Education & Pedagogy

Design and Technology as a subject in the secondary school curriculum is a natural cradle for STEM education given the common educational goals. Both require students to create solutions to solve real-world problems via a design process. While doing so, students develop skills like critical thinking, problem solving and creativity that will put them in good stead for the future world. This chapter discusses the nature of D&T education, D&T vis-à-vis STEM and elaborates on developing a creative-self. [For the complete volume, "Education in Singapore: People-Making and Nation-Building. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 66," see ED675893.]

This edited volume presents groundbreaking research in science education, focusing on the intersection of science and cultural heritage. Showcasing 23 high-quality studies, it draws from presentations at the 15th Biennial ESERA Conference held in Cappadocia, Türkiye, organized by Hacettepe University, Gazi University, and Nevsehir Haci Bektas Veli University. Under the theme "Connecting Science Education with Cultural Heritage," the chapters offer fresh perspectives on advancing science education literature from diverse viewpoints. With contributions spanning continents, this book delivers an exceptional collection of international studies featuring original and rigorous methodologies. Scholars and researchers in science education will find this compilation an invaluable resource, making it a vital addition to academic libraries worldwide.

Funding public higher education has long been a shared responsibility between state, local, and federal governments and students and their families (Laderman et al., 2023). While state and local governments fund public institutions directly, the federal government primarily funds higher education through portable student aid, including federal loans. The largest federal grant aid program, the Pell Grant, has assisted low-income students in attending colleges and universities in the United States since the early 1970s. In this analysis, the authors use federal higher education datasets to distinguish the role of grant aid, including the Pell Grant, from state, local, and student shares of funding to support public higher education.

High-quality early childhood education (ECE) does more than boost kindergarten readiness--it sets the foundation for academic success, workforce participation, and economic mobility. This brief explores how leading global systems--and a few standout U.S. states--are reimagining ECE to expand access to more young learners and ensure alignment with the K-12 system. And as they anticipate the future, including families and communities in decision making, delivering services more efficiently, and building digital skills from an early age--shaping education systems that give every child a strong start in school and in life. These bold efforts show how early childhood education is both an investment in the present and a promise for the future.

The statistics and data in this 2024 Quick Facts document are drawn from various published sources and the Alabama State Department of Education. Provided is a snapshot of facts that includes: (1) Alabama Students; (2) Alabama Educators; (3) Average Daily Attendance; (4) Financial Data FY2023; (5) National School Lunch Program (NSLP) Lunches Served; (6) Alabama School Buses; (7) Alabama Gifted Students; (8) Total Public Schools; (9) Total Local School Systems; (10) Total Personnel; (11) Graduation Rate; (12) Average ACT score; (13) Alabama Math, Science, and Technology Initiative (AMSTI) Schools; (14) Alabama Connecting Classrooms, Educators, and Students Statewide (ACCESS) Virtual Learning, 2022 .5 credit enrollments; and (15) Special Education Students.

This edited volume explores key challenges facing Vietnamese universities amidst digital transformation, navigating the intersection of technology and cultural values, competition, and open education. Chapters in this book offer insights into the current landscape of Vietnamese higher education, outlining strategies for institutional success and preparing students for post-graduation careers. Covering topics such as new teaching and research trends, online learning, course development practices, and support mechanisms for student success, this book provides essential guidance for both public and private universities. It emphasizes strategies to enhance student outcomes within degree programs and optimize the effectiveness of online courses.

The federal Individuals with Disabilities Education Act (IDEA) entitles students with disabilities to a free appropriate public education. Students with disabilities often require additional support to enable them to achieve academic and functional goals relative to their nondisabled peers. These legally protected supports and services all add up to a need for additional school funding to support the education of children with disabilities. This brief examines how states and the federal government allocate funding to support the educational needs of students with disabilities and identifies questions that state advocates and policymakers can pose to better understand and improve their state's system for funding special education services.

The primary purpose of the "Digest of Education Statistics" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from both government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Although the "Digest" contains information on federal education funding, more detailed information on federal activities is available from federal education program offices. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including (1) Percentage distribution of kindergarten through 12th-grade students by school type (public assigned, public chosen, or private) or participation in homeschooling and selected child, parent, and household characteristics; (2) Child care arrangements of 22- to 25-month-old children, by type and quality of arrangement, and selected child, parent, and household characteristics; (3) Percentage of public schools with enrollment under, at, or over capacity, by selected school characteristics; (4) Percentage of 22- to 25-month-old children demonstrating specific cognitive and motor skills, by selected child, parent, and household characteristics; (5) Average civics scale score and percentage of students attaining civics achievement levels, by grade level and selected student characteristics; (6) Average economics scale score of 12th-graders, percentage attaining economics achievement levels, and percentage with different levels of economics coursework, by selected student and school characteristics; (7) Percentage distribution of public and private high school graduates, by level of mathematics and science courses completed and selected student characteristics; (8) Estimated rate of 2003-04 high school graduates attending degree-granting institutions in fall 2004, by state; (9) Employees in degree-granting institutions, by sex, employment status, control and type of institution, and primary occupation; (10) Average amount of financial aid awarded to full-time, full-year undergraduates, by type and source of aid and control and type of institution; and (11) Total expenditures of private for-profit degree-granting institutions, by purpose and type of institution. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. The document includes seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Educational Technology. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. An additional six tables are included in Appendix A. Appended are: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 418 tables.) [For the 2006 "Digest of Education Statistics," see ED497523.]

The 2005 Proceedings of the Association for Continuing Higher Education (ACHE) are presented in this publication. This proceedings records the 67th Annual Meeting of ACHE held in Madison, Wisconsin. This year's annual meeting theme, "Designing Our Destiny: Creating Responses to Change in Continuing Higher Education," articulated the Association's call to develop expertise that will benefit its members, in this case by focusing on the structures, programs, technologies and practices that will be integral for designing effective continuing higher education programs. The program was designed to address the critical trends, practices and research that influence the practice of continuing higher education. In response to members, the committee focused on a variety of themes that impact the work of those who reach out to nontraditional students on behalf of their institutions. Part I, Addresses, includes: (1) Continuing Education: Making a Difference (Philip A. Greasley); (2) Does the Wisconsin Idea Have Legs? (Kevin P. Reilly); (3) Continuing Education for What? (Ronald M. Cervero); and (4) Continuing Higher Education: What Is Working; What Is Needed (Susan Porter Robinson). Part II, Concurrent Sessions, includes: (5) Third Age Learners: Here They Come, Ready or Not! (William C. Hine); (6) Building Codes of Enrollment Architecture for Surviving CE Earthquakes (Sallie C. Dunphy); (7) The Core of Effective Outreach: The Well-Organized Advisory Committee Advisory Boards as Change Agents in Continuing Higher Education (Roxanne Gonzales and Walter Pearson); (8) The Art of Advising Adult Learners: 20 Years of Best Practices (Sharon D. Barnes and Dan Dowdy); (9) Active Adults: The New Students on Campus (Joe Nairn); (10) Continuing Higher Education on the Cutting Edge: New Strategies for Meeting the Needs of Diverse Learners (Nancy Gadbow); (11) Frameworks for Best Practices in Continuing Higher Education: Reports from a Yearlong Project Involving CE Professionals (B. Christopher Dougherty and Patricia A. Lawler); (12) Taking Advantage of the Online Evolution (Richard Bothel); (13) Continuing Education for Boomers--Retiring but Not Shy (Christina Butler and Julie Maurer); (14) Market Research: The Key for Keeping Continuing Education at the Cutting Edge (Carol B. Aslanian); (15) Writing for Publication (Barbara E. Hanniford and Patricia A. Lawler); (16) Saturday Scholars[R]: Connecting the Past, Present and Future in Adult Education (Linda Marion and Jeff Hand); (17) Be a Wildcat Wherever You Live! Marketing Continuing Education Programs in a Changing Culture: A Case Study (A. David Stewart, Melinda Sinn, and Kristin Brighton); (18) Winter Intersessions (Philip A. Greasley); (19) Creating a Multi-Institutional Online Certificate Program (Brad Cahoon, Jan Smith, and Mike Healy); (20) The Eight Cardinal Rules for Continuing Education Department Fiscal Management (Marcelle C. Lovett and Steven J. Borowiec); (21) Leadership and Authority in Continuing Education: A Retrospective Look at Changing Roles and Responsibilities (Patricia Brown, Raymond Campbell, Chris Dougherty, Lynn Penland, and Edna Farace Wilson); (22) Addressing the Issue of Online Course Orientations for Students and Faculty Participating in Online Courses for the First Time at a Higher Education Institution (Reginald L. Oxendine, Jr.); (23) Best Practices in Developing Adult-Centered Online Learning Environments (Mary Rose Grant); (24) Kaizen Blitz as a Tool for Operational Innovation (Susan King and Lorilee Sandmann); and (25) Experts in Nontraditional Students: Helping the Campus Understand Its Changing Student Population (Carol Kasworm and Jovita Ross-Gordon). Part III, contains the minutes of Business Meetings and Appendices. Individual papers contain references. [For the 2004 ACHE conference proceedings, see ED485556.]

Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all--regardless of race, gender, or ethnicity--is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) "accountability" of individuals and the institutions in which they work, (b) "leadership," which occurs in multiple ways and at multiple levels, and (c) "learning," which is the raison d'etre of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others. This book begins with "Handbook Preface: Introduction and Overview" by Karen Symms Gallagher, Dominic Brewer, and Rod Goodyear. This book contains the following: (1) A history of urban education (John Rury); (2) A Consensus Definition of Urban Education (Rod Goodyear, Charles Claiborn, James Lichtenberg, Terence Tracey, and Bruce Wampold); (3) Sociology of Urban Education (Alan Sadovnik); (4) Anthropology of Urban Education (Mica Pollock); (5) Politics of Urban Education (Kenneth Wong); (6) Economics of Urban Education (Dom Brewer); (7) Complexity of Leadership (James Spillane); (8) Instructional Leadership (Carl Cohn); (9) Shared leadership or community collaborations (Adrianna Kezar); (10) Creating shared leadership and cognitive complexity through action research (Estela Bensimon and Don Polkinghorne); (11) New Times, New Challenges, and What Transformative Educational Leaders Do (Gilberto Arriaza and Rosemary Henze); (12) Competing Accountability Demands in Urban Education (David Connley); (13) Accountability in Career and Technical Education in Urban Settings? (Gary Hoachlander); (14) Accountability in universities serving urban communities? (David Werner); (15) Accountability and for-profit Education (Guilbert Hentschke); (16) Using Data to Identify System-Wide Issues and Concerns (Ron Astor); (17) Using Data to Close Achievement Gaps in Urban Education (Amanda Datnow); (18) Benchmarking as a Tool for Equity in Urban Education (Alicia Dowd); (19) Financing Urban Education (Lawrence O. Picus); (20) Ethics in Urban Educational Accountability (Kenneth A. Strike); (21) Motivation and African American Students (Cynthia Hudley); (22) Risk factors and Resilience (Margaret Beale Spencer and Dena Phillips Swanson); (23) Teacher learning for instruction of second Language learners (Aida Walqui); (24) Vertical and horizontal learning: Lessons from and after-school programs (Richard Duran, Kris Gutierrez, and Robert Rueda); (25) PISA (Programme for International Student Assessment) (Petra Stanat); (26) Cultural Studies of Immigrant Students (Mariette de Haan); (27) Cultural Learning or Interculturality and Learning (Yrjo Engestrom and Marianne Teras); (28) Cultural Learning on Cross-Cultural Context (Ecjard Klieme); and (29) Future Directions for Urban Education Research and Practice--a discussion of the previous chapters, their implications, and next steps (Karen Symms Gallagher, Dominic Brewer, and Rod Goodyear).

This document contains information about and papers from meetings of educational practitioners and policymakers in the Asia-Pacific region, Africa, Latin America and the Caribbean, Europe, and the Arab States and a collective consultation of nongovernmental organizations (NGOs) on literacy and education for all. Contents (arranged by region) are as follows: "1996 Jomtien Declaration on Adult Education and Lifelong Learning"; "The Bank Has a Re-Think"; "Maoris: A Longtime Educative Tradition" (Nora Rameka); interviews and reports from parts of Asia; "Intellectual Responsibility in Development"; "Declaration on Adult Education and Lifelong Learning"; "Setting Up a Programme Is Not Enough" (Alice Tiendrebeogo); "A Book for Six Inhabitants" (Antonio da Silva); "Peace in the Land of Blue Plastic" (Uwizeyimana Adorata); "Unwanted Gifts" (Ousmane Faty Ndongo); "Backing the Commitment of African Intellectuals" (A. Niameogo); "South African Adult Education Post-1994" (Joe Samuels); interviews; "Education of Young People and Adults to Consolidate Democracy"; "Declaration and Recommendations of the Latin American and Caribbean Regional Preparatory Conference"; "Read the Word..." (Sergio Haddad); "We Also Count!" (Lola Cendales); "Calandria" (Rosa Maria Alfaro Moreno); interviews; "The Role of NGOs in the Transformation of Adult Education in Latin America" (Jorge Osorio Vargas); "'Everyone Has to Learn Everything'" (Ximena Machicao Barbery); "Adult Education, Society and the Strengthening of Democracy" (Jose Rivero); "We Learned..." (Ximena Eugenia Paniagua Padilla);"Defining Cultural Identities"; conference report; "Is Literacy Neglected?" (Serge Wagner); "Creative Protagonists: The Role of Environmental Pedagogy" (P. Orefice); "An Already Long State--Civil Society Dialogue" (Anne Depuydt); "Masks""Meeting with Mr. D. Lenarduzzi"; "The New Modern Concept of Adult Education in Russia" (V. Onushkin); "Adult Learners' Week" (Alan Tuckett); "A Strengthened Partnership"; "The Hamburg NGO Platform on Adult Learning for the 21st Century"; "Vocational Education and Training" (Ulf Fredriksson); "You Can't Tie Up a Bundle of Firewood with One Hand" (Mariam Kone Traore); "Turning the Disadvantaged into Free Decision-Makers" (Ton Redegeld); "Some of the Contributions of Non-Formal Teaching to Formal Teaching" (Max Cloupet); "Adult Education and the Changing World of the Workplace" (D. Kahler); "Growing Together through Partnership" (Adama Ouane); "Beyond Programmes: Commitment, Values and NGOs" (Clinton Robinson); "Constructing Society"; "Arab Declaration on Adult Education"; "Campaigning for All Rights" (Aicha Barki); "Adolescent Women and Civic Society in MENA (the Middle East and North Africa)" (Frank Dall); "Culture and Spirituality" (Bacher Bakri); "The Emergence of a Civil Society" (Kacem Bensalah); interviews; "A Society Which Includes Women" (Aicha Belarbi); "The Socio-political Dimension of Gender: A Tool for Fair Development" (Marcela Ballara); and "Using Modern Technology Is Almost a Second Nature" (Mark Tennant). (MN)

Discusses immigrant and bilingual education policy in Sweden. (MK)