Written for educators, legislators, and the general public, this monograph is a resource for better understanding the strengths and weaknesses of the one-teacher school. The material is designed to inspire more confidence in the quality of education possible in rural America and to reinforce recognition that most schools--regardless of size--can…

These guidelines were created by UNESCO to assist countries in making National Plans for Education more inclusive, recognizing that there was a lack of guidelines to assist in this important process. This document thus provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the…

This book's 18 chapters provide a multi-disciplinary analysis of lifelong learning and the learning society by doing the following: (1) examining the way that these phenomena have emerged; (2) analyzing the concepts; (3) discussing ways in which the learning society functions; (4) assessing the implications of the learning society for other…

This monograph provides a framework or foundation for business teacher education. Chapter 1 is an overview and historical perspective of business education that traces the roots of the profession and significant milestones on the path leading to business education today. Chapter 2 discusses administration of business education, including a variety…

Part of a series designed to provide practical resources for transition personnel on topics essential to the process of preparing individuals with disabilities for adulthood, this guide focuses on working with students with disabilities in vocational education settings. Chapter 1, "Why Vocational Education?," provides a rationale for vocational…

Illustrates the ways that a cultural studies approach to teacher education can expand the vision of democracy and citizenship. Analyzes the development and subsequent breakdown of the economic foundations of 20th-century life and offers new understandings that can be used to inform a democratically aware teacher education program. (MJP)

Reprints the 1954 article as a representative example of thinking about art education during the 1950s. Defines the world as an uncertain and challenging place well served by the evaluative and creative-thinking characteristic of art education. Argues for a closer synthesis of studio art and art history courses. (MJP)

Examines the U.S. Supreme Court "Brown v. Board of Education of Topeka" decision and its impact on education and national history. Includes 16 photographs representing various aspects of the history of public school desegregation. (CFR)

Describes the historical role and rationale of music education. Outlines the contribution of musical knowledge to the development of the individual and society. Concludes that, if music is to assume a central place in schools, a political philosophy of music education, including ideas of freedom, democracy, and social values, must be forged. (CFR)

Discusses the relationship between feminism and art education. Maintains that the role of women in art education research and curriculum development has made the field more compatible and congenial for women. (CFR)

Traces the origins and development of the National Standards for Arts Education. Discusses the long-term effects the national standards might have on preservice and inservice teacher education. Questions whether national standards might lead to a standardization in arts education that would hamper teacher and student creativity. (CFR)

Describes a teacher education program in which preservice music teachers observed music classes and kept a weekly journal. Maintains that collaborative efforts involving preservice teachers, classroom teachers, and teacher educators can lead to a successful preservice education program. (CFR)

Asserts that social studies in North America has been defined most often as fundamentally concerned with preparing students for participation in civic life. Reviews research and summarizes findings on citizenship education in English Canada since 1988. (CFR)

Reports on 29 veteran secondary social studies teachers' reactions and responses to the New Social Studies movement of the 1960s and 1970s. Results indicate the magnitude of the gulf that exists between the concerns of theorists and the issues that are important to teachers. (CFR)

Discusses the changing nature of the student-college relationship through (1) the development and application of the "in loco parentis" doctrine, (2) evolution of the doctrine to include relevant legal issues and application of certain due process rights in university disciplinary proceedings, and (3) legal issues related to abandonment of the…