Education & Pedagogy

A descriptive study surveyed 210 California State University at Northridge graduates who earned a Bachelor of Science degree in business education and wished to teach business courses in California public middle and secondary schools. They were asked to assess intended educational outcomes established by Department of Office Systems and Business Education faculty. Of 210 mailed questionnaires, 78 were returned; 50 provided usable data. Alumni identified four business courses that best prepared them for their first teaching position: accounting, technology, teaching methods, and communication; they indicated that statistics did not prepare them for their first teaching position. They suggested these courses would have helped prepare them for their career: a specialized course in technology and a methods course emphasizing tests and measurements, lesson planning, and classroom management. Although they had a favorable perception of the business education program, citing a relevant curriculum and knowledgeable professors, one indicated a need for more partnering with business and industry to provide students with opportunities to meet professionals, five recommended a methods course specific to business education and school administration, and two suggested that faculty and administrators in the colleges of business and education need to communicate effectively. As a result of this study, an assessment plan, including a revised survey, was developed. (The paper contains 10 references and the following appendices: Business Education Program Assessment Plan, with mission statement, goal statement, intended program outcomes, and assessment criteria and procedures; and survey.) (YLB)

To develop this handbook, three Aboriginal teachers gathered extensive data through workshops; questionnaires; and research with Elders, Aboriginal parents, teachers, advocates, and others who work first-hand with children with special needs. The handbook opens by presenting the traditional Aboriginal perspective on disabled children--that they were considered a gift to show an appreciation of life, and that they were included in all parts of community life. The term "special education" and parents' rights concerning special education are explained. A story of an Aboriginal boy named Eagle with a serious hearing loss follows his progress through the Alberta (Canada) requirements for special education--screening, referral, assessment, program planning and implementation, program placement, appeals, children's services, health-related support services, transition planning, and school board policy. Eagle's story is used to demonstrate each step and the ways in which parents can become involved in their children's education. Roles and responsibilities are presented for family members, school staff, and community members. Three sections cover parent-school communication, problem solving, and conflict resolution. Two sections explain special education funding for reservation and nonreservation students. First Nations and Alberta support groups are listed, as are resources produced by Alberta Learning. Four appendices cover getting to know your child's school, special education definitions, and special education funding rates for the 2000-2001 school year for Alberta Learning and Indian and Northern Affairs Canada. (TD)

This report describes and analyzes the efforts and achievements made in Cambodia during the past 16 years with a special focus on developments after the United Nations organized election in 1993. During this process UNESCO played a small but important part in the reconstruction of education, freedom of expression (through the training of journalists), and protection of Angkor Temples, a major cultural heritage of Cambodia and the world. As background, the report points out that the end of World War II in 1945 marked the beginning of conflict and misery for Cambodia. The Cambodian War escalated to its peak during the 1970s and caused over two million deaths and hundreds of thousands of disabilities. The report is divided into the following chapters: (1) "Introduction" (offers geographical and historical background information on Cambodia, and educational planning objectives and Year 2000 targets); (2) "Focus on Primary Education" (presents goals and strategies for primary education, material on and a model of cluster schools, and problems to overcome); (3) "Other Aspects of Basic Education" (provides material on the adult literacy program, preschool education, lower secondary education, and training in essential skills through nonformal education); and (4) "Conclusion" (contains material on meeting needs, including a funding summary, coordination between donor agencies, and conclusions). Three annexes furnish acronyms and abbreviations, a list of pilot cluster school sites in Cambodia, and a 14-item selected bibliography. (BT)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in environmental and agricultural systems, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the environmental and agricultural systems ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the environmental and agricultural systems career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in business and management, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the business and management ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on business and management career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connection to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

The Parent Information Network (PIN) is an initiative of the Arizona Department of Education to involve families of special education students. Led by parents of children with special needs, PIN provides information and technical assistance to families and educators throughout the state. The primary role is to facilitate the volunteer steering committee, Parents Are Liaisons to Schools (PALS), a 21-member volunteer group of parents of special needs children from diverse backgrounds and communities who are appointed for 3-year terms. PALS members offer: parental feedback on special education topics; update local parents and special education directors with information disseminated by the department of education, including legislation and funding issues; give assistance and support to other PALS members; and encourage parents to become aware of their rights and responsibilities under the Individuals with Disabilities Education Act. The concerns and suggestions of parents have been used in state planning and development of new initiatives, including a conflict resolution system, grant funds for parent involvement activities at the local level, parent training workshops, and an information clearinghouse that includes videotape and print material. In partnership with the special education director, PALS members develop an action plan tailored to the unique needs of their local school districts. PIN specialists are parents hired as part-time private contractors by the Arizona Department of Education to provide information, technical assistance, and training workshops to PALS, other parents, and educators. (TD)

Focusing on the status of entrepreneurship education in agriculture at the secondary, postsecondary, and adult/young adult levels, volume 1 of this report presents findings from a national study conducted to provide planning information for a major national initiative on agricultural entrepreneurship education. First, an introductory section provides background to the project and describes its scope. Next, findings are reported for the following 12 study objectives: (1) assessing the need for entrepreneurship education in agriculture; (2) assessing the current level of entrepreneurship knowledge; (3) determining the potential outcomes of infusing entrepreneurship education in curricula; (4) assessing existing entrepreneurship education programs; (5) identifying curricular strategies for implementing entrepreneurship programs; (6) developing specifications for entrepreneurship materials; (7) developing approaches for meeting state and national standards; (8) creating a staffing plan; (9) creating a development plan for the project; (10) strengthening relationships with other agencies; (11) identifying potential action force members; and (12) developing elements and deliverables of the infusion project. The next section presents a proposed national development and infusion plan, based on findings and including information on needs for agricultural education and strategies for meeting those needs. The final section provides supporting documents, including reports of a Delphi study undertaken to determine potential outcomes of infusing enterpreneurship into agricultural education; focus group findings; a national survey of agriculture entrepreneurship instruction; and current activities in entrepreneurship education. (Contains a resource list of 22 groups, foundation, and agencies.) (CELCEE, an Adjunct ERIC Clearinghouse on Entrepreneurship Education) (HAA)

This speech by Richard W. Riley asserts that education is becoming a more important component of modern society and is absolutely crucial for any society wishing to modernize. The wealth of any nation in the information age is dependent upon its human capital, which is valuable in direct proportion to its level of education and training. There are a number of factors that bear directly on the quality of education; one is technology. Technology can and is transforming education. It is a powerful tool to supplement teacher training and preparation. Teacher quality is also crucial, and there is a growing shortage of talented, well-qualified teachers around the world, especially in the fields of math and science. Decentralization is a growing trend in education around the world, as countries with strong traditions of centralized educational institutions look for ways to capture the dynamism and innovation that may accompany a loosening of central control. The demand for higher education is increasing most rapidly, and is direct function of the growing importance of technology and the importance of human capital; it is higher education that most effectively makes people "capital intensive." A function of growing globalization of the world's economy is an increasing level of international educational exchanges. Advancing education around the world is in the interest of all nations and all people. (KFT)

A number of perspectives on adult education are evident in the international literature, with publications from the Fifth International Conference on Adult Education held in Hamburg, Germany, in July 1997, a particularly rich source of information. A clear trend in the conference and the documents it produced was the critical importance of adult education and adult learning "for fostering ecologically sustainable development; for promoting democracy, justice, gender equity, and scientific, social, and economic development; and for building a world in which violent conflict is replaced by dialogue and a culture of peace based on justice." Publications from the conference discuss roles for adult education in achieving these goals. Lifelong learning is another clear trend in international publications; however, many policies related to lifelong learning emphasize economic issues that focus on human capital rather than social issues, a potentially negative influence on adult education. Globalization is another trend in the international literature of adult education. Globalization involves a shift toward a more global perspective and the breaking down of differences between and among nations. Issues for adult educators related to globalization are similar to those related to lifelong learning. Because it is based on economic changes, globalization emphasizes a human resource development perspective. At issue for adult educators is how to include a more holistic perspective of education into an environment that focuses on economic issues rather than on human values. (This report contains an annotated bibliography listing 17 resources.) (KC)

Postsecondary education enrollment and completion disparities exist for Minnesota's Black, Indigenous, and Persons of Color (BIPOC) and lower-income students. One outcome measure demonstrating the impact of systemic disparities in K-12 education is a student's level of readiness for college-level courses following high school graduation. Given that academic preparation is a significant predictor of persistence and completion in college, developmental education serves as a bridge between the academic readiness of students enrolling in a postsecondary education and the academic skills needed to succeed in college level work. Developmental education courses can add to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. This report analyzes the college enrollment and developmental education activity of Minnesota public high school graduates from the graduating classes between 2015-2022 enrolling in postsecondary education in Minnesota within two years of high school graduation. This report uses student-level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education and college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse, and provides one measure of academic readiness of Minnesota's public high school graduates.

Around 25% of India's population requires universal accessibility for independent and dignified living, highlighting the urgency of prioritizing "accessibility and inclusion" for sustainable development. In urban areas, equitable resource distribution, aligning with the Right to the City, is crucial, with education being central. Ensuring education rights promotes social justice and inclusion, striving for equitable access to quality education as per UN's Sustainable Development Goal 4 and India's National Educational Plan 2020. This study examines fundamental indicators for effective inclusive education (IEIE) in Delhi's primary schools, focusing on inclusion of children with disabilities (CwDs) into mainstream education and determining their ranking. Conducted in 51 primary schools, a survey involved stakeholders rating indicators on a five-point Likert-type scale. Statistical analyses using the weighted product model (WPM), a prevalent multi-criterion decision-making method, highlighted the importance of IEIE indicators and identified barriers like inadequate infrastructure hindering access to education, particularly for CwDs. The results consistently highlight stakeholders prioritizing qualitative aspects of inclusive education, challenging the notion that financial support is paramount, especially in countries like India. The findings advocate for better inclusive education facilities, enhanced integration of CwDs, and increased awareness among school stakeholders, necessitating collaborative efforts for creating inclusive urban educational environments. [For the complete proceedings, see ED672804.]

This book provides a critical review of research in mathematics education published in or about the Australasian region in the four years from 2020 to 2023. Research in Mathematics Education in Australasia 2020-2023 (RiMEA 2020-2023) is the eleventh edition of the four-yearly review of mathematics education research in Australasia. It is compiled by the Mathematics Education Research Group of Australasia (MERGA). It is primarily focused on research from Australia, New Zealand, and Singapore but also includes research from other Southeast Asian countries and the South Pacific. Although each edition of RiMEA is shaped by the preceding volumes, each new edition evolves in response to events coinciding with each new review period. Following an introduction by the editors, RiMEA 2020-2023 will contain a reflection chapter authored by the editors of the previous edition, 'Research in Mathematics Education in Australasia 2016-2019,' on how research in mathematics education in the Australasian region has progressed over the four years since. This book provides a comprehensive critical review of research literature in the Australasian region on significant topics published within the review period. It serves as a resource for researchers and promotes quality research in the Australasian region. Furthermore, it provides an introduction to mathematics education research in the Australasian region for Ph.D. candidates, early career researchers, and other researchers beginning a new field of research.

How did narratives about character education in the United States change between 1985 and 2016 and what does this reveal about the changing meaning of character over this time period? Policymakers and pundits have frequently invoked ideas of "good" versus "bad" character as they attempt to blame individuals for their own circumstances. It makes sense to trace these narratives in their various forms, beginning with the discourse around character and children. Character education programs are a natural object to study in order to capture these narratives. Despite this, sociologists have largely ignored character education, which leaves a significant gap in the scholarly knowledge about both character education and the social construction of designations of "good" versus "bad" character more generally. In this paper, I address this gap by examining the narratives around character education between 1985 and 2016. After analyzing 600 articles from "Education Week" and the "New York Times" mentioning character education, I find that there is a significant expansion of the ways in which advocates argue for character education in the schools. Whereas earlier narratives encouraged character education as a means to teach students how to be good, moral people starting in the early 2000s, these narratives expanded to include teaching character as a means to improve academic performance. This finding is significant as we continue to see both education reformers pushing for character education as a tactic to improve achievements and policymakers and pundits invoking character flaws as a means to blame individuals for structural inequality.

Although protected by procedural safeguards found within the Individuals with Disabilities Education Act (IDEA), families of children with disabilities face many barriers when attempting to participate in their child's educational programming. One of these barriers includes being left out of the decision-making process. As students age, families of children with disabilities report less interaction and communication with special education teachers. The purpose of this qualitative study was to explore how special education teachers and families of children with disabilities at the secondary level (grades 7-12) build relationships. The study acknowledged the importance of obtaining perspective from both families and special education teachers. Therefore, family and special education teacher dyads were utilized throughout the study. Additionally, the study acknowledged the importance of families and special education teachers sharing their thoughts with one another. Therefore, multiple data collection procedures were utilized including focus groups to allow the sharing of those thoughts. The researcher reported four themes which outline how special education teachers and families of children with disabilities at the secondary level build working relationships: partnership, intentionality and collaboration, effective communication practices, and growth and support. Study recommendations inform the practices and continued needs of families of children with disabilities, special education teachers, and the special education profession (pre-service training, school district supports, and other area educational agency training). [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.]

This doctoral project centers on Canadian business leaders' phenomenological online education expansion by navigating the challenges faced by strategic leaders concerning the expansion of online education in the Canadian higher education sector from a business perspective. The study identifies the problems and opportunities of faculty members' transition from traditional face-to-face to online instruction, particularly in the context of technology-enhanced learning (TEL), and their influence on the growth strategies of Canadian educational institutions. It explores strategic leaders' approaches and the impact of emerging technologies to assist with developing and executing business strategies to expand online education in Canada. As online education has gained prominence in the country, this research addresses a relevant business problem for educational institutions. The research employs a phenomenological approach in the qualitative research design to conduct this investigation. The study interviews eighteen faculty members engaged in online education in Canada. The interview data is analyzed to answer the three research questions for strategic leaders to expand online education with higher education institutions in Canada. The recommendations include 1) data privacy, infrastructure, security, and technology, 2) support and training for student engagement, 3) accessibility and inclusion, and 4) collaboration among institutions associated with expanding online 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.]