Education & Pedagogy

The third publication of this themic bibliography lists some of the publications on the financing of education included in the archives of EURYDICE's (Education Information Network in the European Community's) European Unit, and is intended to accompany "Key Topics in Education, Volume 1" (June 1999) which covers financial support for students in higher education in Europe, and Volume 2 (early 2000) which covers the financing of schools. Only documents published since 1990 are included. Documents are classified by the following categories: economics of education; financing higher education; financial assistance; management and administration; statistics; and official documents on education published by national authorities, arranged by country and category where applicable. Within each category, documents are presented chronologically by year of publication. Some titles are in French or German. Each entry includes the title; place and date of publication; publisher; number of pages; the International Standard Book Number (ISBN); descriptors (which follow the European Education Thesaurus); and a brief abstract. (CH)

In Finland, industrial visits have been the most common method of enterprise (entrepreneurship) education. For example, in 1990, more than 40 percent of Finnish companies acted as hosts for students and teachers. There is a need to make these visits more meaningful and active. Other recent practices in Finland are to include work experience in lower secondary school and to include it in primary and upper secondary levels. The reasons for enterprise education are societal, vocational, behavioral, and educational. The development and implementation of educational policy supporting enterprise education started with seven projects started by the National Board of Education in 1993. The idea of partnering projects between schools and companies is a good one, but a national model might not be practical. Instead, a national focus on enterprise education and dedication to developing that concept throughout the country are needed. (Contains 22 references.) (KC)

Since 2013, the "Annual Review of Comparative and International Education" has covered significant developments in the intersecting fields of comparative education, international education, education for development, and comparative and international education. With an international authorship, the chapters presented in the "Annual Review of Comparative and International Education 2023" cover extensive perspectives from around the world on topics such as trends and directions, conceptual and methodological developments, research-to-practice, regional developments, and diversification of the field. The "Annual Review of Comparative and International Education" serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.

The surest way to improve the quality of education for the greatest number of students is through general education, as all students must complete their institution's general education requirements. Unfortunately, the general education programs at too many institutions are poorly designed and fail to give students a coherent grounding in essential knowledge. This document advocates for a revitalization of general education curricula in higher education institutions. It emphasizes the necessity of a structured, liberal arts-focused curriculum that imparts essential knowledge in history, literature, philosophy, civics, and science, thereby fostering informed citizenship and critical thinking. The document critiques current general education programs for their lack of coherence and content, which often result in fragmented learning experiences. State legislators and university trustees can use the proposed steps to implement a more cohesive and meaningful educational framework in order to ensure that students learn important foundational knowledge and revitalize liberal arts education.

Through the ideas of and within Oceania that we outline, and within which we locate architecture and institutions for CIE regionally, we illustrate the identified turning points through analysis of dynamic and intersecting trajectories of the Oceania Comparative and International Education Society (OCIES), formerly the Australia and New Zealand Comparative and International Education Society (ANZCIES), and the Vaka Pasifiki, formerly the Rethinking Pacific Education Initiative for and by Pacific Peoples (RPEIPP) project. We offer initial responses to an over-arching theme in posing the question: how, and through what processes, have these groups influenced understandings of 'regionalism' for CIE within Oceania? This involves examining the conferences, financing, membership, the Society journal/publications and aspects of CIE education of the two bodies. [For the complete volume, "Comparative and International Education: Survey of an Infinite Field. International Perspectives on Education and Society. Volume 36," see ED661540.]

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2019 conference took place in Las Vegas, Nevada, March 18-22, 2019. These proceedings include 443 papers, including 6 award papers.

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2018 conference took place in Washington, DC, March 26-30, 2018. These proceedings include 392 papers, including 4 award papers.

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2017 conference took place in Austin, Texas, March 5-9, 2017. These proceedings include 415 papers, including 7 award papers.

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2016 conference took place in Savannah, Georgia, March 21-25, 2016. These proceedings include 556 papers, including 11 award papers.

The Civil Rights Data Collection (CRDC) is a mandatory survey of all public schools and school districts in the 50 states, Washington, D.C., and the Commonwealth of Puerto Rico. It gathers information about student access to educational programs, activities, staff, and school climate factors from public schools serving students in preschool through 12th grade. This Data Snapshot covers students with disabilities who can receive educational services under two Federal laws: Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act (IDEA).

This paper examines how a Rural and Remote Education Teacher Education Program supports early career educators' wellbeing in hybrid learning environments using relational, inclusive, interactive, multi-modal, and accessible learning design and resources. The results demonstrate how rural teacher education programs support, nurture and sustain the multiple dimensions of wellbeing by engaging in culturally sustaining pedagogies. Reponses indicated that a sense of belonging was associated with self-reported conceptions of wellbeing. Results provided insights into how to co-create a sense of belonging for teacher candidates in relation to the diversity of social identities (backgrounds, orientations and intersectionalities). These findings provide direction for hybrid rural teacher education programs to engage in culturally sustaining pedagogies by co-creating a sense of belonging to support student wellbeing.

STEAM (science, technology, engineering, arts, and mathematics) education allows students to engage in interdisciplinary learning that fosters innovation, problem-solving skills and creativity. In November 2023, Education Commission of the States received applications from 10 states to participate in a technical assistance network and professional learning community focused on preschool through fifth grade STEAM education. In collaboration with the Arts Education Partnership (AEP), they convened teams from five states--California, Iowa, Minnesota, Oregon and Wisconsin--in person and remotely from January 2024 through July 2025. The central goal was to provide a forum for learning, collaborating, and developing and prioritizing state policy ideas for implementation. This Policy Guide was developed to synthesize learnings and outcomes from the network and provide a starting place for state policymakers looking to expand STEAM learning in their states.

This book gathers a collection of original contributions that chart emerging landscapes in 21st-century plurilingual education. The beating heart of the whole volume is bilingual and intercultural education, which has become a moral imperative for education systems worldwide. In an increasingly globalised world, citizens should ideally be equipped with competences that allow them to take part in a global conversation where new forms of knowledge are being produced. The selected essays address a wide range of pertinent themes related to bilingual education and language teaching, ranging from Content and Language Integrated Learning (CLIL), through intercultural awareness, heritage languages, internationalisation, and pre- and in-service teacher education, to didactic audiovisual translation as a tool that enhances learner-centred pedagogies.

This chapter examines the changing socio-cultural and political salience of physical education since independence in Singapore's schools. A brief history of physical education with developmental changes based on policy orientations across key educational milestones will be presented. Specifically, the chapter will describe significant impetus and policy synergies relevant to the direction and progress of physical education with emphasis on individual's holistic development, drive towards thinking citizens and lifelong learners, strive for community partnership and collaboration, and enhancement of teachers' transformative pedagogies. [For the complete volume, "Education in Singapore: People-Making and Nation-Building. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 66," see ED675893.]

This chapter discusses Singapore's current post-secondary education landscape in the context of shifts over time. The development of Junior Colleges, Polytechnics and the Institute of Technical Education in Singapore reflect dynamic institutional responses to evolving socio-political and economic concerns. This chapter highlights salient shifts that have shaped, and continue to shape, technical, vocational and academically oriented post-secondary education in Singapore. Current transformations in these institutions are bold attempts to seize unique opportunities to ensure student success in, and for, economy and society. However, the chapter suggests that there are challenges and instituitions will need to constantly adapt and balance competing demands as they seek to navigate post-secondary students into the future. [For the complete volume, "Education in Singapore: People-Making and Nation-Building. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 66," see ED675893.]