Education & Pedagogy

Education is often portrayed as the means to provide economically disadvantaged students with opportunities for mobility in order to reduce the wealth and income gap. Achieving this goal is difficult and involves a number of costs and tradeoffs for poor students--costs and tradeoffs which are deemed acceptable only if mobility is successfully obtained, and to the extent that it is a worthy goal. Thus, recent scholarship has focused on how best to use education to provide mobility, but has not sufficiently considered how doing so results in policies, systems, and practices which treat education very differently for poor versus wealthy students. This dissertation examines the costs imposed on the poor from conceiving and structuring education as the primary institution for furthering economic mobility. It demonstrates how this aim of education creates a system with distinct goals, ultimately resulting in a narrowing and instrumentalization of educational opportunities for poor students as compared to their wealthier peers. It examines theoretical assumptions that lead to this narrowing, and provides examples of its effects on teachers' ability to flourish in their roles, and on students' decision making in higher education, all of which demonstrates that in the name of reducing economic disparity, new and significant disparities are being created within education itself. This dissertation illuminates some of the under-acknowledged costs of using education for economic mobility, deepening and enriching the scholarly and policy work on economic equity and education. [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.]

Equity is a fundamental value and guiding principle of education policy and practice, but it is not necessarily actualised in schools and education systems around the world. There are large variations across PISA-participating countries and economies in the magnitude of the difference that socio-economic status makes in students' learning, well-being and post-secondary educational attainment. This suggests that policy and practice have a key role to play in reducing socio-economic inequalities in education. Equity does not mean that all students obtain equal education outcomes, but rather that differences in students' outcomes are unrelated to their background or to economic and social circumstances over which the students have no control. Equity in education means that students of different socio-economic status achieve similar levels of academic performance, and of social and emotional well-being, and that they are equally likely to earn desirable post-secondary education credentials, such as university degrees, that will make it easier for them to succeed in the labour market and realise their goals as adult members of society. Education systems need to determine how individual students learn best and tailor learning opportunities to meet their needs. The newly released PISA report, "Equity in Education: Breaking Down Barriers to Social Mobility," shows that narrowing the differences related to socio-economic status in what students near the end of compulsory schooling can do with what they have learned could offer more opportunities for children and young people born into disadvantaged families to move up the socio-economic ladder.

Career and technical education was once essential in an attempt to educate people for their respective careers. While the premises for a career and technical education remains career oriented, these programs have come under attack in the past several years, especially, the career and technical degree programs offered at community colleges. The opponents of community college career and technical degree programs argue that these programs are too narrow in scope and that they do not provide students a broad, general education. The opponents also argue that the career and technical degree programs offered at community colleges are contributing to the class segregation in America. The purpose of this study is to explore student and alumni experiences as they relate to the efficacy of career and technical education degree programs at different community colleges. The literature indicates that while higher education, in general, provides the best return for society, career and technical education contributes significantly to that return. This study indicates that the idea that a career and technical education does not develop the whole student appears to be false. Community colleges seem to put graduates in charge of their future. Based on the findings of this research study, it has been determined that additional research will be necessary to examine career and technical education at four-year technical colleges and to study the effect of a career and technical education in society. [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.]

In 2004 the Australian Council for Educational Research (ACER) published an Australian Education Review (AER) on Indigenous Education: "The Case for Change: A review of contemporary research on Indigenous education outcomes," AER 47 (Mellor & Corrigan, 2004). In the 13 years since its publication, the state of Indigenous education outcomes has remained substantially unaltered. All the social indicators demonstrate that Australia's First Nations people continue to be the most socio-economically disadvantaged population cohort in Australian society. This is after decades of continued policy efforts by successive Commonwealth, state and territory governments to ameliorate Indigenous education disadvantage. We still struggle with understanding how best to get Indigenous children to go to school, keep them in school, help them finish school and then go on to future education or employment. Despite the seemingly elementary nature of the problem, policy practitioners will be all too familiar with the complex nature of Indigenous education in Australia. Consequently, addressing Indigenous educational disadvantage attracts a multitude of solutions that manifest themselves as ever-changing policy approaches, often underpinned by ideology. The authors of this review paper argue that no one solution will remedy Indigenous social or educational disadvantage, but neither will policies premised on ideological views.

Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does "not" conclude that accountability is the wrong direction for the next generation of teacher education. Instead, the authors offer a clear and achievable vision of accountability for teacher education based on a commitment to equity and democracy. The book: proposes a new approach to reclaim accountability: democratic accountability in teacher education; offers a historical overview of accountability in the era of education reform; embraces accountability and reconstructs its targets, purposes, and consequences in keeping with the larger democratic project; introduces an accessible framework for investigating dimensions of accountability policy and practice; and demonstrates four of the most visible education reform initiatives relevant to teacher educators and education stakeholders.

In 2009, a pair of meetings launched an ambitious initiative to link communities engaged in improving STEM education with those engaged in global sustainability. The organizers of the initiative, "Mobilizing STEM Education for a Sustainable Future" (details of which may be found at http://mobilizingstem.wceruw.org/), selected "critical advisors" to attend the meetings and guide discussion. These critical advisors, with expertise in relevant domains in higher education, such as professional development for faculty, curricula development, and policy and practice, were asked to propose new or adapted theories of change that can accomplish a vision for higher education. In this paper, therefore, we review theories of change already used in efforts to improve quality and access in STEM education. We consider why some STEM reform efforts based on particular theories of change (whether implicit or stated) may be more or less successful than others. To this end, this paper argues that theories of change are powerful yet often unacknowledged guides for human action for change. We first explain what a theory of change is. Then we present our findings from a preliminary study of theories of change inferred from a small sample of projects that the National Science Foundation solicited and subsequently funded to improve STEM education. We conclude by discussing the implications of unarticulated theories of change for the nation's efforts to improve STEM education. (NOTE: this WCER working paper is a version of a 2009 paper resulting from the Mobilizing STEM Education for a Sustainable Future initiative.)

Adult and continuing education has the dual function of contributing to employability and economic growth, on the one hand, and responding to broader societal challenges, in particular promoting social cohesion, on the other. Companies and families support important investments that have, to date, ensured important growth in both skills and the ability of the European population to innovate. Thanks to this commitment, Europe today has a wealth of organisations specialising in adult and continuing education. The sector has grown in importance, both as an increasingly significant player in the economy and in view of its capacity to respond to the demand for learning by the knowledge economy. As this book shows, adult and continuing education has a critical role to play in ensuring Europe copes with the phenomenon of education exclusion, which, repeated year after year, generation after generation, undermines social cohesion and the growth of employment. Public policies must respond to two strategic challenges: to encourage the propensity to invest in adult and continuing education and to guarantee the reduction of educational exclusion. The conclusions of the research projects reviewed in this publication propose a number of policy priorities to support adult and continuing education and to harvest the potential of existing scientific production. This paper surveys these conclusions and guides policy-makers in developing policy interventions which both support the growth of adult and continuing education and exploit the wealth of research and research tools available.

The purpose of this study was to examine the post-secondary special education transition planning experiences of currently enrolled college students with emotional disturbance (ED). In addition to exploring students' perceptions of their experiences, understanding, through the narrative analysis of semi-structured interviews, the role special education transition planning played in their perceived level of post-secondary education preparedness upon high school graduation was sought. The research revealed students with ED are most likely to participate in career-based special education post-secondary transition planning. In addition four overarching themes were revealed which included defined by my disability, invisibility, employment vs. post-secondary education, and college bound. It was concluded that special education post-secondary transition planning did not adequately prepare the students with ED for post-secondary education participation. It also revealed participation in special education negatively impacted the students' sense of school belonging. The limitations of this study include the use of a convenience sample and self-report measures. This research adds to the growing body of knowledge related to special education transition planning for students with ED. This study may compel educators and policy makers to review and revise policies and practices that are discriminatory against students with disabilities, especially those identified with ED. [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 Bibliography of Research Studies in Education, 1938-39, covers the school year September 1938 through August 1939 and lists 3,570 theses and studies reported by 174 institutions, several of which had not reported previously. The thirteenth bibliography in the series includes 460 doctors' dissertations; 2,840 masters' theses, and 269 studies reported as faculty research. Colleges and universities granting graduate degrees in education, institutions carrying on graduate work in music and theology, and some institutions in which only faculty members conduct research in education, have reported the studies listed. The entries give the author, title, degree, and date when the thesis was completed, the name of the institution granting the degree, number of pages, and a brief descriptive note. The bibliography covers many timely topics in the several fields of education: Current educational conditions in the United States and in foreign countries, Federal and State aid for education, Civilian Conservation Corps, training for the use of leisure time, curriculum making and subjects of the curriculum, the effect of current educational and social conditions on education, the training and status of teachers, the education of racial and exceptional groups, and the various types of libraries and their use. Indexes of institutions, authors, and subjects are included. [Prepared in the Library Division of the Office of Education. Best copy available has been provided.]

Teacher evaluation has become an increasingly high stakes issue in the field of education as evidenced by its pivotal emphasis in national and local education reform initiatives, funded research, and federal policy levers. In recent years, states have experienced unprecedented pressure to adopt objective performance benchmarks that reflect student achievement as part of formal teacher evaluation systems. No teacher evaluation measures have been developed for use with special education teachers or the settings in which they teach. Dedicated focus is needed to ensure that proposed teacher evaluation measures are valid for use with these teachers. Measures must, at the minimum, be sensitive to students' learning challenges, teachers' instructional expertise, and other supports provided by special education teachers. This exploratory study focused on clarifying whether existing professional special education skills were perceived to be critical for special education teachers' effectiveness. Participants from three special education stakeholder groups rated the importance of nationally endorsed special education skills. Responses were explored through multiple analytic lenses, including a within subjects analysis of variance and multivariate analyses of variance. Findings are presented in terms of next steps toward the development of a meaningful measure of special education teacher effectiveness, related policy and practice considerations in this regard, and implications for future research. [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 special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research questions used in this study addressed the work environment and professional learning needs of novice special education teachers. Data collected from indepth, structured interviews with two novice special education teachers were analyzed using open coding. Results indicated that the participants felt underprepared for teaching and required professional development that addressed the duties special education teachers perform in the teaching environment. Especially important was a focus on professional development activities relevant to the technical aspects of special education and teacher efficacy. Implications for positive social change include a change in the school district professional development process to include an emphasis on academic content, collegial support, and the special education discipline. Professional development that encompasses these elements would not only support the professional learning needs of novice special education teachers in the school district, but also help novice special education teachers in the school district develop skills necessary to meet the diverse learning needs of special education students. [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.]

Since its establishment, the Office of Education has shown special interest in the education of Negroes. In addition to the many sections of reports, articles, circulars and bulletins devoted to the various phases of the education of Negroes, seven comprehensive studies and one conference report have been published presenting certain aspects of their higher education. The present study is a natural outgrowth and continuation of the interest shown by the Office of Education in the graduate and professional education of Negroes over the years. It has brought together in an organized way a mass of material on the subject from numerous sources, and has presented it in such a manner as to show graduate and professional instruction of Negroes to be the climax of a long, difficult, and expensive process, the various phases of which have intimate and broad interrelationships. The author of this bulletin gathered the data from many sources: Through numerous interviews with college presidents, faculty members, and Government officials; through bibliographic research; from special memoranda and other unpublished materials; and through visits to college campuses. This bulletin contains the following: (1) Conditions Largely Racial in Origin; (2) Regional Influences; (3) Factors That Are National in Character; and (4) Suggested Programs of Action. Individual parts contain footnotes. (Contains 7 figures and 17 tables.) [Best copy available has been provided.]

This is the annual statistical report of land-grant colleges and universities prepared in accordance with the responsibilities of the U. S. Office of Education under the Second Morrill Act, The Nelson Amendment, and Title II of the Bankhead-Jones Act. It is published separately from the "Biennial Survey of Education." In general, there was a decrease in staff in land-grant institutions from 1943-44 to 1944-45. There was a continued decrease in the number of regular session full-time enrollments in institutions with white students through 1944-45, an increase in institutions for Negroes, and a great decrease in all institutions in the number of short-course Government-contract military students. The total educational and general income increased, despite a decrease in income from the Federal Government; and expenditures for educational, general and "other noneducational" accounts increased. (Contains 14 tables.) [Prepared under the direction of Emery M. Foster, Head of the Reports and Analysis Section of Research and Statistical Service. Best copy available has been provided.]

The purpose of the current quantitative correlational study was to investigate the relationship the qualifications of special education teachers and their preferred writing instruction method either formulaic or process writing. The study investigated the relationship between professional development in writing instruction, years of experience, education level, and the preferred instructional writing strategy used in the classroom. The population for this study was comprised of special education teachers in the Southern California counties of San Diego, Riverside, and San Bernardino. The sample population consisted of 625 K-12 special education teachers. A statistically significant positive relationship was found between a special education teacher's level of professional development and the writing method he or she prefers. Results from the simple logistic regression analysis indicated that the odds that a special education teacher prefers the process instructional strategy is 3.0 times greater for those with professional development in writing instruction, compared to those without professional development. Findings from the study indicated that there was not a statistically significant relationship between a special education teacher's years of experience and preferred instructional strategy or between a special education teacher's education level and the preferred instructional strategy. From the findings of the quantitative study, educational leaders can make instructional and curriculum decisions on writing methodology for special education students as well as decisions on professional development. [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.]

Globalization has made a big impact on all spheres of today's society. One of its most obvious impacts is the effect it has on education. It greatly influenced the economics and funding of public education, as well as the development of educational policies. International organizations set the benchmark for educational quality, evaluation and standards. National policies turn to actualization of international expectations. Globalization made it even more possible for development of diversity in educational institutions. Liberalization and market approach to education led to expansion of pluralism of educational funding. So today we have for-profit schools (that operate as enterprises), religious schools, non-profit schools run by non-governmental organizations, publicly funded schools operated by private boards and community owned schools. Since the 1990s and the beginning of transition process for Croatia, transformation and liberalization of public sector was greatly influenced by globalization. Market approach to education enabled for a large number of private educational institutions to emerge. School pluralism developed in primary education, secondary education as well as the institutions of higher education. Educational policy changed allowing liberalization in educational funding and development of pluralism of educational institutions. This paper aims to show the development of private education in Croatia since its independence. It tries to interpret the effects that globalization and privatization had on Croatian educational system. [This paper was published in: INTED 2010: International Technology, Education and Development Conference (Valencia, Spain, March 8-10, 2010) Proceedings, p000770-000779. International Association of Technology, Education and Development (IATED), ISBN-978-84-613-5538-9.]