Education & Pedagogy

This volume discusses "alternation," various combinations of classroom (organized, theoretical) knowledge and workplace (practical) learning in Canada intended to adequately prepare secondary and postsecondary graduates for work in the new economy. Following an introduction, "Integrating School and Workplace Learning in Canada: An Introduction to Alternation Education Concepts and Issues" (Schuetze, Sweet), the volume is separated into two sections. The first section, "A Comparison of Alternation Models and Jurisdictions," includes the following chapters: "The Restructuring of Work and the Modernization of Vocational Training in Germany" (Heinz); "Toward a Regional Approach to Alternation Education and Training: The Case of Quebec" (Payeur et al.); "Alternation Education and Training in Canada" (Schuetze). The second section, "Alternation in Canada: School, College, University, and Workplace," includes the following chapters: "Vocational Education in Ontario Secondary Schools: Past, Present and Future?" (Smaller); "More than Sorcery Required: The Challenge of Matching Education and Skills for Life and Work" (Andres); "School-Workplace Collaboration, an Uneasy Partnership: Experiences from Two Alternation Programs in Quebec" (Hardy, Parent); "Canada's Community Colleges and Alternation" (Gallagher, Kitching); "Alternating Education and Training: Students' Conceptions of Learning in Co-op" (Grosjean); "Alternation Career Paths for Teachers: Reconceptualizing Alliances" (Puk); "Bridging the Gap between Liberal and Applied Education" (Axelrod et al.);"Apprenticeship in Canada: A Training System under Siege?" (Sharpe); "Women and Apprenticeships: The Role of Personal Agency in Transition Success" (Sweet); "New Policy and Research Directions" (Sweet, Schuetze). Contains 24 tables, 5 figures, and an index. Chapters include substantial references. (MO)

The chapters in this collection explore the premises, standards, requirements, and consequences of education in the Caribbean. Chapters in the first section, "Gender, Education and EmploymentBroken Promises," are: (1) "Educational Management from a Perspective of Care: Women Teachers in Trinidad and Tobago" (Jeanette Morris); (2) "Highly Educated, So What? Women, Education and Employment in Barbados" (Roslyn Lynch); and (3) "Gender Discrimination in Education and Employment: The Marginalised Men and Wasted Women of Domenica" (Tony Bastick). Section 2, "Culture and SchoolingChicken and Egg," contains: (4) "Langues et Reussite Scolaire aux Antilles Francaises: Language and academic Success in the French West Indies" (Michel Giraud); (5) "Event Horizon as a Possible Explanation of Differential Educational Behaviours of East Indian and African Trinidadians" (Beatrice Boufoy-Bastick); (6) "Differential Effects of Single-Sex and Co-educational Schooling: Factors of Social Violence among Adolescents in Jamaica" (Tony Bastick); and (7) "Relationships among Jamaican Preservice Secondary Teachers Demographic Variables" (Tony Bastick). Section 3, "Philosophical ChallengesMoulding a Flexibility of Mind," contains: (8) "Education and Intellectual Ability: A Philosophical Perspective" (MajidAmini); (9) "Philosophy of Education as a Critical Area in Teacher Education" (Oliver Mills); and (10) "Who Is a Philosopher of Education?" (Oliver Mills). The final section, "Promoting EducationUnviersities, Communities and the Curriculum," contains: (11) "Winning More Science Education Students for the Universities in Jamaica" (Austin Ezenne); (12) "Streamlining Education Research Methods Courses" (Gerald Rose); and (13) "Coral DiscoveReef: Guidelines for Developing a Community-based Coral Reef Education and Monitoring Programme" (Wendy J. Garpow); and (14) "The Arts: A Core Curriculum Area in Caribbean Education" (Howard A. Fergus). Each chapter contains references. (Contains 36 tables and 8 figures.) (SLD)

Science beyond the schoolhouse is the subject of this close-up look at informal science--education in non-traditional settings, including Boys and Girls Clubs, 4-H, zoos, aquariums, and public television. More than a dozen writers draw on personal experiences to tell why they became informal science educators and how they use the history and theory of traditional science education in their work. Among the features of this book for informal science educators are a resource directory and a special section on program evaluation. Articles include: (1) "The Symbiosis of Formal and Informal Education" (George Tressel); (2) "The Role of Informal Science Education and Learning (with Museums as a Model)" (Lynn B. Dierking and John H. Falk); (3) "National Parks--Exciting Venues for Teaching and Learning Science" (Julia Washburn); (4) "Informal Science Education: A Continuous Part of the Girl Scout Program" (Harriet S. Mosatche); (5) "The Power of Television in Informal Education" (Joel Schneider and Shalom M. Fisch); (6) "The Science Connections in African-American Churches" (Yolanda S. George); (7) "My Changing View of Field Trips" (Vanessa D. Westbrook); (8) "Science Education in Boys and Girls Clubs" (Tom Smart); (9) "4-H-Science from Practical Education" (Elaine Andrews); (10) "Hands On Science Outreach (HOSO): Time for Science Play" (Phyllis Katz); (11) "The Educator's Species: Connecting Conservation and Science Education at Accredited Aquariums and Zoos" (Bruce L. Carr); (12) "The Use of Research and Evaluation in Science Museums and Science Centers" (Peggy Ruth Cole); (13) "Ecology Foundations: Environmental Education in the Field" (Celeste Prussia); (14) "Evaluation: Parks Project Sample--How Do We Assess the Informal Educational Component?" (Emmalou Norland); and (15) "At the Table--A Classroom Teacher and Informal Educator" (Joe Heimlich and Anita O'Neill). (Contains 20 Web site resources.) (ASK)

Adult education for indigenous peoples in the Philippines was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations (NGOs) engaged in adult education for the Philippines' indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and practice of adult education for the Philippines' indigenous peoples. A theoretical and conceptual framework in which to place the discussion of adult education for indigenous peoples was developed along with recommendations and proposals regarding policymakers, international organizations, and NGOs developing new directions for adult education in cooperation with the Philippines' indigenous peoples. The following were among the study findings: (1) discrimination against the Philippines' indigenous peoples is reflected in the policies and programs formulated by the state; (2) only one national governmental organization exists to look after the affairs of more than 7 million indigenous peoples in the Philippines; (3) NGOs and the church have been instrumental in creating people's organizations in the Philippines; and (4) although no national literacy program exists, adult education programs for indigenous peoples in some areas are no longer limited to functional literacy. The findings suggested that the Philippines' indigenous peoples themselves must take the lead in addressing their educational needs and concerns, according to the researchers. (MN)

Essays from women in higher education, organized around two major themes: diversity, equity, and change, and feminism in the academy, and with an emphasis on these issues in the United Kingdom, include: "Women and Careers in Higher Education: What Is the Problem?" (Christine Heward); "In the Prime of Their Lives? Older Women in Higher Education" (Meg Maguire); "Activists as Change Agents: Achievements and Limitations" (Liz Price and Judy Priest); "Good Practices, Bad Attitudes: An Examination of the Factors Influencing Women's Academic Careers" (Jane Kettle); "Deaf Women Academics in Higher Education" (Ruth-Elaine Gibson); "Women in Management Education: The Token Topic?" (Pat Hornby and Sue Shaw); "Struggling for Inclusion: Black Women in Professional and Management Education" (Catharine Ross); "Equal Opportunities and Higher Education" (Maggie Humm); "Irish Women in Higher Education in England: From Invisibility to Recognition" (Breda Gray and Louise Ryan); "Interrogating Patriarchy: The Challenges of Feminist Research" (Louise Morley); "Interdisciplinary Ideals and Institutional Impediments: A Case Study of Postgraduate Provision" (Elizabeth Bird); "The Power of Numbers: Quantitative Data and Equal Opportunities Research" (Mairead Dunne); "Women and Disability in Higher Education: A Literature Search" (Alessandra Iantaffi); "Terms of Engagement: Pedagogy as a Healing Politic" (Val Walsh); and "Mothering and Education: Reflexivity and Feminist Methodology" (Miriam David, Jackie Davies, Rosalind Edwards, Diane Reay, and Kay Standing). (Most selections contain references.) (MSE)

This report describes the condition of teacher education preparation at authorized colleges and universities in Colorado, including the total program enrollments, enrollments by licensure or endorsement area, and student demographic and institutional-level data. All approved teacher preparation programs at institutions of higher education, public and private, are compliant with the state's performance based teacher education measures. The total number of undergraduate teacher education candidates grew twelve percent between 2006 and 2007. The number of traditional-aged students enrolled in teacher education programs grew by forty-seven percent. Students who are members of ethnic minority groups represented small numbers of enrollees in teacher preparation programs. There was a slight decrease in the representation of minority students in teacher education programs from 2006 to 2007: the decrease in Hispanic teacher education candidates is of particular concern, when the overall Hispanic population in the state is increasing. Another challenge continues to be the small number of students enrolled in math and science endorsement areas. The percentage of students in these areas remained static from 2006 to 2007. On a positive note, data in this report suggest that teacher education preparation programs continue to be pursued by both traditional and non-traditional students. There was a significant increase in traditional students enrolling in teacher education programs, but older students still comprise fifty percent of teacher education candidates. Among all licensure areas, twenty-one percent of teacher candidates are 35 years of age or older, suggesting that many of these students may be making career changes. Growth continued in the private sector in 2006-2007, particularly among for-profit institutions. (Contains 3 tables.)

The mission of the Institute of Education Sciences (IES) is to provide rigorous evidence on which to ground education practice and policy and to encourage its use. The Education Sciences Reform Act of 2002 (ESRA) requires that the Director of IES, on a biennial basis, transmit to the President, the National Board for Education Sciences, and the appropriate congressional committees, and make widely available to the public, a report containing: (1) a description of the activities carried out by and through the National Education Centers during the prior fiscal years; (2) a summary of each grant, contract, and cooperative agreement in excess of $100,000 funded through the National Education Centers during the prior fiscal years, including, at a minimum, the amount, duration, recipient, purpose of the award, and the relationship, if any, to the priorities and mission of IES; (3) a description of how the activities of the National Education Centers are consistent with the principles of scientifically valid research and the priorities and mission of IES; and (4) such additional comments, recommendations, and materials as the Director considers appropriate. The 2008 report discusses critical components of IES progress, recommendations for continued investments, and lessons learned. The report concludes that recent explosion of knowledge from education research is tied to a combined focus on rigor and relevance, and that moving education to a point at which the research base is sufficient to assure a good education for every student is the work of a generation, not of a few years. The director encourages continued forward movement. Four appendixes of Grant and Contract Awards are included: (1) National Center for Education Research; (2) National Center for Education Statistics; (3) National Center for Education Evaluation and Regional Assistance; and (4) National Center for Special Education Research. (Contains 42 footnotes and 2 figures.) [For the previous edition of this report, see ED497040.]

Fiscal Profiles, 2006 is the fourteenth in a series of periodic reports by the California Postsecondary Education Commission of statistical information on the financing of the State's public higher education institutions. It also includes selected financial and enrollment information on public elementary and secondary education and on California's independent higher education institutions. This report contains 101 statistical displays organized under 16 major categories of information. Appendix A contains five pages of multi-year summaries of much of the data from these displays. The information presented in the displays for the immediate past fiscal year (2005-06) and the current fiscal year (2006-07) are estimates and budget-based projections representing the most up-to-date information presently available on the varied aspects of California State government finance. The information contained in the report has been compiled from, and verified by, a variety of sources involved with the development of the annual State budget. The 16 major categories are: (1) State General Fund Appropriations; (2) Total State Spending Plan; (3) Funding Per Unit of Full-Time-Equivalent Student Enrollment; (4) Appropriations of Funds for California Higher Education; (5) Categories of Expenditures for the Systems; (6) Student Tuition and Fee Charges and Revenues; (7) State Financial Aid; (8) Capital Outlay Funds; (9) Independent Institutions in California and the Nation; (10) Enrollments in California Public Postsecondary Education; (11) Price (inflation) Indices, Income Growth, and System Financial Support; (12) Actual and Constant-Dollar State-Determined Funds; (13) Hastings College of the Law and Public School Support; (14) Per-Capita Spending in California Public Education; (15) Education Funding and Enrollments in Comparison to State Funding and Population Growth;and (16) National Comparative Higher Education Appropriations and Expenditures.

This note series is intended to summarize lessons learned and key policy findings on the World Bank's work in education.Education for all means learning for all. It means closing the "advantage" gap--making sure that the children of the poor and disadvantaged achieve the same levels of learning as all other children. This is one of the great challenges any country can face. It is a particular challenge in a diverse country such as Mexico, where many children do not speak Spanish, live in villages inaccessible by roads and cannot afford such basic expenditures as school uniforms. Mexico began as early as 1971 to address the challenge of including its most disadvantaged children by creating the National Council of Education Promotion (CONAFE). In the 1990s, the Secretariat of Public Education (SEP) created the compensatory education program (CP) to support the most disadvantaged schools and nearly all indigenous schools. CONAFE implements the CPs, which support more than three million students in pre-primary and primary education, including about one million indigenous primary school students. The CP also supports about one million students in telesecundaria education (secondary education delivered via satellite television to remote communities). Nearly every indigenous school and every telesecundaria school receives support from these programs. CONAFE selects other schools for support based on the average income of the school's community, the school's isolation and access to public infrastructure, the school's education indicators and other indicators of poverty. Compensatory programs do work. If they are well designed and properly targeted, compensatory programs can significantly reduce the "advantage" gap. (Contains 3 graphs.) [This report was produced by the World Bank's Education Advisory Service.]

Rwanda is on the verge of a breakthrough. Having weathered one of the worst humanitarian crises imaginable just fifteen years ago, and with an impoverished countryside plagued by HIV/AIDS, hunger, and malaria, Rwanda seems an unlikely place for an economic renaissance. Yet the nation's commitment to good government and support for free market solutions place it among the most likely countries to see rapid advancement in the coming decades. Such a future is far from guaranteed, and whether it comes to fruition depends largely on the country's system of education. For Rwanda, more than for almost any other country, education holds the key to the future. Rwanda is a small, landlocked country in Central Africa (about the size of Maryland) with a population of just more than 10 million people. With the highest population density of any African country and a high growth rate, Rwanda cannot depend on its natural resources for economic development. However, there are many reasons to be optimistic about Rwanda's prospects for developing a strong education system. The Rwandan government has demonstrated its commitment to education by making education the largest area of federal spending, accounting for 27 percent of the budget. As foundations and philanthropies look for investments that will foster democracy and support free market innovations, Rwanda's education sector must be a prime candidate. Strengthening education in Rwanda will not only help the Rwandan people overcome poverty, but it will also reinforce the democratic institutions Rwanda has developed in the last fifteen years. Five appendices are included: (1) Interview Schedule; (2) Students Enrolled in Higher Education Institutions; (3) Higher Education Institutions 1994-2008; (4) Primary Education Statistics; and (5) Secondary Education Statistics. (Contains 6 charts and 124 endnotes.)

This report identifies and explains the issues, challenges and options affecting formal and informal arts education in Arizona today. It ascertains the feasibility of mechanisms to track formal and informal--or school- and community-based arts education over the long term. The Morrison Institute for Public Policy (School of Public Affairs, College of Public Programs) designed the "Beyond Snapshots" study to gather input from a selection of state arts education experts, teachers, and representatives from schools, districts, and arts and culture organizations. Each research component focused on the current statewide environment for arts education; input on issues, innovations, and challenges; and outlooks on an ongoing arts education "census" of formal and informal activities. The project showed that: (1) the status of arts education and its delivery in schools and community arts organizations continue to vary widely across the state; (2) assessment is viewed as one key to the growth of arts education; (3) Arizona's arts educators and arts professionals appear to be ready for a regular "census" of formal and informal arts education; and (4) A "census" should target both school-based and community-based activities and learning. Information tools should provide data to track inputs and outcomes; connect, and grow, and develop; and understand attitudes and outlooks. An appendix provides respondents' comments about arts education stories and setbacks. A list of selected tables is also included. (Contains 4 tables.) [This report was written with Ellen Jacobs and on behalf of: the Arizona Arts Education Research Institute, Arizona Department of Education, Arizona Commission on the Arts, Arizona State University Northern Arizona University, The University of Arizona, and Maricopa Partnership for Arts and Culture.]

The problem: Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose: This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions: This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology: This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings: The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included. [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 report examines the pathways of recent school leavers who enter the higher education sector in Australia. The focus is on the first three years after completing senior secondary school. The report has four broad aims: (1) to provide estimates of the proportions of entrants who change courses or leave the higher education sector before completing a course; (2) to identify factors associated with course change within the higher education sector; (3) to identify factors associated with attrition from the higher education sector; and (4) to examine the initial education, training and labour market destinations of those who leave the higher education sector before completing a qualification. It uses data from the Longitudinal Surveys of Australian Youth to address each of these aims. The findings are based upon a sample of young people who had been in Year 9 in 1995 and who commenced higher education in 1999 or 2000. Their education, training, and labour market activities were tracked until late in 2001 when they were approximately 20 years of age. The research findings are organised into three chapters. The first of these, Chapter 3, describes student flows within and out of the higher education sector. The focus of the chapter is a description of the incidence and timing of course change and attrition. In addition, movement between the higher education and VET sectors, and the educational and labour market destinations of the attrition sub-group are examined. Chapter 4 focuses on factors associated with course change within the higher education sector, and Chapter 5 focuses on factors associated with attrition from the higher education sector. Chapter 6 provides a summary and discussion of the results. Measures are appended. (Contains 19 tables and 2 figures.)

Participation in postsecondary education has increased in recent years. However, since students' postsecondary curricular choices are based in part on labor market demand and this demand typically varies across occupations, not all areas of postsecondary education are likely to increase at the same rate. This Issue Brief examines trends in awarded credentials in career-related areas of study at the subbaccalaureate and baccalaureate levels over a 16-year time period, from 1984-85 to 2000-01. The data used in this Issue Brief are from the Completions Survey of the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) and its predecessor, the Higher Education General Information Survey (HEGIS). The credential counts in these completions files are categorized here by level, as subbaccalaureate (postsecondary certificates and associate's degrees) and baccalaureate (bachelor?s degrees), and by curricular area, based on whether the credential is in an academic field (the traditional liberal arts and sciences) or a career field (occupationally related areas such as engineering, education, and health care). The number of students receiving undergraduate credentials increased from 1984-85 to 2000-01 in both career education and academic education. Other career areas (e.g., protective services, consumer and personal services) became a larger proportion of undergraduate credentials. Finally, the direction of change at the subbaccalaureate and baccalaureate levels was sometimes similar (e.g., agriculture/natural resources, engineering/architectural science), suggesting parallel changes in skill demands in some areas of the labor market at the subbaccalaureate and baccalaureate levels, while in other areas trends differed (e.g., computer science, health care), suggesting different subbaccalaureate and baccalaureate labor markets. Table 1 describes the percentage of credentials awarded in each career area by education by level and curricular focus.

The Coordinating Board for Higher Education and the Department of Higher Education are pleased to present this Annual Report of accomplishments, benchmarks and statistics related to Missouri higher learning for fiscal year 2008. Chief among this year's accomplishments is the coordinated plan, "Imperatives for Change: Building a Higher Education System for the 21st Century," adopted in the waning days of the fiscal year. During the past fiscal year, the Higher Education Funding (HEF) Task Force, made up of representatives from the Missouri legislature, governor's office, higher education institutions and MDHE staff, adopted a new framework for future funding of higher education. The task force worked throughout the year to develop a policy-driven business model that meets the needs of students, citizens, communities, and the Missouri economy. Enrollment in colleges and universities increased during fiscal year 2008, with public two-year colleges leading the growth. Missouri continues to struggle to adequately support its schools financially, though modest gains were made during the previous two fiscal years. Appended are: (1) Imperatives for Change; (2) Participation Rates, Public Institutions; (3) Participation Rates, Private Institutions; (4) Proprietary School Enrollment; (5) Academic Program Actions; and (6) Missouri State Student Aid Disbursed. [For the 2007 annual report, see ED537458.]