Education & Pedagogy

While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. In compliance with WIOA, all states have a statewide workforce development board or council. However, some states have gone beyond the requirements in federal policy to expand the board's membership to include additional members within the education system, such as state superintendents of education and chancellors of postsecondary institutions. This comparison identifies each state's workforce board and council, education representatives and entities identified in state policy that are required members of the board or council and additional charges of the board outlined in state policy that connect education and workforce development. [View the full "50-State Comparison: Education and Workforce Development Connections" here: https://www.ecs.org/50-state-comparison-education-and-workforce-development-connections/.]

This chapter delineates the development of special education in Switzerland from its early first special needs classes in the 19th century to today's integrated and inclusive educational system which is promoted via many ventures. Along this developmental path, research revealed not only that self-contained special needs classes were less effective than integrated classes and that the classes contained an overrepresentation of children with migrant backgrounds. However, the movement to an inclusive education system has not always been easy. Included in this path to inclusion are sections on the following: legislative enactments to insure the rights of persons with disabilities, definitions of who is disabled, prevalence data, the influence of a strong private sector on special education practices, the scientific study of special education by researchers and academics, teacher and professional training endeavors, and challenges that remain today.

The Education Insights Center produced a series of reports culminating in recommendations for the structure and governance of a preschool through higher education and into the workforce (known as a P20W data system). This brief follows up on that series, with a focus on data quality; the brief was informed by the author's experience using California's existing education and workforce data systems to conduct research, as well as conversations with 14 researchers and other experts who have significant experience using those data to conduct research, to develop data tools for educators and the public, and for operational purposes. [This report is an addendum to the series: California Education Policy, Student Data, and the Quest to Improve Student Progress.]

This book is inspired by Roger E. Howe's contributions to the international communities of mathematics and mathematics education. Renowned for his research contributions in the fields of representation theory, automorphic forms, harmonic analysis, and invariant theory, Dr. Howe has also fundamentally deepened our understanding of the mathematics taught in the early school grades and has challenged and stimulated mathematicians and mathematics educators to work together to examine this part of the mathematical universe more critically and in imaginative new ways. This volume will help summarize and highlight Howe's contributions to several topic areas in mathematics education, demonstrating the possibility and importance of engaging mathematicians in high-impact research in mathematics education, and showcasing the importance of cross-disciplinary collaboration and exchange. [Individual chapters are indexed in ERIC.]

We estimate the labor market return to an MBA, a JD, and master's in engineering, nursing, education, psychology and social work, and thirteen other graduate degrees. To control for heterogeneity in preferences and ability, we use fixed effects for combinations of field-specific undergraduate and graduate degrees obtained by the last time we observe an individual. Basically, we compare earnings before the graduate degree to earnings after the degree. We find large differences across graduate fields in earnings effects, and more moderate differences in internal rates of return that account for program length and tuition. The returns often depend on the undergraduate major. The contribution of occupational upgrading to the earnings gain varies across degrees. Finally, simple regression-based estimates of returns to graduate fields are often highly misleading.

The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results--from administrators, teachers, and parents to policymakers and business people--an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of Early Childhood Development in Romania.

Today's challenges for special education funding are rooted in a complex regulatory and policy environment that reflects little forethought about who can and will pay special education costs. Despite the fact that states and school districts are legally required to ensure a free and appropriate public education to students with disabilities, the federal government does little to fund the special education that students with disabilities receive, which places the overwhelming burden on states to implement and pay for programs. This brief examines the complex policy framework that creates this precarious funding system, and provides specific and immediate steps for federal policymakers to create a new, more coherent system of ensuring equal educational opportunities for all students with disabilities.

The Oklahoma State Regents remain completely committed to maintaining the accessibility and affordability of public higher education for all Oklahomans and increasing the number of college graduates to provide the educated workforce our state requires to be competitive in a dynamic, global economy. This annual report reflects the significant progress of the state system of higher education and the commitment to accessibility, affordability, academic quality and increased degree completion. [For "Degrees of Progress: The State of Higher Education in Oklahoma. 2017 Annual Report," see ED591040.]

This brief report presents six trends in Canadian education for 2018-2019. Each trend is presented with a list of facts and relating report to support the trend. The six trends are: (1) Provinces and territories are conducting whole system reviews and reforms to their education systems; (2) Minority language revitalization in education has become a national priority; (3) Provinces are reviewing and revising standardized assessment; (4) Provinces have revised curricula in the areas of health, mathematics, Indigenous, and digital education; (5) Inclusive education models to meet the needs of students with special needs are receiving greater investment, although implementation remains a challenge; and (6) Interest and enrollment in French immersion programs are expanding, while recruitment of Francophone and French-proficient teachers remains a challenge.

This paper details how collaborative self-study can contribute to instruction and learning in coaching and teacher education. The practice of self-study has gained much advocacy in Teacher Education Practice (TEP) and has been strongly promoted by Physical Education Teacher Educators (PETE). In this research, two teacher educators (from Science Education and Physical Education) participated in a collaborative self-study outside of their TEP. Both participants coached a university Gaelic football team. The collaborative self-study focused on improving their coaching practices and also developing empathy through learning experiences. The findings provide evidence of the dual value of collaborative self-study: as coach learners, they improved their understanding of their coaching practices; as TEPs, they developed empathy for their student teachers.

COVID-19 exacerbated and brought attention to inequities long present in public education. Facing inconsistent access to learning over distance, students will leave this period with months of what's been called "lost learning." Short of repeating a full year, addressing these gaps presents a grave challenge for traditionally structured schools. Competency-based education (CBE)--an approach where learning is oriented around students mastering clearly articulated learning outcomes (i.e. competencies) rather than passing time in seats--is one alternate approach particularly suited to this era. This guide is intended for teachers and administrators who are implementing CBE programs and want help navigating laws, regulations, and reporting requirements as they do so.

The goal of this case study is to shed light on how some NASNTIs have succeeded in eliminating gaps in graduation outcomes between AI/AN students and other student groups. It builds on emerging scholarship and policy analysis -- much of which has been pursued by Native American scholars -- that seek solutions to the persistent disparities in higher education attainment for AI/AN students. This work is part of WICHE's Native-Serving Institutions Initiative, which is committed to supporting American Indian/Alaska Native student educational attainment in higher education by working in partnership with two and four year institutions, tribal colleges and universities, tribal education offices, higher education organizations, and state and federal policy makers to strengthen practices and policies that lead to successful outcomes of AI/AN students.

Higher education today is not about transferring consolidated or developed knowledge. There is a need for a range of generic skills that are relevant for society, essential for employability and overall citizenship such as applying knowledge in practice, adapting to new situations, information management skills, autonomy, team work, organising and planning, oral and written communication, without ignoring interpersonal skills. "Digital Storytelling" is a "Process" which foments positive student development in higher education, enhancing interpersonal relationships and self-knowledge while improving overall digital literacy. Digital Storytelling has the capacity to weave the essence of higher education: human (personal) development, social relational development and technology, thus fostering Boyer's "integrated learning approach." [For the complete volume, "Digital Storytelling in Higher Education: International Perspectives. Digital Education and Learning," see ED613403.]

This book aims to highlight science education in countries along the Belt and Road. It consists of 30 chapters divided into three main parts, namely Arab and African countries, Asian countries and European countries. We invited science education experts from 29 "Belt and Road" countries to introduce the current status of science education in their countries and the new requirements with the rapid evolution of Information Technology. The contributions in this book: (1) Provide the current status of science education in countries along the Belt and Road as well as the requirement for developing and improving science education in these countries; (2) Discuss new insights of science education in future years; and (3) Inspire stakeholders to take effective initiatives to develop science education in countries along the Belt and Road.

This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.