Pedagogy | U

Ubbes, Valerie A.; Cottrell, Randall R.; Ausherman, Judith A.; Black, Jill M.; Wilson, Patti; Gill, Carol; Snider, Jane (1999).  Professional Preparation of Elementary Teachers in Ohio: Status of K-6 Health Education.  Journal of School Health, 69, 1. 

Examined the status of health-education preparation for preservice elementary education majors in Ohio colleges, noting the types of required courses and the extent to which schools incorporated health and pedagogy-related content in their courses. Surveys of Ohio college faculty indicated that 40 of 50 institutions had a required health course. Course type and content varied significantly.

Ukpokodu, Nelly, Ed. (1994).  Critical Pegagogy: A Foundation for Student Empowerment. Perspectives.  Social Studies and the Young Learner, 7, 1. 

Maintains that today's students will be soon be functioning in leadership and service roles, making decisions that shape their personal lives and those of others in a world of rapid change and challenge. Discusses student empowerment and maintains that it should be construed as helping all students.

Ulanski, Stanley Leon (1995).  Curriculum Reform in Undergraduate Geology Programs.  Journal of Geological Education, 43, 1. 

Surveys of curriculum changes of (n=163) colleges and universities offering 4-year undergraduate programs in geology found that 77% revised their major geology programs in the previous 3 years and 74% reported that the greatest incentive for change was concern about pedagogy. Includes survey.

Underhill, Robert G.; And Others (1994).  The Virginia State Systemic Initiative: A Brief Overview of the Lead Teacher Component and a Description of the Evolving Mathematics and Science Integration Outcomes.  School Science and Mathematics, 94, 1. 

Describes the Lead Teacher Program of Virginia's Quality Education in Science and Technology project which helps lead teachers become educational leaders, resource teachers, and school-based staff developers. Major foci include leadership, understanding and applying technology, and science and mathematics integration, content, and pedagogy. Some preliminary outcomes are provided.

_____. (1999).  University HRD Programs. 

The first of the three papers in this symposium, "Scaling the Walls of Academic Silos: The Birth of a Cross-disciplinary Academic HRD [Human Resource Development] Program" (Ann K. Brooks, Kathleen Edwards, Alison Davis-Blake), describes and analyzes how one HRD program transcended the walls of the graduate school of business and a college of education and created a cooperative program in human resources. "An Examination of Teaching Pedagogies in Entrepreneurial Education, an Historical Examination" (Ayman Tarabishy, Erik K. Winslow, George T. Solomon) discusses results of the 1997 National Survey of Entrepreneurial Education and compares the findings to four earlier national surveys conducted from 1979-1992, with results indicating a trend toward greater integration of practical applications and technology into the teaching pedagogy of entrepreneurial education. "Examination of Critical Issues for Development and Implementation of Online Instruction" (Scott D. Johnson, Nilda Palma-Rivas, Chanidprapa Suriya, Steve Downey), is a descriptive and exploratory study that examined several critical issues affecting the development and implementation of online instructional programs. The intent of the study was twofold: (1) help online program personnel understand the unique challenges and opportunities presented by online instruction; and (2) expand the base of knowledge regarding this new form of instructional delivery.

_____. (1991).  Utilizing Foundational Perspectives.  [Educational Foundations] 

This theme issue of "Educational Foundations" contains five articles that utilize an array of foundational perspectives that give reader insight into the organization of schools, the viewpoints of children and parents, the ideological and political nature of community organizing, and mathematics instruction in the Soviet Union. In "Cooperative Learning: Liberatory Praxis or Hamburger Helper," Mara Sapon-Shevin critically examines the incongruities between the assumptions informing cooperative learning practices and the institutional norms governing the organization of schools, universities, and colleges. Ruthanne Kurth-Schai's "Educational Systems Design by Children for Children" challenges scholars and researchers in educational foundations to allow children to influence processes of policy design and evaluation. Lorraine Harner and Helen Davis's work, "Points of View: Parent-Teacher Talk," is a dialogue and "meta-view" authored by a parent and a teacher, who each describe their recollections of the parent-teacher conference in which they had participated. In his essay, "Pedagogy, Community Organizing, and American Neopopulism," Stephen Haymes argues in agreement with critical theorists that pedagogy as a form of cultural politics involves defining and redefining an ideological map of the cultural territory. Haymes applies this notion to the process of community organizing to illustrate the "emancipating possibilities" of a "value-based" approach to community organizing. In "Educating Mathematicians in the USSR," Beverly J. Ferruci, Richard Evans, and Oleg V. Anashkin present their analysis of the mathematics program of study at Simferopol University as a "model to emulate." | [FULL TEXT]