Education & Pedagogy

This study focuses on music education for children and adolescents offered by music and arts schools receiving public financial support (from the municipality or the state) and that are "independent" of the comprehensive and secondary school. For these purposes, then, "extra-curricular" music education will be understood as "voluntary" instruction pursued mainly outside of the curriculum of the comprehensive or secondary school. Sweden was chosen because of the several similarities it has with Finland. Both countries are so-called Nordic "welfare societies", and have the same kinds of educational and cultural policies. However, the Swedish and Finnish systems of music and arts schools are quite different. Certain aspects related to music education are analysed in the light of two general principles: (1) the right to an education; and (2) the right for freedom in education. The intention is to describe the educational and legal issues in their present form, and, in the process, to raise certain philosophical questions that may well be relevant for other countries and formal systems of music education. In particular: (1) How do the principles "the right to an education, and the right for freedom in education" function in extra-curricular music education for children and adolescents?; and (2) What kind of regulative model would best promote the aims of extra-curricular music education for children and adolescents? A partially open and flexible regulative model of extra-curricular music education for children and adolescents is supported. A balance between positive and negative freedom is the aim of this regulative model; in other words, the model secures the financial resources, but at the same time leaves space for autonomy and flexibility. It makes holistic aims in music education possible. These aims are similar to the governing principle of the "best interests of the child", which is the most important legal principle in all action concerning children in Finland. Furthermore, this principle, which is formulated in the "United Nations Convention on the Rights of the Child", has been ratified over almost the entire world. The working of this principle in practice is studied in the context of a municipal arts school ("kulturskola") in Sweden that offers extra-curricular education in music and other arts subjects for children and adolescents. (Contains 48 notes.)

The 2017 edition of the "Digest of Education Statistics" is the 53rd in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). The "Digest" contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with two appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the "Digest." [For the 2016 report, see ED580954].

Two proposals to reauthorize the Workforce Investment Act (WIA) are in the House of Representatives: the "Workforce Investment and Improvement Act of 2012" ("H.R. 4297") and the "Workforce Investment Act of 2012" ("H.R. 4227"). Both proposals reflect a priority of greater alignment among adult education (Title II), workforce development (Title I), and postsecondary education, and both increase the focus on preparing adult students not just to earn a secondary school diploma but for college and careers. Despite these similarities, the bills differ across several dimensions, such as the degree to which they hold states and local providers accountable for improving student access and success in postsecondary education and the commitment to expanding the capacity and resources of the adult education system nationally. This analysis highlights key provisions in each bill that strengthen or weaken the overall goal of refocusing Title II on career and postsecondary success. The analysis is organized by CLASP's four core priorities in adult education: (1) To align services and improve outcomes across workforce development, postsecondary education, and adult education/English as a Second Language; (2) To incent and encourage innovation in promising practices, such as career pathways, contextualization, dual or concurrent enrollment, and integrated basic education and occupational skills training; (3) To develop a national research center for adult education to advance promising practices and expand and improve the body of evidence-based research; and (4) To fund Title II to meet the growing demand for adult education and English language services. On the whole, "H.R. 4297" offers improvements to the adult education system and supports alignment between programs, although it does little to ensure that this alignment will happen. Furthermore, it creates an option for states to override adult education requirements and consolidate these funds with a newly created Workforce Investment Fund, leaving no assurances that low-skilled adult learners will be served. "H.R. 4227" modernizes and enhances the adult education system to better meet the longer-term, postsecondary, and employment needs of students. It also builds capacity for additional research on innovative and promising practices that have the potential to accelerate student progress toward these goals. Lastly, it requires that education and training programs work together in each state to develop a joint state plan, yet it maintains individualized programs to ensure that those who need targeted attention or more specialized instruction can receive it. (Contains 10 endnotes.)

The Every Student Succeeds Act (ESSA) includes a wide variety of ways for educators to support student success--including programs and funding streams that can be used to support arts education. To access the funding, education agencies must show evidence for how their proposed program can support or improve student outcomes. It can be difficult for these agencies to decide on the right evidence-based arts education intervention for their students--and obtain the funding to implement it. In partnership with, and funded by, the Wallace Foundation, AIR undertook a research review, examining hundreds of reports to identify arts education interventions that meet the ESSA evidence-based standards. This report provides an overview of ESSA evidence standards and a range of arts education interventions--88 in total--eligible under these standards. Findings from the research review include: (1) ESSA addresses arts education in several ways: The law provides funding to help ensure that students have access to a "well-rounded education," which can include "the arts" and "music," in addition to other subjects; (2) ESSA includes more than 10 different funding opportunities that state and local education agencies and schools can use to implement arts education interventions for students from prekindergarten through twelfth grade; (3) Evidence of the effects of arts education interventions on student outcomes exists at three ESSA evidence tiers, but most often by Tier IV evidence, the lowest evidence tier, only; and (4) The two types of art with the largest numbers of studies in all the evidence tiers are music and visual arts. Recommendations for practitioners and policymakers include: (1) Be thoughtful in selecting which ESSA funding program(s) to pursue to support a proposed arts education intervention. Consider factors such as the types of activities required and allowable, the amount and duration of funding, and the level of evidence required; (2) Critically assess the theoretical and empirical support behind a proposed arts education intervention. Using a conservative interpretation of the ESSA evidence-based criteria might help ensure interventions with a stronger likelihood of success are selected; and (3) Before undertaking a search for arts education interventions that improve student outcomes, start with an improvement goal related to a particular art type and choose the intervention most likely to help reach that goal. The report also provides recommendations for future research and next steps.

What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering, and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers, and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area. "Governing Education in a Complex World" addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building, and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today. Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks, and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today's world. The volume will be a useful resource for those interested in education governance and complexity, particularly policymakers, education leaders, teachers, and the education research community. This volume is composed of four parts. Part 1, Setting the Stage: Governance in Complex Systems, contains the following chapters: (1) Modern Governance Challenges in Education (Tracey Burns and Florian Köster); (2) Complexity Theory and Systemic Change in Education Governance (Mark Mason); and (3) Hierarchies, Networks and Improvisation in Education Governance (Henno Theisens). Part 2, Accountability, contains the following chapters: (4) Exploring Accountability: National Testing Policies and Student Achievement (William C. Smith); and (5) Making Multiple School Accountability Work (Edith Hooge). Part 3, Capacity and the Use of Knowledge, contains the following chapters: (6) Complexity in a Bureaucratic-Federalist Education System (Lorenz Lassnigg); and (7) Knowledge and Research Use in Local Capacity Building (Philippa Cordingley). Part 4, Complexity in Policy Making: Thinking Strategically, contains the following chapters: (8) Policy Experimentation in Complex Education Systems (Patrick Blanchenay and Tracey Burns); (9) Experimentalism in Dutch Education Policy (Lex Borghans); (10) Learning to Fail, Not Failing to Learn (Tracey Burns and Patrick Blanchenay); and (11) Enhancing Effective Education Governance (Tracey Burns and Lucie Cerna). Contains a section about the contributors. (Individual chapters contain references and annexes.)

The No Child Left Behind Act of 2001 increased the importance of having principals who are not only effective leaders of general education programs but knowledgeable and skilled in special education and able to effectively lead special education programs. The researcher examined four principals of elementary schools (i.e., kindergarten through fifth grades) in Alabama. Two principals (i.e., Case A and Case B) were identified as being knowledgeable and skilled in special education, and two principals (i.e., Case C and Case D) were identified as being marginally knowledgeable and skilled in special education. The purpose of this study is to determine the similarities between how principals who are knowledgeable and skilled in special education lead and support the special education programs at their schools, to examine the differences between how those principals and principals who are identified as marginal in their knowledge and skill in special education lead and support special education programs at their schools, and examine the role that the principal who is knowledgeable and skilled in special education plays. This study attempts to gain a deeper understanding of the constructs of effective special education leadership at the school level. A sequential mixed-methods process was used to collect data. The researcher used a survey to collect data during Phase 1 that was analyzed through the use of descriptive statistics within-case and a means comparison across cases. In Phase 2, data were collected from (a) archival records, (b) interviews, (c) documentation, and (d) direct observations. Data were analyzed through a within-case analysis through coding, categorizing, and identifying emerging themes. Data were analyzed through a cross-case analysis for similarities between principals who are knowledgeable and skilled in special education and then between principals who are marginally knowledgeable and skilled in special education. Then differences between the two groups where identified. Conclusions are drawn in five areas: (a) necessity of knowledge and skill in special education, (b) possession of knowledge and skill in special education, (c) the roles principals play as leader of the special education program, (d) how principals support special education programs, and (e) special education oversight at the school level. [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.]

Educating students with disabilities in the least restrictive environment necessitates the use of accommodations and modifications to help these students have better access to the general education curriculum. As a result of inclusion, general education teachers are required to teach students with disabilities in their general education classrooms. Even though regular education teachers have assistance from special education teachers, not all general education teachers (and some special education teachers) believe they have the education, experience, or support to teach these students effectively. This study measured general education teacher and special education teacher attitudes toward the use of accommodations for special education students in the regular education classroom and in standardized testing situations. A likert-type survey instrument was used to collect data from general education teachers and special education teachers in public schools containing grades K-12 in south Mississippi schools. The data collected through the study showed varying attitudes among teachers. When teacher attitudes were compared by position (regular education or special education teacher), there was a statistically significant difference in attitudes with special education teacher attitudes being more positive in both the classroom and on standardized tests. Teacher attitudes by grade level taught and position did not differ significantly in either the classroom or on standardized tests. Teachers with a master's degree or higher did not have a more positive attitude toward the use of accommodations in the classroom, but teachers with a master's degree or higher did have a more positive attitude toward the use of accommodations on standardized tests. Teachers with 16 or more years experience tended to have more positive attitudes toward the use of accommodations than those with lower levels of experience both in the classroom and on standardized tests. Teachers at the elementary level had a more positive attitude toward the use of accommodations in the classroom but on standardized tests there was not a statistical difference. Teacher attitudes were more positive toward the use of accommodations in the classroom than toward the use of accommodations on standardized tests. [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.]

Iowa's educational system is defined by the strong working relationship between the local school districts and area education agencies. Local districts provide the instructional program and area education agencies provide support services. Districts define how services will be organized and provided as they ensure a free appropriate public education in the least restrictive environment. Districts can determine special education teacher caseloads (teacher-pupil ratios) of programs and establish procedures to resolve conflicts about caseloads. Historically (from 1974 to 2003), Iowa was divided into 15 intermediate agencies (Area Education Agencies) providing specialized services. Area education agencies (AEAs) were created in order to provide equity in the provision of programs and services across counties or merged areas. One key difference between Iowa's AEA system and intermediate units in other states is that Iowa's AEAs are mandatory. It is also mandatory that each local school district is assigned to an area education agency that will provide the services the school district needs. This is the only system in the country that has this tightly structured system. The AEAs carry special education compliance responsibilities and the charge to provide the services needed by the local school districts. Their primary role is provision of special education support services to individuals under the age of 21 years requiring special education and related services, media services to all children through grade 12, and other educational services to pupils and education staff. The AEAs define the system used to locate and identify students suspected of having disabilities and provide the personnel to conduct evaluation activities in collaboration with LEAs. As described previously, Iowa established 15 area education agencies. However, in 2003, five of the agencies merged into two, which reduced the total number to 12. In 2005, two more agencies merged reducing the total number to 11. The structure of Iowa's State Performance Plan (SPP) is as follows: (1) Overview of the State Performance Plan Development; (2) Monitoring Priority; (3) Indicator; (4) Measurement; (5) Overview of Issue/Description of System or Process; (6) Baseline Data for FFY 2004 (2004-2005); (7) Discussion of Baseline Data; (8) Measurable/Rigorous Targets; and (9) Improvement Activities. Appended are: (1) Dispute Resolution Table 7 FFY 2006 (2006-2007); and (2) Letters.

This paper explores ways in which Teacher Education can be implemented in higher education through a consideration of "site-based" teacher education and its role in strengthening the practice-theory notion of teacher education (Strategic Education Research Program, National Research Council 1999). Many innovative educational approaches are required in higher education, and foundations for developing effective preservice teacher education have been well-informed. The question of how to optimise learning in preservice teacher education is of vital importance and is the subject of this paper. In response to the need and desire to provide the richest learning experience possible for preservice teachers at Victoria University, the potential for a site based teaching model in teacher education is examined. While educational partnerships have been implemented by most teacher education institutions, you can imagine then the opportunities that present themselves when preservice teachers and staff are located in schools to not only take part in classroom practice, but engage with their university classes alongside school students and teachers. This paper explores features of a "site-based" generative model; it is a complex model that examines the connections between those "common" learning experiences in preservice teacher education that move students toward professional practice. The model considers the key educational and professional features and expectations that prevail in teacher education, and which contribute to teacher identity. Such features include: intellectual challenges, skills development, academic rigour, reflective practice, a sense of place, authenticity and successful performance. Central to this examination is the question of how to optimise learning in higher education where partnerships feature as an innovative platform for teaching and learning. This paper provides details of a preservice teacher program and explores the major issues, values and implementation during the unique partnership between the secondary school and the university. Such features include, student centred learning and intellectual challenges, skill development, academic rigour, reflective practice, a sense of place, authenticity and successful performance. Of vital importance in teacher education is, how, when and where such learning takes place. What are the features of the classroom, unit, staff and curriculum that shape practice? What are the expectations and assumptions about the role of learners? The implications for contemporary teaching and learning in higher education deserve detailed evaluation. The review of this partnership is underpinned by reflections and emerging common themes. Focussing on reflective stories provides a systematic platform for researching and subsequently understanding. (Carr & Kemmis 1986). The voices of the participants assist in providing a clear insight into the journey taken to enhance experiences and learning for all. (Contains 1 tables and 2 footnotes.)

An epidemic of obesity has been developing in virtually all OECD countries over the last 30 years. Existing evidence provides strong suggestions that such epidemic has affected certain social groups more than others. In particular, education appears to be associated with a lower likelihood of obesity, especially among women. A range of analyses of health survey data from Australia, Canada, England and Korea were undertaken with the aim of exploring the relationship between education and obesity. The findings of these analyses show a broadly linear relationship between the number of years spent in full-time education and the probability of obesity, with most educated individuals displaying lower rates of the condition (the only exception being men in Korea). This suggests that marginal returns to education, in terms of reduction in obesity rates, are approximately constant throughout the education spectrum. The findings obtained confirm that the education gradient in obesity is stronger in women than in men. Differences between genders are minor in Australia and Canada, more pronounced in England and major in Korea. The causal nature of the link between education and obesity has not yet been proven with certainty; however, using data from France we were able to ascertain that the direction of causality appears to run mostly from education to obesity, as the strength of the association is only minimally affected when accounting for reduced educational opportunities for those who are obese in young age. Most of the effect of education on obesity is direct. Small components of the overall effect of education on obesity are mediated by an improved socio-economic status linked to higher levels of education, and by a higher level of education of other family members, associated with an individual's own level of education. The positive effect of education on obesity is likely to be determined by at least three factors: (a) greater access to health-related information and proved ability to handle such information; (b) clearer perception of the risks associated with lifestyle choices; and, (c) improved self-control and consistency of preferences over time. However, it is not just the absolute level of education achieved by an individual that matters, but also how such level of education compares with that of the individual's peers. The higher the individual's education relative to his or her peers, the lower is the probability of the individual being obese. (Contains 3 tables and 10 figures.)

The Millennium Development Goals (MDGs) which include eight goals have been framed to address the world's major development challenges by 2015. In India, considerable progress has been reported to be made in the field of basic universal education, gender equality in education, economic growth and other human development related aspects. Even though the government has implemented a wide array of programmes, policies, and various schemes to combat these challenges, further intensification of efforts and redesigning of outreach strategies are needed to give momentum to the progress toward achievement of the MDG-2 (Achieve Universal Primary Education) and MDG-3 (Promote Gender Equality).To universalize elementary education, Sarva Shiksha Abhiyan (SSA) is one of the major schemes introduced by the government in 2002. Education Guarantee Scheme (EGS) and Alternative and Innovative Education are the components of SSA. Universal enrolment is one of the specific objectives of SSA. The strategy of implementation of Mid-Day Meal Scheme has also played a role in enhancing the enrolment and retention of the students. To focus on girls' education, several schemes have been incorporated within SSA. National Programmes for Education of Girls at Elementary Level (NPEGEL) and Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS) focus on primary education for girls. In order to achieve this, there is need to ensure sufficient number of schools along with adequately trained teachers for quality instruction and effective functioning of primary education programmes. This is truer in the context of RTE- 2009. Achieving universal schooling requires cent percent enrolment and it also means ensuring that all children continue to attend classes till completion of eight years of schooling (6-14 years) in the near future. Education benefits not only at the individual level but also for the development of country as a whole. Further gender inequality in education has a direct impact on economic growth through lower levels of quality of human capital. In the light of these emergent issues in school education there is need to develop a sense of higher levels of commitment and sincerity among the prospective teachers. The teacher education programmes need to be reoriented to look into the issues related to enrolment and retention of children along with ensuring quality inputs in teaching -learning process. Hence an effort has been made to address to these issues in school education for the effective designing of on-going teacher education programmes to enable the prospective teachers as well as those in schools for effective implementation of different interventionistic programmes.

Aim/Purpose: The purpose of this initiative is to create a Smart Education Index (SEI) for higher education institutions in the Kingdom of Bahrain. The index will facilitate a comprehensive assessment of various components of smart education, such as learning, teaching, assessment approaches (pedagogy), digital and physical infrastructure (campus), learners, instructors, and governance. Background: The process of digitalization is advancing in higher education globally, although not equitably. In recent years, there has been a significant rise in research focused on smart education, leading to the development of frameworks and models encompassing several aspects of education, including smart pedagogy, learners, teachers, learning environments, and campus. However, no set of comprehensive indicators is currently available to allow higher education institutions to monitor their progress in implementing smart education. Methodology: The index was assessed by subject matter experts using a structured interview method to verify their relevance and suitability for their intended purpose. Contribution: The proposed index will provide significant insight into the Bahraini higher education system and facilitate the achievement of the government's digital transformation strategy. Moreover, being the first in the Arab region, the proposed index possesses the capacity to elevate higher education in Arab countries, serving as a mechanism for assessment and comparison. The next stage of this project will involve normalization, allocating weights to the indicators, and conducting a pilot of the index. Findings: Educational experts in the Kingdom of Bahrain have stated that higher education institutions are implementing digital transformation and facilitating smart education. However, the rate of adoption varies depending on the institutions' capabilities. Furthermore, there is a lack of effective mechanisms to monitor their development and advancement. The proposed index can potentially elevate the Bahraini higher education system significantly. It aligns with the government's Digital Transformation Strategy. However, since there are currently no mechanisms or tools for monitoring and facilitating digitalization and the implementation of smart education locally or regionally, this index is a significant initiative. Recommendations for Practitioners: Utilizing the established index, a standardized index throughout the Gulf Cooperation Council (GCC) countries can be constructed to guarantee uniformity and ensure that higher education is continually advanced and elevated throughout the GCC. In terms of quality assurance of higher education, the identified set of indicators and their sub-indicators can be integrated into the quality assurance standards to advance higher education in collaboration with the Education and Training Quality Authority (BQA), locally, and the Arab Network for Quality Assurance in Higher Education, regionally. Recommendation for Researchers: Researchers might utilize the developed index as a framework to examine the degree to which HEIs have the necessary infrastructure, resources, and competencies to support smart education. The identified measuring items of SEI can serve as a foundation for examining the barriers that may hinder HEIs from adopting smart education and the pedagogical competencies necessary for smart teachers. Impact on Society: Establishing a robust SEI in the Kingdom of Bahrain could facilitate the assessment of its competitive standing in the global education sector and enhance its competitive advantage in the global economy. SEI, conversely, might facilitate the establishment of continuous learning environments and encourage lifelong learning. The index would foster a societal and cultural emphasis on education beyond conventional schooling, which is crucial in an age where workforce skills are perpetually changing. Future Research: Numerous countries worldwide have initiated digital transformation efforts; hence, performing a comparative analysis will facilitate the identification of the positive and negative aspects of these projects and highlight gaps and potential areas for improvement. Another research field is to assess the impact of such initiatives on the education sector. Exploring how smart education may assist students with disabilities and promote inclusivity, together with the impact of such support concerning the SDGs, constitutes another important study topic.

This study uncovers research trends by analysing 1,142 papers published in "Science Education, Journal of Research in Science Teaching," and "International Journal of Science Education: Part A" between 2018 and 2022, followed by a series of systematic reviews dating back to 1998. The main findings indicate that, during the period of 2018-2022, the three most studied research topics were associated with learner characteristics and classroom contexts (Learning-Context), teacher thinking/cognition and pedagogical issues (Teaching), and preservice education/in-service professional development (Teacher Education). An emerging interest in investigating the influence of cultural, social, and gender factors on science education (Culture, Social, and Gender) was observed. The analysis of the top 10 most-cited papers unveiled a notable focus on pertinent theoretical discussions and empirical research within the context of STEM/STEAM education. Besides, issues regarding engagement in and out of school settings, learners' epistemologies, or sensemaking and science as practice were also highly cited. It is worth noting that there has been a rapid surge and new trend in research concerning science identity, garnering substantial attention by researchers as a meaningful lens for exploring relevant issues associated with participation and pipeline/career paths in STEM-related fields.