Education & Pedagogy

Researchers have established a relationship between greater education and training and higher earnings but it is difficult to infer that the former causes the latter if those with higher earnings tend to engage in more education and training. The present study attempts to control for ability and family background to see if stronger inferences can be made about education and training as the independent variable. The study focuses upon advanced vocational education and training (AVET) in Sweden. This is post-secondary school education for individuals who are 20 years of age or older. The aim of this article is to estimate the effects of AVET on earnings by controlling for selection bias. We used various approaches such as instrumental variables, Hausman-Taylor estimates, fixed effects estimates and propensity score matching to achieve this aim. A panel, or longitudinal, data set for eight different labor markets in Sweden for the period 1996-2008 was used. The results indicate that earnings from AVET are higher than the return on investment in comprehensive education. The average effect on income is estimated to be in the range of 3-8 percent.

Since the UNESCO conference in 1994, inclusion has been a major denominator in the educational debates of most OECD countries, focusing on how to facilitate education and social interaction for the diversity of pupils. By international standards, the Norwegian education system is regarded as inclusive, but the ongoing debate and political pressure in Norway on how to increase pupils' benefit of education, challenge this understanding. This article gives a historical account of Norwegian education policy to illustrate the way inclusive education has been understood over the years. Furthermore, it presents empirical evidence showing an increasing use of special education in Norway as a basis for discussing dilemmas of the current education reform, "Knowledge Promotion". The last part of the article highlights the partly contradictory aims schools and teachers are given: the aims of increasing pupils' learning and of developing inclusive schools. The outcomes of the processes involved are closely related to the standards of educational policies, how these standards are implemented and the understanding of how to develop schools that take care of and respect the variety of pupils. (Contains 2 figures and 1 note.)

This study investigated a federal comprehensive community initiative, the Promise Neighborhood initiative, in order to understand higher education community engagement in an embedded context. Promise Neighborhood programs aim to create a place-based system of family and education services that can support youth from early childhood through college access and career. Through a qualitative analysis of the 21 Promise Neighborhood awardee applications nationwide, the author concluded that higher education institutions commit to these partnerships in four ways: mission-related practices associated with teaching, research, and service; capacity-building practices, including teacher training and community leadership development; programs and services, including direct community services; and administrative functions, such as grant management. Many of these functions in university-community partnership intersect with contributions related to university missions. Exploring higher education--community engagement from the perspective of community goals offers insight into practices related to universities' and colleges' civic mission and potential as anchor institutions.

The co-operative movement is currently exploring ways of engaging with changes in government education policy to develop schools with a distinctive co-operative ethos. While drawing on the opportunities in changing policy, these initiatives can also be seen as offering alternatives to the prevailing tenor of government thinking. This is not the first time that the co-operative movement has negotiated sometimes difficult relationships with state educational policy. From the late nineteenth century, the co-operative movement was a significant provider of education that utilised, tested and challenged the principles and practices of state provision. This article considers two episodes in this relationship. The first revolves around the expansion of state elementary schooling at the end of the nineteenth century, which allowed the co-operative movement to develop other kinds of education. Co-operators, however, were very critical of the 1902 Education Act, which was seen as undermining an important tradition of accessible higher-level education for working people. In the second case, the 1918 Education Act potentially offered a new forum for co-operative education, which required co-operators to re-assess their relationships with state-provided education.

The purpose of this research was to examine university supervisors' experiences and perceptions of a cooperating physical education teacher education (COPET) programme while on teaching practice. Teaching practice is a central tenet of physical education teacher education (PETE) preparation. The COPET programme was designed to support the triad members of student teachers, cooperating teachers and university supervisors during teaching practice. The programme was piloted with 30 student teachers, 26 cooperating teachers and 10 university supervisors during a two-week teaching practice placement. A total of six university supervisors participated in a focus group to determine their experiences and perceptions of the programme. Findings indicated that the COPET programme provided a helpful and structured framework for the role of university supervisor. Future directions for the programme revolve around universities' need to consider ways of encouraging supervisors to work collaboratively with student teachers, cooperating teachers and other university supervisors to improve the teaching practice process. (Contains 1 note.)

Religion Education teaching in post-independence Zimbabwe has remained bible-oriented and confessional at a time when most Religion Education stakeholders expect an "open", plural and authentic multi-faith Religion Education curriculum. Despite curriculum innovation initiatives aimed at introducing new approaches such as experiential learning, Religion Education stakeholders in Zimbabwe argue for an objective and plural approach that will address the expectations of a post-independence multi-faith society. To contribute to this discourse on the new authentic multi-faith Religion Education curriculum, an empirical study was conducted on a proposed values-oriented multi-faith curriculum. The data obtained showed that most Religion Education stakeholders prefer an authentic values-oriented multi-faith model that would contribute to the teaching of values such as citizenship, human rights, ubuntu/unhu, nationhood, etc. A values-oriented multi-faith approach is, therefore, proposed for possible implementation in Zimbabwe secondary schools.

For years now, public education, and especially public higher education, has been under attack. Funding has been drastically reduced, fees increased, and the seemingly irresistible political force of ever-tightening austerity budgets threatens to cut it even more. But I am not going to take the standard line that government financial support for public higher education should be increased. I view that battle as already lost. What I am going to propose is that we stop arguing about the allocation or reallocation of ever more scarce public resources and think of another way to fund public higher education. It is time for a new approach, one that satisfies the left's claim that higher education should be affordable for all, yet one that does not involve increasing the expenditure of public funds or committing the government to entitlement programs that it cannot now or at least cannot long afford. What we need is a new proposal that is acceptable to both sides if we are to bring public education into the twenty-first century. And this is what this article is devoted to providing.

This handbook contains regulations (effective May 1982) for teacher certification and for accreditation and approval of teacher preparation programs in Kansas. Under the approved approach for program accreditation, a teacher education institution submits its program for approval to the Kansas State Board of Education. Once the program is approved, its graduates are eligible to be certified to teach in elementary or secondary schools. The first area covered in this handbook includes procedures and requirements for applying for initial teacher certification, renewal of teacher certification, and emergency substitute teacher certification. These procedures are outlined in three sections. The next section contains certification requirements for all school personnel, including administrators, teachers, health personnnel, and special educators. The third section lists the regulations for accrediting teacher education institutions and approving teacher education programs. In addition to general program approval requirements, standards for accrediting various curricula in which teachers may specialize are covered. The last section presents regulations governing accreditation of advanced programs for school personnel. A list of accredited colleges and universities in Kansas is appended. (FG)

Designed to be used by those who wish to initiate or further develop community education programs at the state and local levels, this publication is one of a series of "Proven Practices" developed by federally-funded state and local community education projects. The booklet describes the administrative design and the process used to develop community education in Arkansas. Problems, defeats, and outcomes reached are addressed. The booklet is divided into three chapters. The first describes conditions in Arkansas prior to the initiation of networking strategies, including geographic and population statistics, the educational organization and climate, financial constraints, and the status of community education. It also describes the formation of the Arkansas Community Education Development Association. The second chapter outlines the approach used by Arkansas in developing its community education program, including funding, flexible staffing, board governance, and the Arkansas five-year plan. The third defines and discusses the networking skills necessary to a successful community education program, which include conceptual skills, organizational skills, and communication skills. The booklet highlights the unexpected benefits received from the program and the pitfalls encountered. The final section contains a summary, recommendations, and conclusions. (CM)

Applying matrix organizational structure to the organization of special education services is the focus of this paper. Beginning with a list of ways in which educational organizations differ from business or military organizations, the author warns that educators must be cautious when transferring organizational structures from other disciplines to education. He then examines current and emerging forces on education to illuminate the question of whether traditional organizational structures for schools are still appropriate. The history of special education is then reviewed, focusing on the shift from segregation of the handicapped to placement in the "least restrictive alternative," with an emphasis on the new demands this has placed on the organization of special education. Avoiding a definition of matrix organizational structure, the author instead demonstrates how two different matrix organizational structures might be applicable to special education. Under one such organization, the common supervisor would be the superintendent of instruction and matrix managers would be the supervisor of special education and the building level principal. Advantages and disadvantages of the organization are listed. Finally, the author recommends that matrix organization be considered for its efficacy in addressing some of the emerging concerns in special education. (Author/JM)

The status of women's studies courses in teacher education was studied through the survey responses of 111 coordinators and directors of women's studies programs at colleges and universities. The findings were that 47 of the institutions offered women's studies courses in teacher education and that few teacher education programs had attempted to integrate women's studies into the curriculum. It is noted that the lack of such courses is a serious problem which merits the attention of both women's studies specialists and teacher educators. In reviewing respondents' reasons for not offering women's studies courses in teacher education, lack of receptivity and expertise on the part of teacher education faculty was cited. It is recommended that responsibility needs to be assumed by both women's studies and teacher education program directors. It is suggested that, although women's studies have historically been housed in, and more oriented to, the liberal arts curriculum, there can be heightened awareness of the needs and importance of women's studies in teacher education programs. Among conclusions drawn is that teacher educators will sometimes need to take the initiative in requesting assistance from women's studies programs in the development of courses or in integrating women's studies throughout the curriculum. (JD)

Random sampling of 407 vocational teachers in secondary schools and community colleges in California was undertaken to determine their inservice training needs. Aspects examined were (1) discrepancy between present and desired level of knowledge or competence on 40 statements regarding instruction of mainstreamed special education students; (2) statistical significance of discrepancies; and (3) effects of sex, age group, training, experience, and assignment on discrepancies. Results revealed that teachers felt a particular need for information about the legal standards and state laws related to special education, and about information sources on careers, professional organizations, local assisting agencies, programs and services for the handicapped, and special education terminology. Teachers cited training needs in evaluating student performance, using performance scales, and developing individualized education programs. Ss felt less need for training in classroom acceptance, positive interaction with the handicapped, behavior observation, enhancement of positive self concepts among special education students, environmental modification, and instructional accommodation for architectural barriers. Significant demographic differences were noted, including that among the light areas of vocational education, health services and office training teachers had the highest mean differences between current and desired knowledge or competence; and distributive, agriculture, and technical areas had the lowest. (CL)

The new federalism plan and the fiscal year 1983 budget presented to Congress by the Reagan administration call for changes that would, within the next few years, eliminate all federal involvement in vocational education. The proposed plan for budget cuts, block grants, and eventual phaseout of all federal involvement in all federal government has no obligation to reduce unemployment and shortages of skilled workers or to enable special populations to succeed in vocational education. On the contrary, the basis for federal involvement in vocational education remains the same today as it was when Congress initially established the concept of federal support for vocational education. Cuts in federal funding for vocational education will hurt individuals, employers, and schools. Despite Administration claims, it is highly unlikely that state support can now be found to make up for the proposed real dollar reductions. If for no other reason, the federal government should continue to support vocational education because it is a program that more than repays the government for its investment. Finally, removal of the federal government from involvement in vocational education may result in the collapse of education-for-work capability. (MN)

Alternatives in vocational education personnel development may be considered for four areas: alternative audiences, alternative programs, alternative approaches, and alternative settings. Two major surveys of personnel development needs provide some data to use as a starting point for looking at alternative audiences. A 1979 study concluded that respondents showed a marked interest in staff development activities aimed at improving and strengthening vocational education's role by using business, industry, and labor resources; economic development and job creation; and improving students' school to work transition. They showed a preference for activities to strengthen and expand program development, planning, and evaluation skills in-state (rather than out-of-state). Overall staff development needs were for increasing effectiveness and delivery of vocational education. A 1980 assessment of vocational education teachers personnel development needs found that over 70% indicated need for (1) teacher education or inservice education, (2) information or services in working with special needs students, (3) help related to instructional techniques and curriculum development, (4) labor market supply-demand information, (5) state and federal legislation information, (6) help in conducting followup studies, and (7) youth unemployment information. (Two alternative programs are briefly described, and a short list of alternatives are provided.) (YLB)

The report summarizes findings of a study of the cost of special education and related services for handicapped children, using information from a national survey taken in 1977-1978. The document is divided into 22 sections, beginning with an introduction which describes the study's objective, gives an overview of findings, and outlines the report. Sections II and III describe the selection of a nationally representative sample and the data collection and analysis methods. Personnel salaries and work years are examined in Section IV. A fifth section summarizes the educational placements and age levels of handicapped students served. Sections VI through XVII discuss the estimated costs of various types of special education and related services, including costs of special education teacher instruction, special education aides, regular education teacher and aide instruction, related services personnel, screening, assessment, admission and individualized education program development, staff inservice training, technical assistance, transportation, and other costs. Sections XVIII through XXI summarize the estimated total and added costs of special education and related services, as well as cost weighting factors. Finally, Section XXII presents the variation in the total cost of special education by size of school district enrollment. (SB)