States that instruction in pedagogics at the lower level of secondary education within the German school system is usually offered as a compulsory optional subject for grades nine and ten and is taught under the name of pedagogics, educational science, socio-pedagogics, social work, or basic pedagogics. (CMK)

A study investigated practices of two teachers regarding communication intervention for students who are congenitally deaf-blind, prior to and following an in-service program with follow-up coaching. After instruction on the communication intervention model, teachers were able to plan and implement communication interventions addressing students'…

Creating meaningful learning opportunities for school leaders (principals, teachers, peer professionals, and community members) is a central goal of educational staff developers. Describes results of one prototype collaborative effort to design and use multimedia cases to invigorate school leaders' organizational thinking and learning. (Author/AEF)

Outlines recent reforms of initial teacher training in France aimed at emphasising classroom practice issues, such as teaching/learning strategies and motivating reluctant students. Examines the perceptions of some French trainee teachers, including how prepared they felt and the support they received while on placement. (CMK)

Explores the intersectional character of the vocational school and the resulting specific demands on the system of vocational education regarding its control. Discusses the law on the college of vocational education in North Rhine-Westphalia (Germany) and the supporting measures regarding quality management at vocational schools. (CMK)

Contends that undergraduate students should become familiar with the scientific aspects of political science. Addresses seven objectives that are central to a sound education in political science. States that science education is taught in fragments in political science, stating that there is no undergraduate curriculum that meets the seven…

Argues that effective staff development for teachers should be tied to the daily classroom life and grounded in the concerns and questions of teachers. Discusses a theory of pedagogy that advocates teaching for understanding and a model of staff development based on practical knowledge and critical reflections. (SLD)

Briefly describes the Third International Mathematics and Science Study (TIMSS) organization, administration, and results as they relate to Australian science and math education. (Author/WRM)

Compares the policies of inspection in Finland and England where the former promotes school self-evaluation and the latter utilizes the Office for Standards in Education (OFSTED). Finds that OFSTED inspections affect teacher morale and focus on policies and procedures; in Finland, inspections lack a whole-school strategy but encourage changes in…

Focuses on transfer of cognitions, motivations, and dispositions related to learning across different cultural-educational contexts, illustrating the discussion with research on learners of Confucian heritage from Singapore and Hong Kong studying in their own countries and in Australia. Discusses implications for educational practice in a…

Discusses gender discrepancy in classroom computer access and use; suggests strategies to minimize gender biases. Argues that gender differences in computer usage are due to biased classroom practices, lack of female role models, home computer gender gaps, and scarcity of bias-free software. Maintains that increased teacher/parent awareness,…

Examines the influence of family educational practices on the interaction and communication competencies of 4-year-old children. Shows that sociocultural contexts interact with family educational concepts and practices to influence the development of self-representations and the capacity for oral and written communication. Finds that specific…

This article reviews sustainability of research-based practices and the extent to which it is reasonable to assume that educators can or should sustain practices over time. Facilitators for sustainability are discussed and include teacher input and a feeling of collaboration, sensitivity, and responsiveness between the researcher and the…

The rapid development of special education for the gifted in Taiwan from 1962 until the present is summarized. The comprehensive system of gifted education, using either the special class or the pull-out is described, along with identification procedures that are based on multi-assessment and use a step-by-step screening process. (Contains…

A paradigm shift has occurred in the learning-teaching process that includes new ways of pedagogical thinking, post-modern curricula, digital learning, changed social interactions, and linear and lateral thinking. These changes require reorganization of the educational system in general and distance education in particular. Changes in the system…