's social policy agenda. The paper asks how the United States should shape its policies to deal with the twin realities that: (1) people differ in intelligence for reasons that are not their fault, and (2) increasingly and inexorably, intelligence is becoming the major factor that will have a long-term effect on how well people do in this post-industrial, high-tech culture. Because of the advent of advanced, highly complex technologies, and because of the ways in which these technologies tend to have a debilitating effect on the opportunities for many people with less cognitive ability to construct a good life for themselves, Americans must give serious consideration to the consequences for society. (Contains five references.) (LMI)

This paper suggests that desktop computer-based video conferencing, with high fidelity sound, and group software support, is emerging as a major communications option. Briefly addressed are the following critical factors that are propelling the computer-based video conferencing revolution: (1) widespread availability of desktop computers interconnected on local area networks; (2) new domestic and international digital communications options and support; (3) integrated groupware and communications protocols for visual and audio communication; and (4) management's readiness to accept video conferencing as a way of increasing staff productivity. Products and services available for desktop video conferencing are discussed and problems facing the business communicator when planning, developing, and implementing video conferencing systems in business are examined. There is a significant requirement for education and training to make effective use of this new media for business communication. It is concluded that training and planning take on a new role with business video conferencing. Contains 19 references. (Author/RS)

This paper uses the ideas of William James and John Dewey to buttresses an opposition to any effort to amend the United States Constitution to encourage or compel elementary and secondary school students to recite daily an oral prayer. The first section is a selection of the views of Dewey and James. The second section utilizes these ideas to respond to five questions: (1) Could we not experiment with different kinds of prayers, or perhaps alternate the prayers of one group with another?; (2) Couldn't a teacher who wishes to model good behavior before his or her students demonstrate this by leading a class in prayer?; (3) Isn't there a prayer that would please most people, like the Lord's Prayer?; (4) What is wrong with letting local and state authorities make the decision about how to handle the school prayer question?; and (5) Isn't the religious liberty of those who want to pray in the public schools being violated today? The paper emphatically responds in the negative to questions 1-3 and 5. Allowing state and local authorities to make decisions regarding school prayer issues (question 4) is rejected because the Bill of Rights applies to all states. To argue otherwise is to misunderstand the fundamental character of the U.S. federal system. Contains 13 notes. (LH)

A survey was conducted of 114 (a 62.6% response rate) academic deans of predominantly IIA institutions (Carnegie Classification) to gather information concerning the equitable and fair treatment of department heads at Butler University in Indianapolis, Indiana. The survey revealed that the duties of department heads included teaching/research; faculty recruitment, development, evaluation, and assignment of duties; student recruitment, advising, record keeping, and recognition; curriculum development; budgeting; and facilities maintenance and planning. Almost 70 percent of the institutions provided a stipend for their department heads, stipends ranged from $300 to $5,000 per academic year, and most stipends were based on department size. There was little distinction between treatment of department heads in the professional and the liberal arts colleges within the same university. Ninety percent of respondents offered their department heads a teaching load reduction, generally one course per semester. Some institutions paid their department heads a higher salary from the outset, in place of stipends or load reductions. Other types of compensation provided to department heads included reserved parking, release from committee service, extra travel funds, and additional merit increase in salary. Components of the department head policy implemented by Butler University are outlined. (JDD)

American society has consistently pursued a political vision of humanitarian development--a vision of a free, open, and liberating pluralistic society. One of the crucial problems confronting society is how to provide an education for all children. The idea of including children and youth with significant disabilities in regular classrooms is a completely illogical way to improve the quality of learning. Inclusion would destroy the domain of special education, which has been developing analytical techniques and methodological skills designed to handle various disabilities over the last 45 years. Many parents probably do not want to compel their children to associate with students who have so much more capacity to learn. Inclusion of children with disabilities creates a contradictory environment for teachers who are expected to get their students to achieve at high levels. The quality of learning will decrease as public schools become a dumping ground for students with disabilities. Expensive reductions in class size will be necessary as children with disabilities are integrated. Recommendations are offered, focusing on convening state educational summits, expressing concerns to political leaders, generating professional development programs, and educating parents. Special educators are urged to ensure that only those students who need their specialized treatment are considered disabled and others are returned to the regular classrooms. (Contains 20 references.) (JDD)

Classical western logic, built on a foundation of true/false, yes/no, right/wrong statements, leads to many difficulties and inconsistencies in the logical analysis and organization of international business communications. This paper presents the basic principles of classical logic and of fuzzy logic, a type of logic developed to allow for answers that can cover the entire spectrum from yes to no with all values in between. Principles of classic logic that are discussed include statements, the validity of arguments, and three common types of invalid reasoning or logical fallacies. The paper contrasts and compares the two systems and illustrates how fuzzy logic can assist the business communicator in analyzing situations and documents. It also shows how an understanding of the principles of fuzzy logic helps the business communicator better organize letters, memos, presentations, reports, and other types of business communications. The paper concludes that an understanding of fuzzy logic is particularly important for those engaged in international communications, because of its power and widespread use by trading partners of the United States. (JDD)

This paper explores the question of the use of public state funds to support Catholic or any other denominational, nonpublic school. Thomas Sobol, Commissioner of Education, asked the Blue Ribbon Panel to examine the following significant matters: (1) the stress on tradition and work-related economic values derived by graduates of Catholic schools; (2) a recognition that declining enrollments and the closing of Catholic schools constitutes a potentially serious economic problem for the public; and (3) the need for the Panel to formulate creative ways, as well as workable and timely strategies, to stabilize enrollments and reverse the trend to close Catholic schools. The Panel's primary recommendations called for the development of legislation which would provide parents income tax credit for tuition, for other education-related expenses, for donations to schools and their programs and for scholarship funds donated to benefit at-risk students of public or nonpublic schools. The controversies and rationales regarding the use of monies for nonpublic schools are analyzed. The case is made to exclude nonpublic schools from receiving public funds. (EH)

Results of a Hong Kong survey, described in an earlier report, are summarized here. The study investigated the English vocabulary size of native-speaking adults (n=78), non-English native-speaking adults--Chinese (n=20), and non-English native Chinese-Speaking non-Chinese (n=9). The vocabulary used reflected British rather than American English usage. Data were gathered on respondent age and educational and language backgrounds. Each respondent also checked off the words he knew from among 150 vocabulary items. The instruments used are appended. Results indicate that the most important factor in receptive vocabulary is being a native speaker. Age and exposure to English were also found to be important, but the advantages of age were offset by extent of formal education. Gender appeared to play no role. An appendix contains the questionnaire, 7 tables, and 10 references.) (MSE)

Mass communication programs can focus on concepts, philosophies and the ability to synthesize information while providing education and experience for entry-level jobs in mass media industries. "Hands-on" instruction, in the form of media workshops and internships, have the ability to stimulate a student's involvement in the learning process. The purpose of experiential learning should be the application and integration of concepts and philosophies that students acquire in the traditional classroom experiences. The media industry often expect a steady supply of inexpensive or free labor from media education programs. Students need to bring an attitude to internships that prevents them from blindly accepting the status quo. Interns should get a complete picture of the corporate structure of the facility, get experience in a wide variety of tasks in a number of job categories, and have an observational proximity to view technology, technical processes, creative work, and decision-making. Students who expect to go on to graduate school, who cannot afford to live independently while interning, or who are locked into rigid schedules can get experiential learning through workshops or laboratories. Media laboratory classes benefit those whose career interests have not yet crystallized and for those who do not feel that a career in traditional media organizations is attractive. Experiential learning provides practical information students need to get entry level jobs, but could also provide evidence to justify the existence of the media program. (RS)

This longitudinal investigation assessed the development and changes in preservice science teachers' conceptions of subject matter and pedagogy as they proceeded through their secondary science methods course, practicum, microteaching, and student teaching. Twelve preservice science teachers were asked, on four occasions each several weeks apart, to specify what topics make up their primary teaching content area and what a diagram of the content area with these topics would look like. Interviews were conducted following student teaching to assess changes in preservice teachers' knowledge structures and to clarify any patterns. Results were analyzed in terms of the nature of preservice science teachers' subject matter and pedagogy knowledge structures; the source of these knowledge structures; stability of knowledge structures during teacher preparation; and the relationship between the knowledge structures and the act of teaching. Among the findings were: preservice science teachers do not have well-formed or stable subject matter or pedagogy knowledge structures; the responsibility of stimulating students to reflect on their subject matter seems to be most appropriately placed within the domain of the science educator; and preservice teachers reported that subject matter structures were translated into classroom practice with ease. Twelve handwritten charts and diagrams of the process are included. (Contains 17 references.) (JDD)

A national oral history project is needed to preserve the information and wisdom of the generation of reading teachers, teacher trainers, and researchers who are near retirement and provide the last direct ties with the field's pioneers. The proposed project focuses on developing an understanding of: (1) the impact of educational events and important personalities through the capturing of vital incidents; (2) teaching/literacy profession as a whole and also the various hierarchical status groups of the past; and (3) current academic generations. Fundamental activities to be undertaken during the "prestudy" phase focus upon the identification of both the individuals who are to undertake the oral histories and also those individuals who will be interviewed. Existing professional associations and selected institutions of higher education will need to cooperate for the project to be successful. The training program for project participants should employ a form of the trainer of trainers model, similar to the model used in the Reading Recovery program. Immediate dissemination activities would include journal articles and conference presentations. Long-term dissemination activities would come about as scholars had the opportunity to study and write about the materials collected by participants. The collection of materials generated by the project should be carefully preserved. (Contains 20 general references and 38 references for oral history projects in literacy.) (RS)

Since the introduction of child-centered thinking in educational research, discussion has continued on whether the purpose of public schools is to teach students predetermined, set subject matter or to allow them more control over their education. Traditionalists have asserted that scientific methodology must be used to develop learning environments. The aim of the Essential Schools Movement (ESM) is to improve middle and secondary schools and to ensure that students learn cognitive skills, students are not treated as receptacles, students are not sorted, schools model democracy, and students' strengths and weaknesses are recognized. Another aim of ESM is to organize curriculum around mathematics/science, the arts, and history/philosophy. The technocratic method of schooling supports the relationship between school and the work place, efficiency, and preparing the student for the professional world. It stresses coherence, authority, and external sources for truth and value, and it discourages questioning. Central to the ESM is the exhibition in which a student demonstrates understanding of a subject and some imaginative capability. The ESM can help reshape public schools and increase the role that students have in determining the direction of their education. (JPT)

In essential-schools philosophy, the purpose of education on the individual level is to instill intellectual and moral discipline. On a societal level, education's purpose is to transmit the essential portion of total heritage to students. Technocratic rationality is the belief that bureaucrats and administrators decide policy about the goals of education, while teachers determine how to achieve those goals. The combination of essential-schools philosophy and technocratic rationality has made teachers and students feel subservient to those above them. There is a growing conflict in education between functionalist and neo-Marxist constructs. This conflict can be seen in disagreements over gay and lesbian literature in schools, sex education, birth control, and religion and school entanglements. Technocratic rationality was established in public education in the 1890s when it was determined the purpose of education was to create a moral, independently thinking, working individual. At the same time, John Dewey was developing his theories that promoted methods of science in education. However, Dewey's scientific principles were misapplied and teachers and students became objects to control and manage. A significant dialectical tension continues between traditionalists and the more liberal empirical-naturalistic, pragmatic, student-centered claims. Reference notes are included. (JPT)

Design flaws in the curricula of some teacher education programs prevent prospective teachers from encountering empowering opportunities necessary to acquire alternative perspectives about planning for classroom instruction. This paper looks at ways to cope with the failure to recognize the importance of alternative perspectives by: (1) analyzing a publication titled "The STANDARDS for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" from the Council of Learned Societies in Education (CLSE Standards); (2) analyzing the draft position paper of the American Educational Studies Association (AESA) Committee on Academic Standards and Accreditation titled "Toward a New Consensus among Social Foundations Educators" (TNC); and (3) suggesting five actions for AESA to consider as it searches for the distinctive contributions of social foundations of education (SFE) to the preparation of teachers. The five suggestions pertain to the CLSE Standards, the political and scholarly activity required of foundations scholars, the name used to label SFE, a potential AESA project (a reference book with common information on SFE), and the importance of the construction and distribution of a position paper about the means and ends of SFE instruction. (SM)

Issues in school choice are examined in this paper, with a focus on the link between the political philosophy of Education 2000 and the likely civic, economic, and religious consequences for the United States. The first part briefly identifies selected attributes of the conservative and liberal philosophies regarding capitalism, democracy, nationalism, religion, and science. The second part examines the significant attributes of Education 2000 (America 2000) and concludes that the Bush Administration views parental choice as a vehicle for achieving the six national education goals. A model of school types to assess the likely consequences of parental choice is developed in the third part. A conclusion is that the Education 2000 proposal has been guided by a conservative political philosophy, one designed to return the United States to the days of natural law theory, church-state integration, to the era of the "haves" and the "have-nots," and to the survival of the fittest mentality. Education 2000, with its emphasis on parental choice, will likely create divisive religious, economic, and civic tensions, among them the domination of schools by the religious and economic elites. (Contains 24 endnotes.) (LMI)

This paper argues that a conservative, illusory, and technocratic rationality pervades recent educational policymaking in New York State. A document called "A New Compact for Learning," published by the State Education Department in March 1991, is analyzed to show that technocratic rationality, a functionalist theory of educational policymaking and implementation, permeates the state's school improvement effort. Two interdependent components of the New Compact are categorized--the Global, or macro, and the Village, or micro component. The Global component is examined in terms of regents and economics; the Village in terms of shared purpose, teacher education, assessment, and choice. A discussion of the subcomponents attempts to demonstrate how the New Compact will very likely reify technocratic rationality both at the policymaking and procedural levels of public schooling throughout New York State. (Contains 28 endnotes.) (LMI)

This paper presents 13 research and theory driven methods and strategies for the college reading and learning program. The strategies described are: (1) promoting developmental growth and learning; (2) using a course simulation model; (3) using undergraduate teaching assistants; (4) employing peer teaching; (5) using high utility strategies for immediate acceptance; (6) promoting strategy control and regulation; (7) reconceptualizing vocabulary development; (8) broadening conceptual background knowledge; (9) systematically training students to utilize strategies; (10) using research-validated learning strategies; (11) using writing to develop reading comprehension and critical thinking; (12) using more reliable assessment procedures than standardized tests; and (13) being an active professional. (Twenty-two references are attached.) (RS)

The challenge to the dominance of rationality in educational philosophy presented by John Dewey and Donald Schon is examined in this paper. The paper identifies basic assumptions of their perspective and explains concepts of reflective thinking, which include biography, context of uncertainty, and "not-yet." A model of reflective thought is presented, which is based on biography, zone of uncertainty, "not-yet," knowledge, knowing-in-action, and reflection-in-action. A conclusion is that an understanding of Dewey's and Schon's ideas is necessary for reflective thought to affect educators' practices. One figure is included. (47 references) (LMI)

This paper attempts to provide: (1) a clear mental image of the concept of a professional development school (PDS); (2) a clear understanding of a number of standards to be considered as guides during the decision-making process which goes on as a PDS is designed and implemented; and (3) insights gained from dialogues with faculty members of a Rochester, New York, secondary school who had been exposed to the concept of a PDS and were considering the possibility of establishing a PDS. The image of the PDS which is articulated is based on the fundamental assumption that improvement of teaching and student learning cannot continue to be driven from outside; "top-down" decision making has not been effective. In order to develop a PDS organizational structure, certain standards should be employed for local decision making: students must learn how to go about learning; high quality education must be available to students from diverse backgrounds; school faculty and teacher educators are expected to go on learning, developing, and renewing themselves; and in the PDS, continual reassessment, relearning, and redesign go on. (IAH)

This paper attempts to examine, in broad outline and from a reflective standpoint, the major attributes of professional development schools (PDS). The concept of reflection employed consists of five integrated components: biography, context, and end(s)-in-view, all bound together by the power of human transcendence and by the human capacity to construct contextual transactions. The paper explains briefly this concept of reflection, applies it to an analysis of PDS, and considers three likely implications for foundations of education of the efforts to establish such institutional structures. Three of the five components (biography, context, and end(s)-in-view) provide a framework for discussing the emergence of professional development schools as part of efforts to improve teacher education and teaching. "The Biography of Teacher Education" examines the evolution of teacher education in response to the political and social environment since the 1950s. "Context" discusses the proposals of the Holmes Group, as articluated in its report "Tomorrow's Teachers.""End-in-View" discusses the guiding principles of PDS as outlined in the second Holmes Group report, "Tommorrow's Schools." (IAH)

Papers in this volume include: "Retirement Learning" (Adair); "Effect of Literacy on Personal Income" (Blunt); "Popular Discourse Concerning Women and AIDS" (Boshier); "John Steinbeck's Learning Project" (Brockett); "Faculty Careers of Professors of Adult Education" (Caffarella); "Racism in Canada" (Carriere); "Perspectives on Program Planning in Adult Education" (Cervero, Wilson); "Inclusive Language and Perspective Transformation" (Coffman); "Impact of Critical Social Theory on Adult Education" (Collard, Law); "Assessing Adult Learning Strategies" (Conti, Fellenz); "Class Age Composition and Academic Achievement" (Darkenwald et al.); "Redesign of Continuing Education as a 'Practical Problem'" (Dirkx et al.); "Framework for Understanding Developmental Change among Older Adults" (Fisher); "Value of Literacy for Rural Elderly" (Freer); "Professional Women as Self-Assessing Adult Learners" (Greenland); "Democratizing Knowledge" (Group for Collaborative Inquiry); "Contributions of African American Women to Nonformal Education during the Civil Rights Movement" (Gyant); "Gender-Related Differences in Adult Classroom Behavior" (Hayes); "Investigations into the Human Phenomenon of Commitment" (Ilsley); "Early Human Resource Development Work" (Jacobson); "AFS Volunteer Resources Study" (Jones-Ilsley, Hansel); "Transformation and Self-Renewal at Midlife" (Karpiak); "Critical Analysis of 'Adult Education Quarterly'" (Kim); "Lindeman and the Meaning of Adult Education" (Long et al.); "Deconstruction and Its Implications for Adult Education" (Melichar, Lumpkin); "Learning from Life Experience" (Merriam, Clark); "Subjects as Partners" (Merrifield, White); "Phenomenological Investigation of Self-Will and Relationship to Achievement in African-American Women" (Peterson); "Knowles and the Mid-Century Shift in Philosophy of Adult Education" (Podeschi); "Exploring Chinese Conceptions of Learning and Teaching" (Pratt); "Shaping Literacy" (Quigley); "Analysis of Three Strategic Training Roles" (Redding); "Deterrents to Participation in Compensatory Adult Education in South Africa" (Reddy); "What Do Adult College Students Want in an Instructor?" (Ross-Gordon et al.); "Hilda Worthington Smith" (Saul, Bernhardt); "Education and Working Class Radicalism" (Schied); "Personal Transformation through Participation in Social Action" (Scott); "Gender Differences in Faculty Perceptions of Academic Career Enhancers and Barriers" (Simpson); "Forgotten Adult Educators" (Smith); "Return to History" (Stein); "Sketches of the Landscape" (Warren); "Examining the Relationship between Pragmatism and Social Action in American Adult Education" (Wilson); and "Adult Education Movement in the 1950s" (Zacharakis-Jutz). (YLB)

Ten preservice biology teachers were followed through the final year of their preservice education to assess the content and stability of their knowledge structures of biology. A questionnaire asking the subjects to list the topics which make up biology and to diagram these topics in relation to one another was completed three times during the Fall Term. The questionnaire was completed again in the Spring Term during student teaching and was followed by an interview. Qualitative analysis of the data attempted to derive any evident patterns among and within the preservice teachers' stated subject matter structures. The data suggest that preservice teachers' knowledge structures of biology are extremely fragile and are influenced by the opportunity to think about teaching subject matter. Teaching, and courses specifically related to science teaching, provided integrating themes for the perception of isolated biology topics created by college science coursework. These results suggest that courses in science education may be the natural and most effective location for initial reflection on the integrating themes of science, but that the translation of such understandings may not be realistic for the novice teacher who gives priority to planning and classroom management. Since many of the new reforms in science education depend on the incorporation of integrating themes, inservice programs may be critical to foster teachers' reflections on subject matter structure and its translation to science instruction. (Author)

Despite widespread calls for moves toward a student-centered instruction and activity, educators have produced few structural models for teaching that empowers learners. Several teaching approaches have been offered that are said to offer socially generative, student-centered learning. Among these is oral history. Because oral history often seeks to include the voices of groups that do not leave documentary records, its subjects can be seen as disenfranchised. Oral history becomes an empowering context for such groups. When oral history work is used as a learning context, the issues of students as researchers and teachers as co-researchers and project directors came into play. The products of oral history are subject to multiple interpretations. Because the interviewer affects the content of an oral history, the issues involved in conducting research should be included as part of the curriculum in an oral history course. Interviewers must realize that the remembering of oral histories is imperfect and that the researcher's own biases operate heavily. Oral history can empower students, but it can also be a teacher-controlled unit plan. One is critical pedagogy, the other is not. Teachers and researchers must keep such issues in mind when reflecting upon oral history. (Twenty-five references are attached.) (SG)

The paper identifies key attributes of syntopical theory as developed by Mortimer Adler, examines the status of the foundations of education, and discusses the importance of a national dialogue about foundational studies in teacher education and syntopical theory. People who work in disciplines embedded in the foundations of education lack a common body of ideas, knowledges, and languages for engaging in dialogue (with people inside and outside the field). Such a body of ideas is vital if groups of people are to access and acquire a positive orientation toward the conceptual and dispositional material which can be offered to teacher education students. The paper draws heavily upon Adler's development of "The Great Ideas: A Syntopicon of Great Books of the Western World." It is suggested that associates in the foundations of education form a committee for examining the nature of a syntopicon of foundational knowledge which would provide professional educators with a common knowledge base and language system. The committee would examine potentialities and values of such an instrument for anyone involved in teacher preparation, particularly in the foundations of education. (SM)

There is considerable awareness among Israeli mental health workers and citizens of the importance of differentiating between acute or chronic reactions to severely stressful life situations and manifestations of mental illness and anxiety, or developmental and adjustment disorders. Israeli mental health workers have become expert and are heavily committed to treating stress-related phenomena. While manuals are available for dealing with stress reactions in school children, teachers, and mental health personnel themselves, these manuals present little systematic data on the pervasiveness of stress reactions. In spite of the ubiquitous nature of war stress-related phenomena in Israeli society, there have been no large-scale epidemiological studies of stress-related reactions and disorders in Israeli children and youth for any decade. Two major reviews of the clinical studies in the field cite data on anxiety levels in children as a function of the ideological and ecological features of their community, demographic variables, and the degree of traumatization they have faced. Ideological biases of both the investigator and the clients can determine what is attended to and how it is interpreted and treated. The ideological bias of the investigator can cause researchers to diagnose stress-related psychopathlogy in children where it does not exist or to avoid seeing it where it does. Such ideological biases complicate the process of identifying and treating Israeli children who may suffer from war-related posttraumatic stress disorders. The same caveats may also apply to working with Palestinian children. (NB)

The paper presents the thesis that experienced physicians, while diagnosing routine cases, are operating upon knowledge structures that are distinctively different from those of novice physicians and students. In the course of their medical training, students develop rich, elaborated causal networks, explaining the causes and consequences of disease in terms of general underlying pathophysiological processes. Through extensive and repeated application of knowledge and exposure to patient problems, the network type of knowledge organization is replaced by list-like structures called "illness scripts." As these scripts are verified through experience they become "instance scripts." Finally, the various knowledge structures develop through a sedimentation process into multiple layers which are accessed when ontologically more recently acquired structures fail to adequately represent a clinical problem. Research evidence for each of these stages and types of knowledge structure is summarized. Contains 20 references. (DB)

Teachers need to become active participants in the political processes that have an impact on the quality of schooling. In order to be effective agents in the public forum, teacher candidates need to acquire the knowledge and skills that are derived from a solid grounding in the foundations of education. The areas of study commonly associated with the foundations would enlarge the frames of reference of prospective teachers, thereby enabling them to think and communicate much more analytically about schools and schooling. (JD)

To reverse a trend in teacher education away from the foundations of education and toward a mechanistic technology, a new approach is suggested. In addition to pedagogy, the professional dimension of undergraduate preparation should emphasize "educology," i.e., knowledge and understanding of the sociological, economic, legal, and political realities that prevail in the larger society. Each of the disciplines, pedagogy and educology, would consist of subdisciplines. Pedagogy would consist of methodologies in each of the subjects taught in the schools, audio-visual practices, classroom management strategies, measurement and evaluation, computer applications, etc. Educology would consist of such subdisciplines as history of education, philosophy of education, curriculum theory, theories of learning, economics, politics, anthropology, sociology of education, and policy studies. These areas of intellectual development, traditionally associated with the foundations of education, have been an essential dimension of the preparation of prospective teachers and must continue to be so. (JD)