Education & Pedagogy

Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.

Education programs in science, technology, engineering, and mathematics (STEM) fields are intended to enhance the nation's global competitiveness. The Government Accountability Office (GAO) reported in 2012 that there were more than 200 federal STEM education programs in fiscal year 2010. Since then, this portfolio of programs has changed. GAO was asked to review the landscape of federal STEM education programs. This report examines (1) how the federal investment in STEM education programs changed from 2010 to 2016, and (2) the extent to which the STEM education portfolio has been assessed. To answer these questions, GAO administered a web-based questionnaire to all federal STEM education programs funded in fiscal year 2016 and analyzed the results. GAO also reviewed relevant federal laws and agency documents, examined the implementation of relevant assessment requirements, and interviewed officials from relevant federal agencies. GAO is making four recommendations, including three to the Committee on STEM Education to review performance assessments of STEM education programs, document those assessments, and report programs' participation rates of underrepresented groups. The Committee on STEM Education agreed with GAO's recommendations.

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all students, including students with disabilities or other learning challenges, in quality education--has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Two appendices are included.

Planning in education is a structured activity that includes several phases and steps that take into account several kinds of information (Steyn, Steyn, De Waal & Wolhuter, 2002: 146). One of the sets of information that are usually considered is the (so-called) "benchmarks" and "benchmarking" regarding the focus of a particular planning project. The concepts "benchmarks and benchmarking" is the result of a particular methodology following the sequence of identifying positive and negative lessons to be learned from different education systems, after which best practices in and for particular situations are defined that can be formulated as benchmarks and benchmarking guidelines, which informs theory that can be applied in a particular setting. Therefore, the aim of this paper is to shortly explain the nature of planning in education, the methodology to determine benchmarks regarding a particular topic, the position of teacher education in the education system as well as the different important determinants of teacher education. The paper concludes with some examples of international perspectives regarding benchmarking for quality in teacher education. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

In 1913, the Office of Education published as Bulletin, 1913, No. 28, "Expressions on Education by American Statesmen and Publicists," collected and compiled by Henry R. Evans. The 1913 bulletin has been long out of print. Since such a publication is as desirable today as it was over a quarter of a century ago, it was considered advisable that it be revised and reprinted. About half of the material in the former publication has been used in the revision. To this have been added quotations from other sources. In the new compilation, sentiments regarding education are included from all the Presidents of the United States. In addition to quotations from the Presidents the revision contains statements from Americans of the past, who have been outstanding leaders in various fields of professional and business life. The arrangement of authors is chronological by date of birth, except in the case of the Presidents of the United States, where the order of term of office is followed. [Best copy available has been provided.]

Just 60 years ago the State of Alabama made its first formal essay toward a State-supported and State-administered public-school system. During this period there have been many ups and downs of educational fortune, but there has been progress. This bulletin describes the main characteristics of the educational experience of Alabama over the last 60 years. This is the second in the series of brief histories of education in some of the States of the Union which the author has prepared for the bureau for the purpose of providing accurate information for the future historian, and the still more important purpose of helping those who are now working for the improvement of education in the States. An addendum, bibliography, and index are included. Individual sections contain footnotes. (Contains 5 tables.) [Best copy available has been provided.]

Key stakeholders who implement Supported Education may find themselves asking two questions: (1) Has Supported Education been implemented as planned?; and (2) Has Supported Education resulted in the expected outcomes? Asking these two questions and using the answers to help improve Supported Education are critical for ensuring the success of one's program. "Evaluating Your Program" shows quality assurance team members how to evaluate the effectiveness of Supported Education. It includes the following: (1) A Readiness Assessment; (2) The Supported Education Fidelity Scale; and (3) Outcome measures that are specific to Supported Education. Readers will also find instructions for conducting assessments and tips on how to use the data to improve one's program. Appended are: (1) Cover Sheet--Supported Education Fidelity Scale; (2) Supported Education Fidelity Scale and Scoresheet; (3) Supported Education Fidelity Scale Protocol; (4) Outcomes Report Form; (5) Instructions for the Outcomes Report Form; and (6) Assessor Training and Work Performance Checklist. (Contains 2 figures and 2 tables.)

This is the first edition of the "Mobile Digest of Education Statistics." This compact compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mobile Digest" is designed as an easy mobile reference for materials found in detail in the "Digest of Education Statistics, 2013". The Digest includes selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). The Digest includes information on schools and colleges, enrollments, teachers, graduates, finances, and educational outcomes. Unless otherwise stated, all data are extracted from the "Digest of Education Statistics, 2013" (http://nces.ed.gov/programs/digest/). Unless indicated as a projection or estimate, all data presented in this report are actual.

This is the complete report of 69 land-grant institutions for the year which ended June 30th, 1947. Too few of the institutions had sent reports by October 15th to make it possible, as has been the practice in previous years, to prepare a preliminary report for distribution at the November meeting of the Association of Land-Grant Colleges and Universities. (Contains 17 tables and 2 footnotes.) [This bulletin was prepared under the direction of Emery M. Foster and in consultation with Lloyd E. Blauch. Best copy available has been provided.]

UNESCO is the abbreviation commonly used for the United Nations Educational, Scientific, and Cultural organization, of which 42 countries are now members. The purpose of Unesco, as set forth in its Constitution, is "to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice. Thus, at the request of the Commission's Committee on Program Assignments, a Panel on Fundamental Education was constituted in 1947 under the chairmanship of the Commissioner of Education. This panel is composed of specialists in many fields concerned with fundamental education, who are broadly representative of various public and private agencies and associations throughout the country. With the purpose of stimulating world-wide efforts to wipe out illiteracy as a first step in raising standards of living and establishing a democratic foundation for international understanding, Unesco is including a program of fundamental education among its initial projects. This bulletin is divided into three parts: (1) A Definition of Fundamental Education; (2) The Elements of Fundamental Education; and (3) The Organization of Fundamental Education Programs. Individual sections contain footnotes. [Best copy available has been provided.]

Since 2011, Grantmakers for Education has offered a series of investigative programs designed to examine the role grantmakers can play in creating more equitable systems of education. GFE's programming included place-based programs in El Paso, Texas, Newark, New Jersey, Oakland, California, and Minneapolis, Minnesota. During this time, Grantmakers for Education also produced a report called "Educating English Language Learners: Grantmaking Strategies for Closing America's Other Achievement Gap" based on surveys of education grantmakers who had a history of making grants in support of English learners or immigrants. Combined, the place-based programming and research effectively elevated key issues related to access, opportunity, and achievement for our nation's historically underserved and disconnected children. These efforts also allowed Grantmakers for Education to draw attention to the need for strategies, investments, and collaborative efforts that support education equity, and begin to highlight effective practices and initiatives from the field. This report offers a cumulative review of Grantmakers for Education's programming and research in the learning action series from the past two years and underscores the urgency of tackling the issue of equity in the nation's communities, schools, and within social and democratic systems.

Over the course of our nation's existence, the federal role in K-12 education has evolved many times. From an initial limited role to one that is more focused today on access and equity, the federal role in education policy has seldom been without controversy. During each twist and turn there has been ongoing debate over federal versus state versus local jurisdiction for decisions on what is believed to be best for America's students. While all parties throughout time share the same overarching goal of success for students, consensus on the role of the federal government in education policy remains unlikely. This issue of The Progress of Education Reform provides an overview of major events in education policy history, events that shaped both today's individual opinions and current federal jurisdiction. With the 50-year-old Elementary and Secondary Education Act (ESEA) being the most significant K-12 education policy event in history, this report includes a synopsis of the current state of waivers, extensions and possible next steps for ESEA reauthorization.

The Healthful Living Education program promotes behaviors that contribute to a healthful lifestyle and improved quality of life for all students. The Framework for Healthy Living Education supports and reinforces the goals and objectives of its three major components: health education, physical education, and alcohol and other drugs. When the concepts of these areas are integrated, the health and well-being of students can be significantly enhanced. This paper describes characteristics of effective programs (e.g., based on skill development, involves students actively in learning, and culturally sensitive); discusses the most important health behaviors to target (e.g., insufficient exercise, attempted suicide, and involvement in violence); presents Healthy Living Education curriculum topics (e.g., stress management, substance abuse, and personal fitness); and notes healthful living education skills (e.g., self-esteem building, behavior self-management, and communication). After discussing benefits of the Healthful Living Education program, the paper presents the curriculum for grades K-12. Each section offers a list of objectives related to preparatory, stress management, protecting self/others, relationships, nutrition/weight management, substance abuse, personal fitness skills, recreational dance skills, game and sport skills, and developmental gymnastic skills. (SM)

Released in April 2000, this report is one of a series of publications issued by the California Postsecondary Education Commission as part of its planning and coordinating responsibilities. Intended to address the needs of elected officials, educators, and governing bodies, the report discusses California's complex higher education issues in the context of increased enrollment projections, diversity, and institutional accountability. California's institutions of higher education will be expected to enroll approximately 715,000 additional students by the end of the decade, an increase that poses a challenge to the system. This challenge is addressed by the more than 40 recommendations stated in the commission's report. Facilities improvement is a highlighted issue. Other factors include demographic shifts within the state that will lead to increased diversity; technology's presence within the economy and in education; and the relationship between the economy and public education. Recommendations focus on each of three audiences: 1) policy makers and government bodies, 2) leaders in higher education, and 3) the Commission and other coordinating entities. Education access, affordability, and accountability comprise the major topical areas of the recommendations. (HB)

This issue of "Changing Schools" focuses on character education. The lead article, "Character Education: Finding Ways To Foster Ethical Behavior in Youth" by Diane McIntyre Wilber discusses the character education programs that have spread to nearly every type of school, whether public, private, charter, or faith-based. Since 1996, the U.S. Department of Education has awarded more than $25 million in character education seed money to 36 states and the District of Columbia. The programs of five recipients of these funds in the region served by Mid-continent Research for Education and Learning (McREL) are profiled. "Universities and Communities in the Region Emphasize Ethics" by Diane McIntyre Wilber highlights recent actions in the field of character education by one college of education and one community in the McREL region. "Mentoring Program 'Inducts' New Teachers" by Paula Wenger describes the new teacher program in a Nebraska school district. A special section describes some recent research results and products from McREL. "Work Force Study Reveals the Importance of Soft Skills" by Paula Wenger describes a study of qualities such as responsibility, dedication, and the ability to work with teams as ("soft skills") in the workplace. (SLD)