Education & Pedagogy

Contributions to this book were prepared by specialists on Asian education. They explore curricular and classroom processes for basic education, new developments in secondary education, innovations in private education, linkages of education and society, and systemic issues in Asian education, considered for their implications for education in the United States. The following are included: (1) "The Roots of Japanese Educational Achievement: Helping Children Develop Bonds to School" (Catherine C. Lewis); (2) "The East Asian Version of Whole-Class Teaching" (Harold W. Stevenson and Shinying Lee); (3) "Looking in the Chinese Mirror: Reflecting on Moral-Political Education in the United States" (Gay Garland Reed); (4) "Chinese Teachers as Mirrors of Reform Possibilities" (Lynn Paine); (5) "Restructuring Japanese High Schools: Reforms for Diversity" (Nobuo K. Shimahara); (6) "Disruption and Reconnection: Counseling Young Adolescents in Japanese Schools" (Gerald LeTendre); (7) "Human Capital Formation and School Expansion in Asia: Does a Unique Regional Model Exist?" (David P. Baker and Donald B. Holsinger); (8) "Private Education in Eastern Asia" (William K. Cummings); (9) "Lessons from Japanese Cram Schools" (Nancy Ukai Russell); (10) "Education and Work in Japan: Implications for Policy" (Sam Stern); (11) "Education Policies in Taiwan (China) and Hong Kong" (Kin Bing Wu); (12) "Improving School-Community Relations in Thailand" (Christopher W. Wheeler, James Gallagher, Maureen McDonough, and Benjalug Sookpokakit-Namfa); (13) "Differences That Make a Difference: Explaining Japan's Success: (Thomas P. Rohlen); (14) "Education and State Development: Lessons for the United States?" (S. Gopinathan); (15) "The Role of the State in Educational Reform in the People's Republic of China" (Nina Y. Borevskaya); and (16) "Human Resource Development: The J-Model" (William K. Cummings). Each chapter contains references. (Contains 11 figures.) (SLD)

This study examined the implementation of the Kansas Project Partnership objectives to improve teacher education by interviewing 53 representatives of 8 higher education institutions in Kansas (Pittsburg State University, Wichita State University, Emporia State University, Kansas State University, University of Kansas, the Associated Colleges of Central Kansas, Washburn University, and Fort Hays State University) that were implementing subgrant programs. The goals of the project were to develop new programs and coursework options, restructure preservice teacher education, implement policies that would enable workers to take advantage of higher education opportunities, and establish an evaluation and a dissemination system. The primary objective of most subgrants has been that of better preparing teachers to serve students with diverse needs. Data were classified into themes, issues, and barriers for each institution. Themes of the subgrant programs include: preparation of general educational personnel to teach students with diverse learning needs; development or enhancement of partnerships with school districts or individual schools; and preparation of related services personnel to work more effectively across disciplines in the school setting. Case studies of the experiences in implementing the programs from each higher education institution are presented. Findings show that most of the project partnership subgrants have reflected grassroots efforts by individual faculty, program areas, and/or departments. The project has stimulated ongoing conversations among faculty members of Kansas Institutions of Higher Education. Policy directions indicate the importance of inclusive education and the empowerment of local communities and schools through the Quality Performance Accreditation system. Recommendations are made for the final years of the project, and include: continued evaluation activities; project partnership staff should assist projects in sharing information with each other and attempt to facilitate conversations in institutions which have encountered barriers; partnership subgroup participants should continue to explore definitions and practices related to inclusive education; and subgrant participants should be assisted in focusing their vision on the systemic impact their efforts can have during the final years of the project. (JPB)

Purpose: This study investigates the main factors that lead to students' satisfaction toward executive education blended learning. Design/methodology/approach: Merging five theories (consumer satisfaction theory, self-determination theory, investment model, happy-productive student theory and service quality model), the author used quantitative research to develop a model, explaining executive education satisfaction taught in a blended learning approach. Administrated questionnaires were physically distributed in various business universities that offer education to mid-career executives in Egypt. Two hundred and seventy questionnaires were examined through structural equation modeling path coefficient analysis. Findings: Results show that satisfaction with executive education in traditional classroom boundaries are due to three internal factors (personal/psychological): self-regulated learning, perceived future financial rewards and perceived ease of course; and two external factors: quality of instructor and course design. When courses are given online, satisfaction is developed due to two internal factors (personal/psychological): self-regulated learning and perceived future financial reward; and one external factor, course design. Practical implications: Marketization signifies students as consumers of universities; student's satisfaction is increasingly important for educational entities to attract and retain students. Thus, this study develops a coherent student's satisfaction model to better manage and market executive education, leading to students' contentment in theory and practice. Originality/value: Student's satisfaction has multiple facets that are stochastic as education evolves and develops. The contribution stems from the incorporation of various theories to explain student's satisfaction of executive education taught in a blended approach: traditional classroom boundaries and digital platforms that offer access to online education. The research extracts significant set of reasons, showing executive education satisfaction is not entirely similar to other education programs; and satisfaction toward blended learning in executive education is not entirely similar to education offered solely online or physically.

Education has had an important place throughout history. Education should continue continuously because it shapes society. Education is required to progress in fields such as construction, health, agriculture, transportation, tourism, science, art, literature, etc. Because education is important for the future of society, it continues even in extraordinary situations such as war and epidemics. Education continued remotely during the COVID-19 epidemic, which was considered an extraordinary situation. The COVID-19 virus, which has felt its impact in many areas around the world, has caused changes in some areas in Turkey. The aim of the study is to determine the experiences of Turkish teachers regarding the educational method applied and the technological tools used to continue education during the distance education process. This study also aims to shed light on other studies on how the distance education process can become more efficient. Qualitative research method and case design were preferred in the study, which included the opinions of the Turkish teachers who participated in the study about the distance education process. In the study, it was stated that our teachers as a country were not yet ready for the distance education system, but this process in which we suddenly found ourselves with the pandemic was managed well in line with the possibilities. During the pandemic period distance education process, having communication skills and mastering technology came to the fore as teacher competencies. It has been determined that the most important factor behind students' inability to attend class is the lack of materials. In addition, the most used communication tool during the distance education process during the pandemic period was the phone, while the most used communication application was Whatsapp. It was concluded that Zoom and EBA applications are the most preferred applications after Whatsapp. Various suggestions were made in the light of the findings obtained at the end of the study.

Every agency with a responsibility for teacher education has a legitimate role in inservice education, and these roles should be formalized in cooperative arrangements. Five types of power which affect an institution's ability to motivate teachers to continue inservice education are: (1) expert (innovation and research, management and organizational ability); (2) reward (salary increments, certification, portfolio enhancement); (3) coercive (dismissal, reassignment, litigation); (4) referrent (giving prerogatives to others closely allied professionally); and (5) legalistic (school law, certification, mandated evaluation, and bargaining procedures). Four education agencies possess power in one or more of these areas to provide incentives for teachers to participate in inservice education. State education agencies (SEAs) typically have a legalistic power base. The primary inservice activity of the SEA should be to implement the spirit and letter of the laws and policies of the state in inservice programs. The SEA should provide and coordinate "low interest high need" inservice programs. Local education agencies (LEAs) have their main power base in inservice education in the rewards they are able to provide: employment, salary increments, promotions, and stipends for continuing education. Institutions of higher education (IHEs) have, as their primary power base, expertise in the field. Professional teacher associations also have a power base which consists of referrent power as well as expert and legalistic power. These organizations should work together in a collaborative arrangement to implement and reinforce inservice programs and to motivate teachers. A consortium formed by the SEA, IHE, LEA and the professional teacher association to promote inservice teacher education would enjoy a sixth source of power, that of a network. One of the prime assets of the consortium would be that the representatives for the various agencies would be privy to inservice teacher education efforts, would understand the source and nature of priorities, and would be in a position to marshall all of their resources for common objectives. (JD)

This book contains 13 papers on developments in vocational education and training in Great Britain and the future of work. The following papers are included: "Introduction" (Geoff Esland, Mike Flude, Sandy Sieminski); "The Roles of the State and the Social Partners in Vocational Education and Training Systems" (Andy Green); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "Vocationalism and Educational Change" (Rob Moore, Mike Hickox); "Industrial Training or New Vocationalism? Structures and Discourses" (Stephen Ball); "Contextualizing Public Policy in Vocational Education and Training: The Origins of Competence-Based Vocational Qualifications Policy in the UK" (Steve Williams, Peter Raggatt); "The Competence and Outcomes Movement: The Landscape of Research" (Inge Bates); "Reality Testing in the Workplace: Are NVQs [National Employment Qualifications]'Employment-Led'?" (John Field); "A Critique of NVQs and GNVQs [General National Vocational Qualifications]" (Alan Smithers); "Ideology and Curriculum Policy: GNVQ and Mass Postcompulsory Education in England and Wales" (Denis Gleeson, Phil Hodkinson); "The Implementation of GNVQs in Further Education: A Case Study" (Margaret Bird, Geoff Esland, Jane Greenberg, Sandy Sieminski, Karen Yarrow); "The Politics of Training in Britain: Contradictions in the TEC [Training and Enterprise Council] Initiative" (Jamie Peck); "Markets, Outcomes and the Quality of Vocational Education and Training: Some Lessons from a Youth Credits Pilot Scheme" (Phil Hodkinson, Heather Hodkinson); and"Policy and Accountability" (Lee Harvey, Peter Knight). All papers include substantial bibliographies. (MN)

The Department of Education (Education) awarded about $6 billion in discretionary grants during fiscal year 2023, with the largest proportion of grant programs administered by the Office of Elementary and Secondary Education (OESE). These grants are awarded competitively to recipients such as states and school districts. Education sometimes establishes priorities to guide its grantmaking. The Government Accountability Office (GAO) was asked to examine Education's priorities for discretionary grants over time. This report provides that information, along with how often Education has announced department-wide priorities since 2001, and the statutory authority Education cited when establishing department-wide priorities. It also describes how the number and themes of department-wide and program-specific priorities per grant announcement compare across the three largest OESE discretionary grant programs: (1) School Safety National Activities, (2) Education Innovation and Research, and (3) Charter Schools Program. GAO analyzed "Federal Register" announcements for all department-wide priorities published from 2001, categorized by themes and identified by using a content analysis of department-wide and program-specific priority language. GAO found that Education announced department-wide priorities 15 times between November 2001 and December 2021. Some priorities replace previous ones, so not all department-wide priorities are still in use. Priorities covered topics such as teacher professional development and high school graduation rates. It was also found that among the three largest discretionary grant programs within OESE, the number of priorities per grant announcement ranged from zero to 10 between 2001 and 2024. Across the three programs, the following priority themes were cited most frequently: (1) serving specific populations or geographic areas to improve academic outcomes or access to charter schools; (2) promoting or improving education in science, technology, engineering, mathematics or computer science; and (3) promoting equity in student access to educational resources and opportunities.

Public school administrators' tasks include completing special education teacher evaluations and providing critical feedback. The problem is that many principals do not possess sufficient knowledge of special education to be the curriculum and instructional leader to evaluate special education teachers and lack special education courses taken within their graduate programs. The lack of knowledge results in special education teachers not getting the feedback they need to help guide their instruction, impacting student performance. The purpose for this qualitative phenomenological study was to determine if administrators felt they were prepared by expressing their thoughts and actions regarding evaluating teachers. The two theories that were used was transformational leadership and the Satir growth model. Transformational leadership and the Satir growth model both deal with the types of changes one undergoes when becoming a voiced, strong, individual with the ability to accept change despite their own beliefs and come to a collective understanding. The study was completed by virtually interviewing 10 public school administrators who expressed their experiences with special education. All administrators had a minimum of 3 years evaluating both general and special education teachers. The interviews were transcribed, and three themes emerged. In relation to the two research questions, the findings were graduate preparation programs need to make special education courses a requirement, supervising special education is challenging, and evaluations of special education teachers are ineffective due to a lack of knowledge by administrators. Future research should focus on a larger sample size and geographical area to determine if the findings of this report are comparable to other districts and contexts. Further research could explore how preparation influences an administrator's view of special 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.]

This educational research investigation explores the perceptions of current building administrators relative to their initial preparation and certification programs. Using a mixed methods type survey tool, administrators identified the formalized capacities in which they attained knowledge and skill in: 1) Legal issues regarding Special Education students and services, 2) Characteristics of Special Education students 3) Acceptable modifications and/or accommodations for special education students, 4) Special education compliance procedures, 5) Classroom management strategies for special education setting, 6) Research based instructional strategies for special education setting, and 7) Knowledge of funding and allocations for special education programs. Participants of the investigation provided feedback regarding the essential skills necessary to provide an inclusive and equitable learning experience for all students, including those students with disabilities. Of the data collected, 61% of administrators reported they were unprepared, exiting their certification program, to effectively manage and facilitate a special education program. Additionally, most administrators received training, other than Legal issues related to Special Education, provided either by in-district professional, out-of-district professional development, or had no prior experience. Administrators were asked to identify their perception of self-efficacy in the areas previously stated. Recommendations resulting from this research are targeted at various audiences. The first recommendation is for the state department of education. The second recommendation is targeted to education preparation programs. The third recommendation is for school districts to support pre-service leaders' development of the skills to effectively and efficiently provide an equitable education to all 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.]

This educational research investigation explores the perceptions of current building administrators relative to their initial preparation and certification programs. Using a mixed methods type survey tool, administrators identified the formalized capacities in which they attained knowledge and skill in: 1) Legal issues regarding Special Education students and services, 2) Characteristics of Special Education students 3) Acceptable modifications and/or accommodations for special education students, 4) Special education compliance procedures, 5) Classroom management strategies for special education setting, 6) Research based instructional strategies for special education setting, and 7) Knowledge of funding and allocations for special education programs. Participants of the investigation provided feedback regarding the essential skills necessary to provide an inclusive and equitable learning experience for all students, including those students with disabilities. Of the data collected, 61% of administrators reported they were unprepared, exiting their certification program, to effectively manage and facilitate a special education program. Additionally, most administrators received training, other than Legal issues related to Special Education, provided either by in-district professional, out-of-district professional development, or had no prior experience. Administrators were asked to identify their perception of self-efficacy in the areas previously stated. Recommendations resulting from this research are targeted at various audiences. The first recommendation is for the state department of education. The second recommendation is targeted to education preparation programs. The third recommendation is for school districts to support pre-service leaders' development of the skills to effectively and efficiently provide an equitable education to all 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.]

This educational research investigation explores the perceptions of current building administrators relative to their initial preparation and certification programs. Using a mixed methods type survey tool, administrators identified the formalized capacities in which they attained knowledge and skill in: (1) Legal issues regarding Special Education students and services, (2) Characteristics of Special Education students (3) Acceptable modifications and/or accommodations for special education students, (4) Special education compliance procedures, (5) Classroom management strategies for special education setting, (6) Research based instructional strategies for special education setting, and (7) Knowledge of funding and allocations for special education programs. Participants of the investigation provided feedback regarding the essential skills necessary to provide an inclusive and equitable learning experience for all students, including those students with disabilities. Of the data collected, 61% of administrators reported they were unprepared, exiting their certification program, to effectively manage and facilitate a special education program. Additionally, most administrators received training, other than Legal issues related to Special Education, provided either by in-district professional, out-of-district professional development, or had no prior experience. Administrators were asked to identify their perception of self-efficacy in the areas previously stated. Recommendations resulting from this research are targeted at various audiences. The first recommendation is for the state department of education. The second recommendation is targeted to education preparation programs. The third recommendation is for school districts to support pre-service leaders' development of the skills to effectively and efficiently provide an equitable education to all 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.]

This dissertation addresses the experiences of general education teachers working with majority populations of students with special education needs. While past research focused on special education teachers, general education teachers, or students with special education needs, little research exists on general education teachers working with students with special education needs. The research question was, What are general education teachers' experiences with feelings of unpreparedness and anxiety when working with students with special needs in an urban school setting? The methodology used within the study was a generic qualitative study incorporating semi-structured interviews. The population and sample for the study consisted of general education teachers that were certified to teach in their current state but did not have prior certification or coursework in special education. A thematic approach was used in the analysis of the data and three themes emerged from the study: feelings of underpreparedness to educate and meet the needs of all students in the inclusive classroom, desire for additional training and support to utilize within the classroom, and a lack of concern from the school district, school administration, and the special education department to meet the needs of the students. Results showed that many teachers were willing to seek support and additional training to help them to reach their students with special education needs. However, this requires school districts to not only have the finances to allow such access to training but also for the districts to identify meaningful and engaging professional development opportunities for their teachers. Recommendations for further studies are not only encouraged but also emphasized, given the importance of teachers needing to meet the expectation to serve all students using best practices with fidelity. [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 study investigated Giay and Hmong young adults' perspectives on Vietnam's contemporary education policy reforms and the sources of higher education inequities that are negatively impacting their communities. Specifically, this study investigated participants' schooling experiences from basic education to higher education. The study employed counternarrative inquiry, and methods for data collection included interactions via videoconference, semi-structured interviews, participants' written reflections on their interviews, and virtual focus groups. Nancy Fraser's (1998) theory on social justice and the requirements of three dimensions - "redistribution" (economic), "recognition" (cultural), and "representation" (political) - framed this study. Results indicated that the redistributive nature of Vietnam's education policy reforms are inadequate for advancing higher education equity. Participants experienced various forms of cultural disrespect throughout their schooling. Their narratives also showed that Giay and Hmong people lacked political representation which resulted in education policies that mis-identified sources of higher education inequities. Factors that negatively affect performance included poverty, an issue that influenced every aspect of participants' education-related decisions and assessments of their schooling experience. One of the significant barriers to education engagement was communities' perception that investment in education had very low returns. This belief stemmed from observations of post-graduates returning to their home village unemployed. Based on these findings, the following three interventions are recommended to redress higher education inequities; (1) procedural consideration for policy development to include political representation, (2) reforms in pedagogical practices to ensure cultural respect and dignity for all, and (3) socioeconomic interventions that increase employment opportunities for Giay and Hmong postgraduates. These recommendations were formed from participants counter stories and are necessary to advance higher education inequities in Vietnam. [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 study explored Black student representation in the undergraduate teacher education program at the University of Pittsburgh. Nationally, Black teachers are underrepresented in public schools (Cross, 2017; Hussar et al., 2020), which impacts Black student outcomes (Carver-Thomas, 2018; Haddix, 2017). Teacher Education programs provide a large pipeline to the profession. Therefore, teacher education programs must attract Black students to help improve the representation of Black teachers. During the 2022-2023 academic year, Pitt School of Education implemented several changes, including recruiting for the new B.S. in Teacher Education program, new Black faculty started, and adding two new critical and culturally relevant prerequisite courses. This study aimed to find the applicant demographic trends of the undergraduate teacher education program and what attracts Black students to these programs. The study utilizes application data and semi-structured individual interviews of eight participants to gain insight. The participants were Black students either interested, applied, or enrolled in undergraduate teacher education programs. Then, descriptive statistics of racial demographic data and thematic analysis of interviews were used to analyze the findings. Major findings indicate that although the School of Education attracted more Black applicants to the teacher education programs, it did not increase Black student representation in the application pool. Additionally, the study found that Black students are primarily attracted to the same things as other demographics when pursuing a teacher education program. For example, institutional characteristics, motivational factors, support system influence, and campus resources. However, what stood out amongst the participants was the emphasis on representation and the lack thereof as an attraction to the undergraduate teaching programs. The implications of the changes encourage the School of Education to implement more targeted recruitment efforts to increase Black student representation. [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 idea of freedom in education has its roots in the social justice movements of the 1950s and 60s. Civil rights groups coalesced independently of other marginalized groups and movements of its time. While similar in nature, environmentalism and civil rights issues rarely crossed paths. As environmentalism made its way into science education and curriculum, social justice issues were restricted to historical perspectives in education. This research initially sought to create an understanding of purpose driven, social justice conscious, Environmental Education as it is related to marginalized learners and identify the barriers of creating and implementing culturally relevant environmental education curriculum. The results of this researcher's experience is the most distinctive and telling example of barriers in teaching Environmental Justice education as told through an autoethnography. Initially this research was meant to identify and incorporate Environmental Justice education into Missouri science curriculum. It would identify the Environmental Justice deficiencies in the current Missouri curriculum, coupled with identifying current barriers in teaching Environmental Justice Education, for use as the basis for teacher education tools and educational programs. The findings of this research suggest science educators have limited access to environmental education teacher training, resources and support. This poses the dilemma, without adequate teacher education training, bridging the gap between environmental education and community-based action is difficult. The political and racial objections serve only to widen this gap. The barriers identified by this researcher's personal experience include a lack of support from administration. In many ways the teaching of environmental justice issues related to environmental education was simply impractical when coupled with the insurmountable challenges of teaching marginalized learners. Administrative turnover, curriculum changes, lack of adequate teacher resources and limited building staff serve as inhibitors. The systemic challenges which exist in marginalized schools can serve to discourage some educators to the point of exhaustion and abandonment. [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.]