Education & Pedagogy

Although the teaching of African-Brazilian and Indigenous history and culture is mandatory in primary and secondary schools, there has been a lack of proper contextualizing in PETE programs [Corsino, L. N., & Conceição, W. L. (Eds.). (2016). "Educação física escolar e relações étnico-raciais: Subsídios para a implementação das leis 10.639-03 e 11.645-08" ["School physical education and ethnic-racial relations: Subsidies for the implementation of laws 10.639-03 and 11.645-08"]. CRV, v. 11]. There is also a need to study how the recognition of African-Brazilian and Indigenous ethnic-racial issues in primary and secondary physical education is mandated by the law. The purpose of this research -- framed as a pilot study -- is to address the invisibility of African-Brazilian and Indigenous history and culture in schools. The objective is to analyze both the teachers' knowledge and the law application in physical education classes concerning African and Indigenous games and activities. We have addressed the invisibility of Black and Indigenous people in Brazil, connections to the African diasporas and Indigenous cultures, ethnic-racial inequalities in physical education, and the African-Brazilian and Indigenous complexities as challenges for PETE. The research method is qualitatively oriented and descriptive. Data was generated from an online questionnaire responded to by physical education teachers who work in primary schools. Findings suggest that there is a lack of discussion on ethnic-racial issues in PETE or in permanent teacher education programs. Despite the law, there is a discrepancy in its application in Brazilian education. Physical education opens space to reflect upon the African-Brazilian and Indigenous cultures in the schools. Even teachers who do not teach ethnic-racial issues at their schools affirm the importance to teach. In conclusion, it is necessary to decolonize the curriculum, emphasizing the ethnic-racial complexity in PETE. Transform pedagogies and prompt the construction of new paths for social justice practices do require a more culturally diverse physical education curriculum.

Volume 1 of this journal contains the following research papers in the field of business education: "Economics Education" (Bruce Stirewalt); "Information Systems Laboratory" (Michael Totaro et al.); "Utilizing Computers in the Teaching of Keyboarding" (Cynthia Bertrand); "Variations on a Business Theme" (Robert Gryder, Isabelle Blanco); "An Administrative Support Occupations Course" (Betty A. Kleen, Hilda Morrison); "Effects on an Internship Program on Male and Female Students" (Judith Lyles); "Business Communication Principles" (Nelda Spinks, Barron Well); "Computer Use in Business Courses" (Bettye Robinson, Robert Robinson); "Teacher Preparation" (Edward Zuber, Thomas Mize); "Intercultural Literacy in Business Education" (Donna Redmann, Bobbye David); and "Business and Education -- a Closer Relationship" (Janet Trelchel). Volume 2 presents: "Why Professional Organizations?" (Michael G. Curran, Jr.); "Making the Walls Come Tumbling Down" (June S. Atkinson); "Multimedia--Ready or Not, Here It Comes! (Beverly Oswalt); "Issues and Trends Affecting Office Workers in Large and Small Organizations with Implications for the Business Education Classroom" (Donna Holmquist); "Computer Conferencing and Nominal Group Interaction: Alternatives for Problem-Solving Equivalency" (James L. Morrison); "What Topics Need To Be in Business Communication Classes" (Larry R. Honl, Larry G. Pagel); and "Employee Selection Criteria for College Graduates" (Walter Creighton, Bob Gillan). Research papers in volume 3 are: "Incorporating Multicultural Awareness into the Business Communication Curriculum" (Mary Jean Evers-Lush, Phyllis A. King); "Computer Teaching Labs Design and Administration" (John T. Jayne, Gwen Smith); "Preparing Graduates for the Transition to Work: A Taxonomy of Critical Skills" (Elwood F. Holton, III); "Business Education in the School Library" (Sandra C. Duling, Angele Brill); "Business Education Curriculum Guides for the 1990's" (Betty A. Kleen); "Business Teacher Education for the 21st Century" (Wanda L. Stitt-Gohdes); "What Does the Future Hold for Office Occupations?" (Donna J. Keenan); and "Major Actions Influencing Business Education" (James Calvert Scott, Dennis LaBonty.) (KC)

Presenting diverse perspectives on current major education issues at the national level, this book addresses issues that have played out and will play out in the legislative process in the U.S. Congress. After the "Preface" (Jack Kosoy and Michael D. Usdan) and "Introduction" (John F. Jennings), the book is divided into four parts. Part 1, "School Reform," contains five chapters: "What We Were Doing When We Were Interrupted" (Lamar Alexander); "The Nation Is at Even Greater Risk Now," (Edward M. Kennedy); "Federal Action Essential for Educational Reform" (Gordon M. Ambach); "From the Business Roundtable: A Business Perspective on Education" (Christopher T. Cross); and "Commentary on School Reform" (John F. Jennings). Part 2, "Postsecondary Education," contains five chapters: "The Bush Administration's Proposals for Reauthorization of the Higher Education Act" (Barry White): "Reauthorization the Higher Education Act: Federal Policy Making for Postsecondary" (Thomas R. Wolanin); "The College Affordability Crisis and Public Policy in the 1990s" (Lawrence D. Gladieux); "A Changing Federal Role in Providing Student Financial Aid?" (Arthur M. Hauptman); and "Commentary on Postsecondary Education" (John F. Jennings). Part 3, "Education Research," contains five chapters: "Critical Issues in the Office of Educational Research and Improvement" (Diane Ravitch); "The Educational Research, Development, and Dissemination Excellence Act: Imperative for OERI Reform" (Major R. Owens); "The OERI Cure Must Wait for New Congress" (Gerald E. Sroufe); "The Department of Education's Support of Education Research" (Richard C. Atkinson and Andrew C. Porter); and "Commentary on Education Research" (John F. Jennings). Part 4, "Education Funding," contains five chapters "Investing in Education: The Bush Record" (Thomas A. Scully); "Investment in the Future; A Key to Restoring America's Future" (Leon E. Panetta); "Education Funding and the Budget Enforcement Act" (Jim Sasser); "Closing the Education Investment Gap: Lessons from the 1980s" (Susan Frost); and "Commentary on Education Funding" (John F. Jennings). (RR)

The following papers, panel discussion, summaries, and comments are included in this conference proceedings document: "Education: The Essential Partnership" (Ramsey); "Australia's Involvement in Education in the Pacific: Partnership or Patronage?" (Baba); "Report by the Rapporteur to the Final Plenary Session" (Kimberley); "Adult Environmental Learning" (Chambers); "Londua Training School" (Vuti); "Idealism amongst New Secondary Teachers in Papua New Guinea" (Palmer); "Pacific Island Peoples" (Pamatatau); "The Treaty of Waitangi as a Basis for Maori/Non-Maori Partnerships in Education" (MacKenzie); "New Zealand Students Share in Life of Pacific Island Communities" (Latham); "The West Heidenlberg Early Literacy Project" (Sloane, Toomey); "Training Student Teachers to Work with Parents and the Community" (Muller, Middleton); "Community Involvement in Schooling: Meeting the Technological Challenge" (Moon); "New Technology in Education" (O'Malley, Hackwood); "Assault on Salt through Community Action" (Wells); "Entrepreneurial Activity in Higher Education" (Jeans, Hart, Forth); "Partnerships between Higher Education and Continuing Professional Education" (Brennan); "A Revolution in the Faculty: Industry University Initiatives" (McDonald); "Ageing and Growing Old: An Exploration of Children's Attitudes" (Battersby); "Education and Ageing: Recommendations from a New Zealand Inquiry" (Battersby); "The University of the Third Age: Playpen for the Oldies or New Community Force?" (Claydon); "Universities of the Third Age: An Exercise in Partnership" (Picton); "The Uxbridge Experience" (Bonnell); "A Second Bite of the Apple" (Wilkinson, Kaplan); "Creative Learning" (Brearley); "Philosophical Implications in Program Costing for Community Centres" (Evans); "Improving Participation Rates of Disadvantaged Young People in Education" (Sheen); "How to Succeed in Health Education" (Collins); "Victorian School of Languages and Ethnic Communities 1935-1988" (Abuiso, Kleinhenz); and "Doing It with Teachers and National Mutual" (Guest). Summaries of discussion groups, special interest groups, and the plenary session are included. (KC)

These proceedings consist of 62 papers in English and 11 in Turkish. Selected papers are as follows: "Achieving Quality through Transnational Co-operation" (Carpanter); "Improving the Quality of Vocational Education through International Collaboration and Comparisons" (Lasonen); "In Pursuit of Quality Vocational Education and Training [VET]" (Niven); "Industry-Education Co-operation for Relevance and Quality Assurance [QA] in Technical VET in Asia" (Basu); "Total Quality Improvement in VE" (Boardman); "Total Quality Management Based Instructional and Evaluation Strategies for the Vocational-Technical Education (VTE)" (Chao); "Improving Quality of VTE in Turkey" (Dogan); "Quality Studies in the Technical Education System in the United Kingdom and a Model for Turkiye" (Balci);"Trends on Secondary VTE" (Fer); "Importance of the Internet for Effective Development of VET" (Merickel, Daud); "Skill Standard Development for the QA of the Occupational Competency" (Kim); "QA Issues in Flexible Programming" (Daines); "Standards of Quality for the Preparation and Certification of Trade and Industrial Education Teachers" (Kraska); "Scottish Quality Management System" (Gunning); "Accreditation of Technical and VET in Germany" (Roesch); "Maintaining Quality in the Development of VE Programmes" (Parkin); "QA and Occupational Competence of Intercultural Bridgemakers in VE" (Sever); "Vo-Tech Education Reform in Tech Prep" (Hull); "Changing Face of VE in the United States" (Matthews); "Successful Use of Technology in the Improvement of Vo-Tech Education" (Prescott, Jennings);"Long Distance Learning for Technical Education" (Mistikoglu, Ornektekin); "Study on the Vocational High School Students in Taiwan" (Chou); "Development of Occupational Standards with Regards to Vocational Training" (Akpinar, Bisel); "Collaborative Learning in Cyberspace" (Majumdar); "Quick Start" (Burdette); "Contemporary Issues in Performance Measurement for VET Policy" (Ngui, Grannall); "Increasing the Productivity of VTE by Means of Multimedia Tools" (Ayvaz); "Experiences through Quality Management at Baskent University-Vocational School of Technology" (Yilmaz, Turmen); "Improvement of Quality of Education in Technical Training Colleges and the Effects of Technology" (Simsek, Akyuz); "Competence and QA of Education in Vocational Colleges" (Erdem, Acikgoz); "METGE (VTE Development) Project" (Erhun); "Shaping Curricula in VE" (Fenmen, Ferendeci); "Collaboration of Industrial and Educational Institutions" (Unal, Boynukisa); and "Quality Matters in International VET" (Caglar). (YLB)

This book of 13 papers resulted from a May, 1988, conference which examined the link between sex stereotyping in education and occupational inequities in the workplace. The book is organized in five parts. Papers in the first two parts assess the impact of sex and race stereotyping and discrimination on girls in school. Next the workplace issues, including job training, access to non-traditional jobs, and occupational segregation are examined. The fourth section takes up the question of the role of education in perpetuating or alleviating women's poverty. The final section is a conclusion offering a number of policy recommendations and strategies for change. Papers are as follows: "Introduction" (Leslie R. Wolfe); "The New Demographics and Its Impact on Policy Development for Women of Color" (Juanita Tamayo Lott); "Education in a Democratic Society: From the 1960s to the 1980s" (Marilyn Gittell); "Gender Practices and Employment: The 'Sears' Case and the Issue of Choice" (Phyllis Palmer and Roberta Spalter-Roth); "Sexism in American Education: The Hidden Curriculum" (David Sadker and Myra Sadker); "Honoring Cultural Diversity and Building on Its Strengths: A Case for National Action" (Beryle Banfield); "Equitable Computer Education for Girls and Boys of Color" (Carol Edwards); "Hispanic Women in College and Careers: Preparing for Success" (Laura I. Rendon and Amaury Nora); "Model Programs Prepare Women for the Skilled Trades" (Wendy Johnson); "Higher Education as the Route to Self-Sufficiency for Low-Income Women and Women on Welfare" (Saundra Murray Nettles);"Women on Welfare: Education and Work" (Marilyn Gittell); "Transforming Rhetoric into Choice: Access to Higher Education for Low-Income Women" (Erika Kates); and "Occupational Segregation and Its Roots in Education: A Policy Map" (Beryl A. Radin). The book also contains a list of acronyms, an index, and references following each chapter. (GLR)

This collection of papers attempted to explicate Howard Gardner's theory of artistic intelligences; argue implications of the theory for arts education; offer methods of implementation; and discuss implications for general education. The topics covered political challenges to implementation; standardized testing in the arts; blueprint models of implementation; and the impact on visual arts, creative writing, dance, acting, and music. The 14 chapters are: "The Arts in Democracy" (Harold Taylor); (2) "Multiple Intelligences: Implications for Art and Creativity" (Howard Gardner); (3) "Implications of Artistic Intelligences for Education" (Elliot Eisner); (4) "The Challenge of Implementation" (Mary Hatwood Futrell); (5) "The Effect of Standardized Testing on Education in the Arts" (Warren Bennett Newman), with two responses to Newman's presentation by Gardner and Eisner; (6) "Implementation: South Carolina Models," comprised of articles by Harriet Keyserling ("The Politics of Mainstreaming Arts in Education"), Charlie G. Williams ("It's Time for the Grandchildren to Study the Arts"), and Rose Maree Myers ("The Theory Is Realized: A Creative Arts Elementary School"); (7) "Education" contains articles by Elizabeth Vallance ("Artistic Intelligences and General Education") and Craig Kridel ("Implications for General Education"); (8) "Visual Arts" includes essays by Larry Kantner ("Visual Arts Education and Multiple Intelligences: Before Implementation") and Cynthia Colbert ("Visual Arts: Multiple Ways of Knowing"); (9) "Creative Writing" features articles by Carol Collins ("Confronting the Future: Creativity and the Human Spirit") and Lyn Zalusky Mueller ("Implications for Creative Writing"); (10) "Dance, Movement, Acting" includes essays by Seymour Kleinman ("Intelligent Kinesthetic Expression") and Peter Werner ("Implications for Movement"); (11) "Music" presents writings by Charles R. Hoffer ("Artistic Intelligences and Music Education") and Charles Elliott ("Comments on Music Education"); (12) "Arts Education in the Humanities: Toward a Breaking of the Boundaries" (Maxine Greene); (13) "One Nation, Undercultured and Underqualified" (Charles Fowler); and (14) "Summary and Coda" (William J. Moody). The volume concludes with a section on the backgrounds of the contributing authors. (DQE)

Using data from the 1992 Survey of Public Participation in the Arts (SPPA92), research focused on the question: "Does arts education make arts participation more accessible to Americans?" The effects of both school-based arts education and community-based arts education were considered and compared. Art forms considered in this investigation were classical music, jazz, opera, musical plays or operettas, non-musical dramatic plays, ballet, other forms of dance, poetry, novels or short stories, visual art, and video programs about the arts or artists. Measures of arts consumption employed were live attending at arts performances (attendance); listening to radio broadcasts or audio recordings on record, tape, or compact disc (audio media); watching performances on television and/or using the videocassette recorder (video media); and reading print literature or listening to recordings of print literature (print media). The following are summarized research findings presented in this document. (1) Arts education was the strongest predictor of almost all types of arts participation (arts performances being the exception). Those with the most arts education were also the highest consumers and creators of various art forms. (2) The higher one's socioeconomic status (SES), the more arts education one received. The SES was more important to increased community-based arts education than for school-based arts. Men were only slightly less likely than women to take arts courses in school but much less likely to do so in community-based arts education agencies outside of school. White respondents reported much higher levels of community arts education than did Asians, African-Americans, or Hispanics. (3) The more one received of both school- and community-based arts education, the more one participated in arts as an adult, either through consumption or creation. The exception was in art performance where having received community-based arts education did nothing to predict arts performance, and receiving school-based education actually decreased the likelihood that individuals would continue to perform as adults. This document includes figures, tables, appendices, notes, and a bibliography. (MM)

Volume 3 includes the following: "Comparison of Computer and Audio Teleconferencing" (Norman Coombs); "Intellectual Suppression" [book review] (Roger Boshier). Contents of volume 4 are as follows: "Straight Time and Standard Brand Adult Education" (John Ohliger); "Comparison of Folk High Schools in Denmark, and East and West Germany" (Robert Wendel); "Descriptive Appraisal of Functional Literacy in Nigeria" (Muyiwa Igbalajobi, Ayodele Fajonyomi); "Intentional Changes" [book review] (David Price). Articles in volume 5, number 1 are as follows: "Community Adult Education in America" (Michael Galbraith, David Price); "Community Adult Education in Developing Countries" (Linda Ziegahn); "Facilitated Community Development in a Rural Area" (Allen B. Moore, Mary Anne Lahey); and"Envisioning a Sustainable Society" [book review] (Daniel V. Eastmond). Volume 5, number 2 includes the following: "Technology in the Classroom of the Future" (Wayne Hartschuh); "Model Building and Strategic Planning in Continuing Higher Education" (Paul J. Edelson); and "Culture Wars" [book review] (Michael E. Ehringhaus). Volume 6, number 1 has the following articles: "Characteristics of Adult Education Students and the Factors which Determine Course and Program Completion" (Mary F. Sheets); "Working toward More Effective Adult Christian Education" (Robert C. Ballance); and "In a Different Voice" [book review] (Susan Slusarski). Contents of volume 6, number 2 are as follows: "Customer Satisfaction Studies" (James A. Farmer, Jr. et al.); "Bringing the Partners together in Workplace Literacy" (M. C. Taylor et al.); and "Killing the Spirit: Higher Education in America" [book review] (Terrence R. Redding). Volume 7 includes these articles: "Radical Adult Education with Older Persons" (Eric Friedrich); "Theory-Based Practice" (John L. Lewis, Barbara K. Mullins); "The Need for Continuing Education for the Deaf" (Kimberly A. Townsend); and "Towards an Anti-Racist, Feminist Teaching Method" (Tania Das Gupta). (SK)

The following papers were presented at a research preconference on the implications of Afrocentrism for adult education: "The African American Adult Education Pre-Conference: Historical Reflections" (Colin); "The Perspective 'Is' the Paradigm: The Congruence of World View and Research Methodology" (Dozier-Henry); "Self-employment Skills Training; Educational Survival Strategy for Adult with Low Skills: A Model for Oral Instruction" (Smith); "African-Americans in Adult Education: Outline for a Course of Study" (Smith); "Feminist Theory and the Social Construction of Knowledge: The Intersection of Race, Class, and Gender. An Africentric Feminist Educational Perspective" (Garth); "'As quiet as a church in prayer We come from otherwhere': An Exploration of Professional Identity Formation in Two African American Women Adult Educators" (Closson); "Making a Way Out of No Way: An Examination of the Educational Narratives of Reentry Black Women with Emphasis on Issues of Race, Gender, Class, and Color" (Johnson-Bailey); "Comparative Analysis of Planning within Community-based Empowerment Program Models (for Health Promotion): Implications for African Americans" (Carter); "Inadequate Funding of Extension at the Historically Black Land-grant Colleges" (Ukaga, Pezeshki-Raad, Thomson); "Learning in Black Greek Letter Societies: 'An Unrecognized Collaborative Approach to Adult Education'" (Croom); "African American Achievement Program: Culturally Grounded Academic Program for the Community College African American Adult Learner" (Cherry-Smith); "Education for Self-knowledge: Students' Self-awareness in Response to Literature by African-American Women" (Blacksher); "The Black Church: A Model of Africentric Adult Education and Leadership Development for Personal and Community Empowerment" (Misap); and "The Higher and Professional Education of African Americans Prior to 1865: Some Implications for Adult Education" (Irvine). Many papers contain substantial bibliographies. (MN)

This book examines the historic developments of art education in the context of general educational trends and currents of social forces. The work is divided into 8 chapters. Chapter 1, "Art Education: Its Social Context", sets the philosophic basis for the book. Chapter 2, "Western Origins of Art Education", surveys educational practices from classical times to the 18 century. The next 3 chapters are devoted to developments in the 19 century. Chapter 3, "The Visual Arts and the Industrial Revolution", explores the organization of art education in academies for artists, the development of specialized trade schools for industrial workers, and the scholarly study of art by laymen in colleges and universities. Chapter 4, "The Invention of Common School Art", deals with the rise of the common school in response to the Industrial Revolution and the forms of art education within its curriculum that led to the industrial drawing movement of the 1870s. Chapter 5, "The Stream of Romantic Idealism in Art Education", draws together the influence of the romantic movement in such manifestations as the kindergarten movement, the role of women in education, and the picture study and school decoration movements. The remaining chapters cover art education through the 20th century. Chapter 6, "Social Darwinism and the Quest for Beauty", describes the period prior to World War I, and discusses the impact of the child study movement and the effects of social Darwinism on art education. The impact of the arts-and-crafts movement on teaching practices is also discussed. Chapter 7,"The Expressionist and Reconstructionist Streams in Art Education," covers the period between the First and Second World Wars, and explores art education in the context of the progressive education movement. Chapter 8 summarizes the developments from the end of World War II to the present. The chapter ends with the development of an interpretive perspective based on the idea that several streams of influence effect the development of art education. The book includes notes, references, and an index, and short biographical sketch of the author. (MM)

In the past hundred years, there have been a number of pandemics that have affected the entire world, including the 1918 H1N1 influenza pandemic, the 1957 H2N2 influenza pandemic, and the 2009 H1N1 influenza pandemic. While responses to the most recent H1N1 influenza pandemic remained local, the COVID-19 pandemic, on the other hand, resulted in long-term school closures all around the world, prompting a sudden shift to distant education by compelling K-12 educators and students to do so. The purpose of this study is to find out how K-12 education studies reacted to the sudden shift in supporting engineering and STEM (science, technology, engineering, and mathematics) education during the COVID-19 pandemic. To accomplish this goal, we conducted two separate searches in different databases and reviewed 25 articles. These articles were classified into four categories: (1) adaptation to online learning and the effects of a sudden shift; (2) implementing new strategies and tools; (3) STEM education in informal learning environments; and (4) teacher professional development. Our analysis indicated that engineering and STEM education research primarily focused on higher education during the COVID-19 pandemic. The limited number of studies examining K-12 engineering and STEM first investigated the adaptation to online learning by utilizing various resources that elementary and secondary teachers could easily access. Blended learning, flipped learning, and maker pedagogy were encouraged in K-12 engineering and STEM studies. Movies were the most commonly used tool in K-12 engineering and STEM studies. It is encouraging that studies also examined informal learning contexts (outreach initiatives, museums) and inequities in STEM and engineering education. However, the small number of studies in each category reminds us that there is still a lot of work to be done in terms of the future of K-12 engineering education, especially considering that distant education may become a permanent part of K-12 education.

This book contains 21 papers from the Nordic-Canadian Learning for the Workplace Conference, which was held in Hanasaari, Espoo, Finland in June 1995. The following papers are included: "Introduction to the Nordic-Canadian Learning for the Workplace Conference" (Olli-Pekka Heinonen); "Conference Design and Process" (Diane Abbey-Livingston); "From Training to Workplace Learning: Adult Education and Organizational Learning" (Diane Abbey-Livingston); "Excerpt: Adult Education in Finland" (presented by Jorma Ahola); "Issues of Work Transitions and Training of Older Workers" (Lisa Avedon); "Studying Employability Skills in an Open Learning Environment" (Eija Bergman); "Technology and Learning: Finding the Balance" (Elizabeth J. Burge); "Labour Leadership: The Training Trust Fund Model" (John Cole); "Now that We've Come to School: On the Glorification of Training" (Patrick Flanagan); "Don't Shoot the Messenger: Creativity in Education" (Janice Gillies); "In-Service Training: A New Challenge in Swedish Advanced Further Education" (Margareta Gisselberg); "Industrial Adjustment Services: A Participatory Process for Dealing with Change" (Joakim Hermelin); "Weaving a Masterpiece: New Ways of Living, Learning and Working Together" (Kathleen Howard); "International Recognition of Engineers: The EurEta Register" (Erkki Husu); "An Effective Way to Enhance the Employability of Unemployed and Active Workers: The Joint Employability Program" (Robert Isabelle); "Education-Business Partnerships in Finland" (Tuomo Lahdeniemi); "Information Technology Change Agent" (Bengt J. Lindstrom); "Distance Education at Work" (Betty Rohdin); "Summary: Education, Training and Research in the Information Society: A National Strategy" (presented by Helena Savolainen); "Education for the Sustainable Use of Swedish Forests" (Goran Sjoberg); and "Academic Wisdom and Practical Action" (Pam Whitty). (MN)

In 2023, Federal Pell Grant funding was reinstated for learners who are incarcerated, and new regulations were released to govern the eligibility of higher education in prison programs for such funding. This has driven increased interest in higher education in prison programming, as programs look to help their students access Pell grants and adjust their practices to account for the new regulations. At the same time, research and advocacy organizations have also redoubled efforts to better understand how higher education in prison programs are provided, what technology their students have access to, and how the student experience of education in prison differs from the student experience on college campuses. The cultural and institutional focus on security within departments of correction allows correctional institutions wide latitude to practice censorship and surveillance; however, higher education institutions have a duty to protect the privacy and academic freedom of their students. As higher education opportunities expand for individuals who are incarcerated, new configurations and collaborations will be needed to meet these needs. With funding from Ascendium Education Group, Ithaka S+R has published two reports on relevant issues: a report detailing survey findings on technology access in higher education in prison programming and a report on media review directives and censorship policy in higher education in prison. Past work has explored the ways that media review directives and censorship policies may limit or protect student access to intellectual and education material and explored what technology students on the inside can access for educational purposes--and the quality of both the access and use that they have. Building on that work, this report, also made possible with funding from Ascendium Education Group, contributes to the conversation by exploring how educators in higher education in prison programs navigate censorship and self-censorship. Specifically, the authors sought to understand how the institutional context, and the relationship between educational programs and departments of corrections, may have an impact on both how students experience higher education in prison and their learning outcomes.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).This second volume focuses on the main areas of (1) Projects and Trends; and (2) Organizational Issues.