Education & Pedagogy

This study by Tokyo University of Foreign Studies collected data on actual conditions of teaching Japanese as a Second Language (JSL) to children coming to Japan without the language. The study analyzed tasks that needed to be addressed, presented ideas on teaching syllabi and student evaluation, and submitted policy recommendations for schools and governments. The study results touched on content and methods of JSL instruction, examining conditions and issues concerning JSL children, principles for JSL instruction, and tentative lesson plans for JSL classes. The study also highlighted school and educational administration of JSL education, including: conditions of school and educational administration of JSL education; national and local policies concerning JSL education; problems in school and educational administration of JSL education; issues to be considered for better administration of JSL education; and policy recommendations for effective administration of JSL education. Results provide data on teachers teaching JSL, inservice education, learning materials, organizational systems for JSL students within schools, JSL student enrollment, and collaboration with volunteer organizations. Five resulting policy recommendations for effective administration of JSL education are noted. (Contains 13 references.) (SM)

In many countries, often at great personal cost, teachers and education support staff are at the forefront of the struggle for basic trade union and human rights. This book acknowledges their contributions. It also draws inspiration and hope from their efforts to show that a commitment to the interests of every child, to quality education, and to effective trade union organization can make a difference. The report focuses on the extent to which the right to education is available to children and adults, and the extent educators enjoy fundamental human and trade union rights set out in the major international declarations and conventions. Child labor in every country where Education International has members (Africa, Asia and the Pacific, Europe, Latin America, North America, and the Caribbean) is highlighted. The report contends that the juxtapositioning of access to education, child labor, and trade union rights for teachers and other education staff reflects their interrelationship and the conviction that progress in one area cannot be sustained without progress in the others. (BT)

This paper describes how the University of Dayton, Ohio, has strengthened teacher education through the creation of two institutional general education initiatives that integrate general and professional education in a coherent learning experience. The first is a CORE program that is open to all students pursuing degree work in the elementary program. CORE is an interdisciplinary curriculum designed to fulfill and integrate the university's general education requirements. Students take 10 courses that fulfill all general education requirements as well as the basic skills requirements in reading and writing. The second includes a Humanities Base and thematic cluster in fulfilling general education course requirements. It has all students examine what it means to be human through four required general education courses in the humanities. To facilitate an integrated view of various domains of knowledge and to encourage students to understand the broad world around them, all undergraduates must complete one thematic cluster. These program efforts emphasize integration and coherence so that students can see the connectedness of the disciplines and the interrelationships of disciplinary ideas. (SM)

This report presents findings of a survey in October 1999 of State Higher Education Executive Officers Association (SHEEO) members asking them to rate the importance of 27 issues and to respond to questions about change over the past five years. The first section of the report discusses the quantitative ratings of the issues and how these ratings have changed over the past decade. Respondents rated the following five issues as the most important to states: teacher preparation and professional development, workforce preparation, effectiveness and accountability, linkages between K-12 and postsecondary education, and instructional technology/distance learning. Other issues that remain high in importance include: access and diversity, financial support for higher education, and student financial aid. The report also addresses SHEEOs' changing roles and relationships, noting their increasingly important policy leadership role in the states and the greater focus on marketing and external relations. The survey instrument is appended. (CH)

In the 1990s, Hong Kong underwent a great deal of education reforms in response to the public's concern for the quality of education. To keep pace with social and economic developments, education policies have had to be reviewed periodically so that necessary modifications could be made. In 1999, the Education Commission was requested to conduct a comprehensive review of the overall education system and required to submit its recommendations. In Hong Kong, the change agenda has increasingly been set by politicians rather than educators. With the centralization of education reform, teachers have seemingly lost control of change. This paper describes how education policies could be adequately implemented at school levels and what necessary conditions should be created for possible school improvement in Hong Kong. The discussion adopts a critical perspective and, in its conclusion, outlines several implications to alert policymakers as well as the "frontier practitioners" as to how this education policy can be successfully implemented. (Contains 54 references.) (DFR)

Many college mission statements convey the importance of citizenship education to prepare future leaders. However, values education often remains, at best, peripheral to the community college curriculum. This digest provides an examination of the classical and current approaches to community college values education. According to the digest, classical approaches to values education encompass techniques from the Values Clarification Approach to Kohlberg's stages of moral development. The digest also cites Bok, who suggests that instructors should take greater care to direct classroom discussion that will engage students in confronting and resolving ethical dilemmas. Current examples include models of values education delivered by three community colleges in different parts of the country. For example, in Broome Community College (NY), new requirements for the associate's degree include courses in Communicating Effectively, Acting Civically, Thinking Globally and Cross-Culturally, Thinking Critically, and Reasoning Ethically. At St. Vincent's College (CT), a task force was convened to assure that competency-based learning experiences related to ethical and critical thinking and decision making were provided across the curriculum. (AF)

The Nebraska Comprehensive Statewide Plan for Postsecondary Education was approved in 1992. Covering the University of Nebraska, the state colleges, community colleges, independent colleges and universities, and private career institutions, the plan is revised periodically to reflect the state's changing needs. Within the plan, six major issues important to higher education in Nebraska have been identified as: assisting institutions in fulfilling roles and missions; facilitating access to postsecondary education; providing leadership in meeting statewide educational needs; promoting the creation of exemplary education institutions; serving as a catalyst for creation of new partnerships; and advocating for operation of strong, efficient institutions. The nine chapters of the report discuss: preparing a comprehensive postsecondary education plan; the Coordinating Commission for Postsecondary Education's vision statement; defining and fulfilling roles and missions; providing access by offering recommendations to increase diversity; creating guidelines for meeting educational needs of students, employers, and citizens; setting guidelines for creating exemplary educational institutions; creating partnerships and educational bridges with businesses and communities; operating high quality institutions within the context of limited resources; and executing a statewide facilities plan. (SM)

This text is relevant for members of faculties of education such as administers, directors of teacher education programs, teacher educators (for pre-service and/or inservice teachers), and teacher candidates. There is also a potential appeal to professors in higher education institutions as integration practices can be adapted to meet the requirements across disciplines. K-12 classroom-based teachers may find this text useful as a source for content-based learning either from disciplinary or cross-disciplinary practice as well as individuals serving in an educational capacity in community-based settings, for instance. Parts of this work have already been presented in both US and Canadian based conferences such as the American Educational Research Association and the Canadian Society for the Study of Education and serve as optimal venues to reach the academic market. Advertising in publications geared towards providing practical articles could also serve a way to reach classroom based and community-based educators.

Artificial Intelligence (AI) is shaping the future of higher education administration. "The Evolution of Artificial Intelligence in Higher Education" is a comprehensive guide to the transformative potential of AI in the higher education landscape, focused on the need to nurture technology literacy among educators and learners. Chapters explore the practicality of AI tools in academia, such as ChatGPT, and analyse the main pedagogical implications and ethical dilemmas of AI adoption in higher education, including rethinking authorship, the potential homogenisation of content, ethical implications, transparency, reliability, and bias in AI-driven processes. "The Evolution of Artificial Intelligence in Higher Education" presents a timely analysis of a new technological advancement with a significant impact to a diverse audience, including faculty, administrators, curriculum designers, students and policymakers who are navigating the rapidly evolving landscape of AI in education.

This book aims to provide a resource to individuals involved with teaching, teacher education, and teachers' and teacher educators' professional learning (i.e., professional development), exploring the activities and roles of individuals whose primary professional homes are university or PK-12 school settings but who engage in boundary-spanning capacities and tasks. In the context of school-university partnerships as well as teacher education programs, boundary-spanning activities and roles have become more common. Boundary-spanning activities and roles include formal and informal activities and capacities where individuals housed in either universities or PK-12 districts participate in activities in the other settings (NAPDS, 2021). These activities and capacities range from very formal and permanent (outlined in contracts and memoranda of understanding) to very informal and temporary (including one-time, volunteer structures).

In this chapter, the author attempts to sketch the phenomenon of internationalization as manifested in the literature on academic mobility. Internationalization is commonly seen as a process contributing to the quality in higher education while academic mobility is often regarded as the most critical dimension of this process. By providing a review of the literature on internationalization and mobility, the chapter highlights rationales for inbound and outbound mobility for higher education systems and institutions in the European Higher Education Area (EHEA). It further portrays how Georgia -- a small country in the Caucasus and a member of EHEA responds to the global phenomenon employing several reforms, support schemes, and institutional initiatives. Lastly, reflecting on current trends and policies, the author attempts to map the prospects for internationalization of Georgian higher education. This chapter offers a promising area for comparative and international research on internationalization and contributes to the literature on academic mobility in Europe. [For the complete volume, "Annual Review of Comparative and International Education 2018. International Perspectives on Education and Society. Volume 37," see ED667018.]

Rural areas can provide a rich context for learning science, technology, engineering and mathematics (STEM), but these communities and the students in them are often overlooked in ongoing efforts to expand access to high-quality K-12 STEM education and workforce development. Addressing barriers, often related to funding, and promoting unrecognized assets for STEM learning can enhance the ability of individuals in rural areas to further engage in and contribute to their communities or to broader scientific exploration and discovery. K-12 STEM Education and Workforce Development in Rural Areas makes recommendations to federal, state, and local educational agencies, programs, and other relevant stakeholders to advance STEM education and workforce development for rural America. This report comes in response to a mandate within the CHIPS and Science Act of 2022.

Indigenous students in the United States experience disproportionate outcomes in school, including high rates of special education identification, suspension, and chronic absenteeism. Despite the systemic inequities that affect Native students, state educational agencies (SEAs) employ few staff who specialize in the education needs of these students. Each state has a single American Indian Education (AIE) Director, and, according to Region 15 Comprehensive Center (R15CC) project documents, a total of 11.5 full-time equivalent positions are assigned to supporting American Indian educational programs or services in Arizona, California, Nevada, and Utah. These SEA personnel serve a critical role in ensuring that the region's roughly 445,000 Native students and families affiliated with more than 166 federally recognized tribal governments located in these states have access to high-quality, equitable educational opportunities and outcomes. This brief describes the Community of Practice (CoP), designed and facilitated by the Region 15 Comprehensive Center, for American Indian Education Directors to meet and address systemic educational inequities and improve education for Indigenous students.

This volume includes four sections of the 2023 NORDSCI international conference proceedings: (1) Business and Management; (2) Education and Educational Research; (3) Political Science; and (4) Sociology and Healthcare. Business and Management includes 6 papers covering business, including management and organizational studies, business law, and business ethics. Education and Educational Research includes 10 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy, and technologies. The category also covers pedagogy and special education. Political Science includes 5 papers covering political studies, military studies, the electoral and legislative processes, political theory, and history of political science. Sociology and Healthcare includes 8 papers covering human society, social structures and social change, healthcare systems, and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

Worldview diversity education is an integral aspect of preparing students to negotiate difference in an interconnected world and to work together toward solving global problems. It intersects with diversity and intercultural learning, contributing the missing piece of religious, secular, and spiritual worldviews to global learning. This study utilized a survey and comparative case study to explore non-U.S. global liberal arts colleges and universities' engagement in worldview diversity education, common approaches, and how senior campus leaders expressed worldview diversity education in relation to larger education purposes, policyscapes, and priorities. Incorporating a view of education practice as policy and of worldviews as representing not just systems of belief but also cultures of belonging, this study contributes to the identification and development of worldview diversity education policy and practice among global liberal arts colleges and universities. [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.]