Sees three objectives of teacher education: to transmit knowledge, provide pedagogic training, and develop attitudes that promote the transmission of knowledge. Suggests a teacher education methodology based on the recreation of knowledge that would enable knowledge transmitted in teacher education programs to more effectively influence the…

For physical education to achieve a more respectable status in academia, it will have to strengthen, clarify and limit its mission and provide a more liberal education, one whose value is seen in empowering people, rather than in refining physical skills as ends in themselves. These objectives are discussed and analyzed. (JL)

Discusses John Stuart Mill's belief in the development of character as a solution to social problems and a worthy educational ideal. Concludes that Mill's belief in education's power to perfect human nature through character development could not be realized within the framework of his anthropological views of human kind. (DMM)

Discussing Ralph Smith's monograph EXCELLENCE IN ART EDUCATION: IDEAS AND INITIATIVES, the author criticizes the reliance on "classics" or "masterpieces" for art education. Stating that Smith's elitism is unbeneficial, Hobbs advocates a mixture of the classics and local and popular art with a disposition to interpret and…

Citing test scores as evidence of student achievement ignores the value of curricular areas in which knowledge cannot be measured objectively. Educators and parents who criticize the effectiveness of public education often do so on the basis of test scores rather than in terms of alternative, subjective educational goals. (PGD)

Focusing on the medieval university during its formative years (late 1100s and early 1200s), the author addresses questions such as "How did the ambitions of students and masters influence the organization and curriculum of these new institutions?" Concludes that society was served by these universities despite the indication that the…

The author attempts to show a relationship between technology education and trade and industrial education. He interprets the objectives of the combined discipline and presents ideas on program organization. (CH)

Describes a survey of 43 Fortune 500 industrial corporations on management training. Results include the finding that evaluation of training programs is not up to the desired standard. (CH)

Discusses an educational controversy between classicists and experimentalists over the educational needs of a democracy. Begins in the 1930s with the Robert Hutchins-John Dewey debate. Compares the educational ideas of Alexander Mieklejohn, the most progressive classicist, to those of Dewey, the undisputed leader of the experimentalists. (AYC)

This article examines the goals of secondary vocational education, considers the validity of those goals in light of the existing educational climate, and assesses the extent to which vocational education is meeting those goals. Recommendations are made. (MT)

Appropriate musical experiences for children are suggested. School music programs are discussed. (MT)

Responses of 1,228 elementary school principals and 1,082 kindergarten teachers to a nationwide study of kindergarten programs and practices are summarized in text and tables. Data include half-day vs. full-day schedules, class size, program descriptions, learning goals, activities to involve parents, and major problems. (MLF)

Women's Studies programs contribute little to scholarship but instead act as forums for consciousness raising and advocacy of a policy agenda. Women and feminism can be the subject of respectable course work, but such work is best undertaken in traditional departments. (KH)

Academic nursing administrators and faculty must remember the special character and purpose of the parent university or college when determining nursing curricula, extrainstitutional service roles, and faculty qualifications and expectations. The program must reflect its role as an accepted professional discipline of the institution. (MSE)

The formulation of educational reform efforts into specific problems is part of an institutional discourse that represents value, commitment, and social wisdom. How teacher education is practiced reveals particular cultural conditions, political structures, and social interests. (MT)