Education & Pedagogy

This edited volume sets the stage for discussion on Education 4.0, with a focus on applied degree education and the future of work. Education 4.0 refers to the shifts in the education sector in response to Industry 4.0 where digital transformation is impacting the ways in which the world of work and our everyday lives are becoming increasingly automated. In the applied degree sector, significant change and transformation is occurring as leaders, educators and partners evolve smart campus environments to include blended learning, artificial intelligence, data analytics, BYOD devices, process automation and engage in curriculum renewal for and with industries and professions. This volume aims to profile and enhance the contribution of applied educational practice and research particularly in the applied degree sector and includes contributions that show case real world outcomes with students and industry as partners. This edited volume includes a wide range of topics, such as rethinking the role of education and educators; curriculum and the future of work; industrial partnership, collaboration and work integrated learning; vocational and professional practices; students, industry and professions as partners; employability skills and qualities for the 21st century world of work; innovative pedagogy and instructional design; adaptive learning technologies; and data analytics, assessment and feedback. The contributors come from different parts of the world in higher education, including, Canada, China, Finland, Germany, Hong Kong, Italy, Macau, Singapore and the United Kingdom.

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. The glottonym Croatian in Austria covers two linguistic realities, namely the recognised minority language of Burgenland Croats and the Croatian standard language as a migrant language of the recent past, which is often subsumed as B/C/S together with Bosnian and Serbian. This dossier focuses on the first issue but also briefly mentions connections to the latter, where needed. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, and pupils, and financial investments. Because of this fixed structure, the dossiers in the series are easy to compare. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [This Regional Dossier was originally compiled by Gerhard Baumgartner. This second version covers academic data for the 2019-2020 school year.]

The purpose of this guidebook is to provide guidance to school districts in completing their local Tribal Education Status Report (TESR). Any data that is reported in the local TESRs has to comply with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) which is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. For this purpose, the Public Education Department requires any data about students has to follow masking rules. Any data that reports less than ten students has to mask that data by indicating <10 or an asterisk * and explanation that results were less than ten students. Additionally, this manual will provide templates to support school districts in the development of their local plans. The Indian Education Division (IED) will use the district reports to inform the development of an annual statewide tribal education status report which will be disseminated no later than November 15 to all New Mexico tribes. This guidebook will provide support to district staff that may be responsible for developing the local TESR, which includes but is not limited to: 1) Federal Program Directors; (2) Indian Education Directors; (3) Charter School Directors; (4) Business Managers; and (5) STARS Coordinators. [For the 2019-2020 Guidebook, see ED609281.]

As the world seeks to build back better into a new era of green and equitable economic growth, tertiary education systems are at the heart of the big transformations required throughout economies and societies. Tertiary education is vital for the development of human capital and innovation. Strategic and effective investments in tertiary education can serve every country - from the poorest to the richest - by developing its talent and leadership pool, generating, and applying knowledge to local and global challenges, and participating in the global knowledge economy. Effective tertiary education sectors ensure that countries have well-trained doctors, nurses, teachers, managers, engineers, and technicians who are the main actors of effective education and health service delivery and public and private sector development. Decades of insufficient and ineffective investment in postsecondary education and the advanced skills developed through higher learning opportunities have only exacerbated global equity gaps. This paper describes the approach of the World Bank to support the development of effective, equitable, efficient, and resilient tertiary education systems and institutions. It discusses and illustrates five principles that guide the Bank's financial and policy advisory support to STEER tertiary education systems toward optimizing their contribution to equitable and green growth: (i) building diversified Systems, (ii) investing smartly in new Technologies, (iii) ensuring Equity in access and financing, (iv) achieving Efficiency in resource utilization, and (v) acquiring Resilience in service delivery so that learning continues.

"Projections of Education Statistics to 2022" is the 41st report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2021" and projections of enrollment, graduates, teachers, and expenditures to the year 2022. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2022 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. [This report was prepared with IHS Global Insight. For "Projections of Education Statistics to 2021. Fortieth Edition. NCES 2013-008," see ED538495.]

The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the National Public Education Financial Survey (NPEFS) component of CCD. This report presents findings on public education revenues and expenditures using fiscal year 2011 (FY 11) data from the preliminary (version 1a) NPEFS file of the CCD survey system. Programs covered in NPEFS include regular, special, and vocational education; charter schools; and state-run education programs (such as special education centers or education programs for incarcerated youth). This First Look report provides users with an opportunity to access preliminary NPEFS data that were subject to one round of data review and editing. The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Revised Fiscal Year 2010 Tables. Data files for all CCD surveys used in this report may be found on the CCD data page of the CCD website at http://nces.ed.gov/ccd/ccddata.asp. (Contains 17 tables, 4 figures, and 1 footnote.) [This report was prepared in collaboration with the United States Census Bureau.]

Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements, to analyze the differences, and to present significant factors in State educational structure. In so doing, it accedes to the requests of a large number of correspondents who are students of State school administration and who have experienced the need for the type of material offered in this series. The present monograph deals primarily with the administrative and professional functions and services of State departments of education involved in the preservice education of teachers; it treats of the overhead organization and administration of 107 teacher-education institutions governed by State boards of education and of the supervision or coordination of 1,089 other publicly and privately controlled institutions that prepare teachers; and it deals incidentally with State teacher personnel functions closely related to the education of teachers, such as teacher certification and placement. Chapters include: (1) Introduction; (2) Overhead Control and Coordination of Institutions that Educate Teachers; (3) Composition and Personnel of State Boards and Departments of Education in Relation to Institutional Government; (4) Administrative and Supervisory Functions and Services; (5) Specific Methods of Rendering Services; and (6) Summary of Suggestions and Proposals for Improvement. (Contains 9 footnotes.) [Best copy available has been provided.]

This study is a contribution from the Eurydice Network to the debate on school failure and early school leaving within the framework of the European Commission's policy on education and training. In all education systems, in one form or another, pupil progress is assessed throughout the school year and various measures are put in place to support pupils who are having difficulties to ensure that they make satisfactory progress. This study is focussed on the regulations in force relating to the repetition of a school year in primary and lower secondary general education in Eurydice Network countries. This corresponds to the period of compulsory full-time education in the majority of countries. The analysis covers three important stages of compulsory education. Chapter 1 is devoted to access to primary education. The normal starting age of primary education and the particular time during the year when a child is deemed to have reached this age varies between education systems. Chapters 2 and 3 are concerned with the regulations linked to progression and moving up to the next class during primary and lower secondary education respectively. These two chapters explore several aspects relating to repetition including the established criteria which govern the procedure, restrictions in place to limit its use, opportunities provided to help pupils catch up and the participants involved in the decision-making process. The study relates to the school year 2009/10 and covers all countries in the Eurydice Network. A glossary is included. (Contains 17 figures and 20 footnotes.)

The traditional secondary school limited its instruction to full time pupils. Rather than adapt the kind and amount of work to the necessities of the pupil who cannot attend full time, it apparently preferred to have him leave school altogether. While frowning upon an elective system within the school, it felt no qualms in allowing the great elective--no attendance or full attendance. The modern secondary school aims to get all pupils of high-school age all the instruction that they can be induced to secure. Society itself is demanding that no pupil of high-school age shall be without instruction. As such, the Commission on the Reorganization of Secondary Education presents in this report various types of part-time education, including continuation classes, indicates some of the administrative features desirable, and provides a summary of recommendations. This report is based largely upon a helpful analysis made in 1918 for the High School Masters Club of Massachusetts by a committee consisting of several high-school principals. The following are appended: (1) Types of Part-Time Education Recognized by Federal Act; and (2) Summary of Laws in the 19 States That Require Continuation Education. (Contains 3 footnotes.) [Best copy available has been provided.]

Even though the diversity found in European societies is not a new phenomenon, its nature is rapidly changing. Europe is becoming increasingly diverse due to intra-European mobility, international migration and globalisation. These societal changes affect the educational landscape and organisation, and create both new opportunities and challenges for schools and other educational institutions. Recent studies show that intolerance and social exclusion are increasing both in schools and in society. The growing number of refugee, asylum seeker and migrant children entering Europe places specific demands on schools and teachers. These phenomena lead teachers to re-consider their everyday practices and strategies to meet the learning needs of these pupils. [For the executive summary to this report, "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Executive Summary of the Final Report to DG Education, Youth, Sport and Culture of the European Commission," see ED574109. For the annexes, "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 1 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission," see ED574105; "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annex 2 To the Final Report to DG Education, Youth, Sport and Culture of the European Commission. Case Study Summaries," ED574106; and "Preparing Teachers for Diversity: The Role of Initial Teacher Education. Annexes 3-6 to the Final Report to DG Education, Youth, Sport and Culture of the European Commission," ED574107.]

The Great Recession was one of the sharpest economic downturns of the past century, with significant impacts across the U.S. labor market. Over past decades, one key feature of the U.S. labor market has been the high and stable returns to education. In this paper I estimate the returns to education for large samples of young workers in Arkansas over the period before, during, and after the Great Recession. I use linked education and Unemployment Insurance earnings data on almost 1 million individuals within the state. From both cross-sectional and longitudinal analysis, I find very modest effects of the Great Recession on the earnings gaps of workers with different levels of education. Over the period 2001 to 2012, there were large and stable returns to postsecondary education relative to high school completion, and these gaps were largely unaffected by the Great Recession. I do find employment shocks that differ by education level: for persons without a college education, employment shocks were stronger and they persisted beyond the end of the recession. Adjusting for these employment shocks, earnings gaps by education level increased over the period after 2007. I also find evidence that those who graduated from college during the Great Recession gained less than those who graduated before 2007. As with earlier recessions, postsecondary education served as an effective buffer against labor market shocks. The following are appended: (1) Tables; and (2) Figures.

Extracurricular music activities are those performed outside regular and obligatory school programme. Students' aesthetic education is the goal of art extracurricular activities. The point and purpose of these activities is to uphold favourable conditions for the realisation of various cultural-art activities through which the insight into different culture and art areas is gained. They are chosen according to one's own inclinations and interests. Extracurricular music activities are most frequently attended by primary and secondary school students in music schools, through choir and orchestra participation, and in cultural-art associations. During their higher education, preschool education students also have the possibility to widen their knowledge and skills within elective music courses. This work has examined the number of preschool teacher education students who had additional music education in the course of their primary and secondary education, as well as during their higher education. First and third year students of preschool teacher education, at teacher education faculties in Croatia and Slovenia, participated in the research (N = 707). The results have shown that Slovenian students participated in extracurricular music activities throughout their primary and secondary education more often than Croatian students. According to the Chi-square test (x[superscript 2), and contingency tables, Slovenian students sing in choirs, attend music schools, play in orchestras, and attend private music tutoring more often. It has been shown that third-year Croatian students attend elective music courses more often than Slovenian students.

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

The purpose of this transcendental phenomenological study was to describe the experiences of special education teachers with general education teachers who are not in a co-teaching model of inclusion in North Carolina high schools. The study examined how inclusion is implemented at the school level and how special education teachers and general education teachers collaborate for students with disabilities. Special education teachers working at the high school level in North Carolina are the participants in this study. The setting for the study is high schools within the state of North Carolina. The central question for this study asks how special education teachers describe their experiences working with general education teachers within the high school environment when working with students with disabilities in the model of inclusion. The theory guiding this study is Kahn's (1990) social exchange theory, which focuses on meaningfulness, availability, and safety within an organization. The data were collected through interviews, focus groups, and a writing sample and organized into themes. Data analysis was completed through bracketing, phenomenological reduction, imaginative variation, and synthesis. The results from the data analysis focused on three themes: Challenges with Collaboration, General Education Teachers' Lack of Understanding of the IEP, and Challenges with Special Education Teachers Meeting all Responsibilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative phenomenology study was to explore the preparedness of K-5 general education teachers through their lived experiences of teaching and working alongside special education teachers in the inclusive classroom. Data were gathered from thirteen teachers across Louisiana who participated in a semi-structured interview that focused on the following three research questions: (1) What are the lived experiences of elementary general education teachers regarding preparedness in teaching students with special needs under IDEA in the general education setting? (2) How do elementary general education teachers describe their preparedness to collaborate with special education teachers through their lived experiences? (3) How do elementary general education teachers describe their preparedness to co-teach with special education teachers? Bandura's (1997) Social Cognitive Theory guided the study both for capturing the teachers' beliefs of their self-efficacies and students' capabilities. Common themes emerged from the analyzed interviews and included: college courses, professional development, co-teaching, collaboration, barriers in the classroom, mastery experiences, and teacher requests. Findings revealed that professional development would be most beneficial to improve the essential topics that relate to servicing students with special needs in the general education classroom. Topics needed to further prepare general education teachers include legal literacy regarding laws for special education, teacher management, co-teaching practices, and collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]