Education & Pedagogy

This monograph looks at the legislative requirements for coordination between the Vocational Education Act of 1963 (VEA) and the Comprehensive Employment and Training Act of 1973 (CETA). It describes attempts at coordination with vocational education by CETA's most significant antecedent, the Manpower Development and Training Act of 1962. Complex dimensions added to the relationship between federal education policy and employment and training policy by CETA's creation are then explored. Mechanisms for coordinated planning as specified in the Education Amendments of 1976 and administering the planning requirements are described. A discussion of developing strategies for coordination takes into consideration the reinforcing effects of the Youth Employment and Demonstration Projects Act, effects of the set-aside funds that required school system agreement, and the agreements process. Next, the reauthorization of CETA in 1970 is described--an act that resulted in refinement of CETA's relationship with vocational education. The flow of funds from CETA to education programs is also addressed. Pooling resources is considered as one way to view coordination. A discussion of solving coordination problems and making coordination feasible follows. (YLB)

This sixth annual national compilation of research and development activities in agricultural education contains abstracts of 181 studies completed during the period July 1, 1979, to June 30, 1980. Thirty-five of the completed studies represent staff research, 79 represent master's studies, and 67 represent doctoral dissertations and one undergraduate honors thesis. Studies are arranged alphabetically by state and alphabetically by author within states. Information provided for each study includes author(s), title, type, date, and location, as well as brief discussions of purpose, method, and findings. Studies reported as being in progress during 1980-81 are also compiled. They are arranged alphabetically by state and by author within states. There are 76 staff studies, 66 master's studies, and 50 doctoral dissertations. Author, title, type, and location are cited. A subject index on the completed studies is provided. Two appended tables show location of previous regional and national summaries of studies in agricultural education on microfiche in the ERIC system. (YLB)

A Tutor Self-Assessment Inventory (TSAI) was developed from the literature on reading, adult basic education, literacy education, and comments of professionals in order to provide the volunteer literacy tutor an opportunity to compare his or her self-perceptions regarding tutoring abilities and knowledge to attributes and competencies considered important by experienced volunteer literacy tutors. By using the self-assessment inventory, tutors can identify their strengths and weaknesses and tutor trainers can plan for preservice or inservice education programs to meet their educational needs. Competencies and attributes selected were chosen because of their ability to be taught, their importance in the tutoring situation, or their high rating by volunteer tutors. The TSAI has a stem followed by a series of statements to be rated on a five-point scale. The items are divided into six subsections under two major headings: knowledge and awareness (attributes) and competencies. The TSAI was designed for immediate scoring by the tutor. (The TSAI is contained in the appendix of this document.) (KC)

Criticism of the field of teacher education should be constructive from those within the field. Given the rich background of experimentation, research, and substantive ideas in education, teacher educators should take the initiative for improving the profession rather than have legislative or policy mandates imposed upon them. Developments in the 1960's and 1970's, such as the curriculum reform movement, microteaching, the Teacher Corps, the Education Professions Development Act, competency based teaching, and PL 94-142, should serve as a prelude for redesigning teacher education programs in the 1980's. An autonomous two-year program of professional post-baccalaureate studies has been proposed. The undergraduate courses for prospective teachers would also be revamped under this plan, the results of which would be greater depth and enrichment in content areas for secondary school teachers and comprehensiveness for elementary school teachers. All prospective teachers would study exceptionality, educational psychology, measurement and evaluation, curriculum, and school and community relationships. The second year of the two-year program would involve full time study and clinical experience in a public school district as a training laboratory. Examples of courses and semesters are given. (FG)

A National Institute of Education-sponsored, congresionally mandated project studied implementation of Title II (Vocational Education) of the 1976 Education Amendments. Focus was on provisions related to the major themes of program improvement and educational equity. It was found that despite the complexity of the law and the vocational education system, substantial leverage has been exerted on the vocational education system in those states sampled, particularly at the state level. At the time of the study, states were either meeting many federal requirements or were in various stages of implementing them. Four major recommendations were made for consideration by Congress in revising current legislation: (1) clarify the law, regulations, and federal administration policies; (2) modify federal requirements to better match the system in which they operate; (3) increase the flexibility of the federal requirements to accomodate the diversity in the vocational education system; and (4) shift the emphasis of administration at the federal level from compliance to management, technical assistance, and leadership. (A final section discusses the research methodology.) (YLB)

The rapid evolution of artificial intelligence (AI) transforms education at every level, from early childhood classrooms to higher education and specialized learning environments. As AI technologies become embedded in instructional design, assessment, student support, and institutional policy, educators face unprecedented opportunities and complex challenges. AI in education acts as a collaborative partner, one that personalized learning, enhances creativity, supports differentiation, and expands access, while also raising critical concerns regarding privacy, equity, bias, academic integrity, and emotional development. Further exploration into how AI can be thoughtfully, ethically, and effectively integrated into teaching and learning may reveal new avenues for classroom development and teaching practices. "Teacher Perspectives and Responsible Practice for Integrating AI in the Classroom" examine both emerging innovations and grounded classroom realities in technological integration. It explores responsible, evidence-informed AI practice in the classroom, and addresses pressing issues of bias, accessibility, and privacy. This book covers topics such as personalized learning, educational technologies, and instructional design, and is a useful resource for educators, engineers, academicians, researchers, and scientists.

Higher education is often a path towards opportunity and social mobility, yet systemic inequalities shape access, value, and success within these institutions. Structural barriers rooted in race, class, gender, ability, and other intersecting identities persist in admissions processes, curriculum design, faculty representation, and resource allocation. Addressing these inequities requires a transformative commitment to social justice that reimagines the purpose and practices of higher education. By dismantling exclusionary systems and creating inclusive, equitable environments, colleges and universities can encourage societal change, empower historically marginalized communities, and advance a more just and equitable future. "Breaking Structural Inequality and Enhancing Social Justice in Higher Education" explores how innovative higher education organizations may advance social justice through inclusive practices. It examines the moral and social responsibility of higher education to address structural inequalities by implementing practical strategies that support historically marginalized groups, empowering them to participate in society. This book covers topics such as gender and diversity, higher education, and professional development, and is a useful resource for educators, sociologists, policymakers, academicians, researchers, and scientists.

Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed they were better prepared to teach writing than special education teachers, and they were more positive about their own efforts to learn to teach writing. General education teachers also held more positive attitudes about teaching writing and their own capabilities as a writer than their special education counterparts. Further, general educators were more likely than special educators to indicate that writing developed through effort and process, and less likely to think that writing knowledge came from experts. Beliefs about adequacy of preparation to teach writing predicted teachers' beliefs about their level of knowledge to teach writing, efficacy to overcome students' writing difficulties, and attitudes towards teaching writing. Recommendations for future research and implications for practice are presented. [This paper was published in "Journal of Learning Disabilities" v56 n3 p163-179 2023.]

In recent years, there has been a tremendous increase in the popularity of distance education among higher-education administrators. Students in growing numbers are also taking advantage of the flexibility and accessibility that distance education offers. This growth, however, has been a mixed blessing since it derives from using the Internet without fully taking advantage of personalized instruction and learning that the telecommunication and computer nexus offers. Thus, many institutions are disregarding the most valuable aspect of digital technologies in education. Up to now, other than in occasional experimental projects, the use of the Internet in education has been limited to delivering courses. Its unique ability to adapt courses to the needs of individual learners has been neglected. Why should colleges and universities use information technologies to offer a one-size-fits-all course to a large group of students? Especially when the same results can be obtained with less expensive means and without the cost of an instructional design team as well as a multimillion-dollar information technology infrastructure. The response to that question will determine the role distance education will play in future of higher education.

Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion of upper secondary, and completion of tertiary education. Despite great variation in gender gaps in education in immigrants' origin countries (with advantages for males in many cases), we find that the female advantage in education observed among the majority population is usually present among second-generation immigrants. We interpret these findings in light of ideas about gender role socialization and immigrant selectivity. [Contributions to the article, including the provision of data and analyses instrumental to the research were provided by: Anthony F. Heath, Yael Brinbaum, Patrick Deboosere, Nadia Granato, Jan O. Jonsson, Elina Kilpi-Jakonen, Georg Lorenz, Amy C. Lutz, David Mos, Raya Mutarrak, Karen Phalet, Catherine Rothon, Frida Rudolphi, and Herman G. van de Werfhorst.]

Data from the National Longitudinal Transition Study-2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools.

In modern societies, where higher education serves as a significant vehicle of integration, the inclusion of immigrants within the realm of higher education is not a foregone conclusion. This is the result of cultural, economic, and social gaps. In some cases, the integration process is blocked prior to the stage of academic studies. This situation has resulted in the creation of a teacher education program for Ethiopian students in Israeli academic colleges of education for the purpose of bridging the gap between higher education and employment, and increasing the chances of the graduates' admission into the field of teaching. The aim of the present study was to examine the success of the program, emphasizing the graduates' integration into the teaching profession. It was conducted by means of Mixed Methods research. An examination of the data indicates that a substantial number of graduates were integrated into various educational settings. It also reveals the improving status of the graduates as well as the influence of the program on their personal and professional development.

This paper explores the complex relationship between social justice and education in the public and private spheres. The politics of education is often presented as a battle between left and right, the state and the market. In this representation, the public and the private spheres are neatly aligned on either side of the line of battle, and social justice is commonly seen as the prerogative of the public sphere. This paper challenges this representation. It shows how the language of what counts as public and private in education is historically specific, culturally contingent and ideologically loaded. Through drawing on a range of education policies and practices, the paper demonstrates that "public" and "private" are not simple opposites. Moreover, it argues that social justice can be conceptualised in ways that have complex and multi-faceted implications for public and private sphere involvement. The paper concludes that if we are to enhance our understanding of the relationship between social justice and education we need to recognise the multi-faceted nature of what counts as private, what counts as public and what counts as justice.

This is a study of the contribution of Christian missionaries to kindergarten education in the Empire of Japan. The study concerns an American Missionary woman, Annie L. Howe (1852-1943) and her kindergarten in Kobe, Japan. Annie L. Howe had a great impact on the history of early childhood education and is still remembered as the "Mother of Christian Kindergartens" in Japan. The study examines the practical difficulties and barriers to the dissemination of the ideas of kindergarten education and the development of a Christian kindergarten in the period 1887-1927. The themes highlighted include education and modernisation; Christian kindergartens and kindergarten education; Christianity and the Imperial Rescript on Education; and Froebelian theory and the education of young children in the Empire of Japan. Annie L. Howe's personal experience of 40 years of struggles and successes in her kindergarten yielded powerful messages regarding how teaching, learning and pedagogic discourse were developed in the Empire of Japan not just by the decisions of a Christian and kindergartner, but also by local and national pressures, education policy, the balance of political control, and culture and history.

European societies rely on different models to address cultural and religious diversity in education, with different potential consequences for the experiences youth have in schools. Some prefer the term intercultural education emphasising dialogue and interaction while others have historically followed the idea of multicultural education. In recent years, despite the principle of subsidiarity, European institutions have become a key player in education including intercultural education. This article draws on four semi-structured interviews with European Union (EU) education policy-makers to explore the Europeanisation of intercultural education, specifically why and how national educational discourses are shaped by European directives and guidelines. We found that European discourses often run counter to national policies and that EU officials are deeply engaged in promoting intercultural educational philosophies and tackling the educational attainment gaps via the soft-law tool of the Open Method of Coordination (OMC). The study raises questions about the legitimacy of such EU interventions in national policy domains and assesses the usefulness of a more integrated approach to intercultural education in Europe.