Education & Pedagogy

This chapter explores the use of critical discourse analysis (CDA) within higher education research. CDA is an approach to studying language and its relation to power, ideology and inequality. Within CDA, texts are not analysed in isolation, but as part of the institutional and discoursal practices in which they are embedded. Within the broad field of educational research, CDA has been increasingly used to explore the relationship between language and society; higher education research appears to be experiencing a similar turn to CDA. The chapter begins with an overview of CDA, outlining its origins, and discussing its position as both a theory and a method. A review of CDA-related higher education research follows. The review aims to show the scope and potential of CDA in the study of higher education. The chapter closes with recommendations for future work to develop and extend the use of CDA within higher education research. [For the complete volume, "Theory and Method in Higher Education Research. International Perspectives on Higher Education Research. Volume 9," see ED595152.]

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented herein are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. Additionally, the following important information for adult education programs is reviewed: (1) the definition of key terms and acronyms; (2) selection of appropriate assessments by student and program type; (3) appropriate student placement into program and instructional level; (4) verification of student learning gains, Educational Functioning Level and/or program completion; (5) accommodations for students with disabilities and other special needs; (6) assessment procedures for Distance Education; and (7) training for all staff who administer the standardized assessments. [For the "2020-2021 Florida Adult Education Assessment Technical Assistance Paper," see ED609706.]

"Schooling and Social Change in England since 1760" offers a powerful critique of the situation of British education today and shows the historical processes that have helped generate the crisis confronting policymakers and practitioners at the present time. The book identifies the key phases of economic and social change since 1760 and shows how the education system has played a central role in embedding, sustaining and deepening social distinctions in Britain. Covering the whole period since the first industrialization, it gives a detailed account of the development of a deeply divided education system that leads to quite separate lifestyles for those from differing backgrounds. The book develops arguments of inequalities through a much-needed account of the changes in education. This book will be of great interest for academics, scholars and post-graduate students in the field of history of education and education politics. It will also appeal to administrators, teachers and policy makers, especially those interested in the historical development of schooling.

This article discusses whether social success is the ultimate goal of higher education from a cross cultural approach. To review this study logically, three research questions are addressed. First, what are the concepts of success and social success? Second, for whom and what is social success? Last, is social success indeed the ultimate goal in higher education? The research questions will be defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the article, social success is focused on the lenses of the Eastern and the Western perspectives in conventional higher education, especially Canada and Korea. The Eastern aspect will be limited to Confucianism and Taoism, and the Western aspect will be focused on hedonism and mammonism on the basis of the ancient Greek philosophy and Christianity. The significance of this article is to provide valuable resources and useful information for global education theorists and practitioners regarding the ultimate goal in higher education and social success.

Education privatization has grown in tandem with the spread of neo-liberal ideology around the globe. While the privatization of education is not a new phenomenon, what has changed over the past few decades is the sheer scope, scale and penetration of privatization in the education sector. The Canadian Teachers' Federation (CTF) believes strongly that public education must remain independent of privatization because it undermines educational equity and quality, and it erodes the principles of education as a basic human right and a public good. This report is based on the responses the CTF received to these questions from the majority of its Member organizations. It also incorporates input from small group discussions at the CTF Annual General Meeting as well as relevant material on privatization obtained through a scan of CTF Member organization (and other teacher organization) websites. [Translation by Marie-Hélène Larrue and Marie-Caroline Uhel.]

Higher education systems equip individuals with the tools they need to succeed in the labor market with higher-paying jobs that lead to improved living standards and more secure and fulfilling lives. Higher education was critical in the recovery from the last recession, and during the COVID-19 crisis, higher education has acted as a protective factor against the economic downturn. Investing in higher education will not only support Washington residents, but it will help narrow equity gaps and improve outcomes for communities of color. This research spotlight presents the following: (1) Higher education leads to higher earnings and lower unemployment; (2) Displaced workers will need higher education to reenter the labor market; (3) Higher education has the potential to help close equity gaps and increase economic mobility for people of color; and (4) Investing in higher education in the wake of the COVID-19 crisis will be necessary for recovery.

Across all 50 states, there are different ways in which states allocate K-12 and special education funding to districts. Education Commission of the States has collected information on states' primary funding models, base per-student funding amounts, student attendance count methods, and funding for special education, English language learners, students from low-income backgrounds, gifted and talented, and small schools. This document is part of the "50-State Comparison: K-12 and Special Education Funding." It provides details on states' funding for students from low-income backgrounds, such as the funding mechanism, the program name, the student identifier, and the dollar amount. [View the full "50-State Comparison: K-12 and Special Education Funding" here: https://www.ecs.org/50-state-comparison-k-12-and-special-education-funding.]

This document is part of the review of higher technical education in England. It is intended to be read alongside the main consultation document. Further data about student characteristics can be found in the impact assessment that also accompanies this consultation. It is a comprehensive review of higher technical education is the first for many years, working in partnership with Further Education (FE) and Higher Education (HE) providers, Awarding Bodies, employers and others. This review is looking at level 4 and 5 qualifications in subjects aligned to technical routes, from accounting to engineering, management to laboratory science. The evidence base developed throughout the review suggests that there are a number of interrelated challenges within the current system that are likely reducing the effectiveness and take-up of level 4-5 education. This document describes these challenges and provides the case for reform. [For "Higher Technical Education Consultation--Analysis. Research Report," see ED619874.]

Science education has undergone extraordinary change in recent years. The Smithsonian Science Education Center has been producing world-class science curriculum for decades that integrates the arts, history, culture, and science of the Smithsonian. In the growing global marketplace, American students need to excel in science, technology, engineering, and math (STEM) to compete internationally for jobs and the most sought-after careers of the future. Through this 5-year strategic plan, the vision is that by 2020, people around the world are prepared to innovate, compete, and thrive as global citizens in a world of unprecedented scientific and technological change. Through this plan, the mission of the Smithsonian Science Education Center is to transform the teaching and learning of science by bringing experiential scientific and engineering practices to classrooms all over the world for K-12 students and teachers.

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) Moving from Technology Optional to Technology Essential: Alliance President Testifies Before Michigan Senate Education Committee on Importance of Digital Learning to Preparing All Students for College and a Career; (2) Secretary Duncan Announces $400 Million Race to the Top Competition for School Districts; (3) "Condition of Education 2012": Report Includes Special Focus on High Schools, Finds that One-Quarter of High Schools Are "Low-Retention"; and (4) "Common Core State Standards and Career and Technical Education": New Report Outlines Greater Role for CTE in Common Core Implementation. (Contains 1 footnote.)

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) On Anniversary of "Brown Versus Board of Education," Providing True Educational Equality for All Students Is an Economic Necessity for the Nation, New Alliance Study Finds; (2) "Saving Now and Saving Later": United States Loses $5.6 Billion Providing College Remediation, According to New Alliance Brief; (3) U.S. Department of Education Releases FY 2011 Final Spending Totals; (4) ESEA Precursor?: Hunter Introduces Bill to Eliminate Forty-Three Federal Education Programs; and (5) "Public School High School Graduates and Dropouts": NCES Report Pegs National Graduation Rate at 75.5 Percent for 2008-09 School Year. (Contains 1 footnote.)

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "Engineering Solutions to the National Crisis in Literacy": Alliance Brief Calls for Alignment Between Literacy Plans and Common Core State Standards; (2) "ESEA Briefing Book": New Fordham Report Identifies Ten "Big Issues" in ESEA Reauthorization; (3) "Education for Employment": New Report Focuses on Educational Challenges in the Arab World, Finds Similarities to U.S., but Recommends Vastly Different Solutions; (4) "Winning the Future": New White House Report Stresses Importance of Better Educational Outcomes for Latino Students to Nation's Future Success; and (5) "Plugged In": Report Offers Lessons Learned from a Latino-Serving, Workforce Development Program. (Contains 1 footnote.)

In this HEPI paper, two authors with considerable expertise in evaluating higher education systems around the world assess higher education institutions that are not funded directly by taxpayers--known in the UK as alternative providers. Since the start of the century, alternative providers have been growing rapidly. This raises a number of important policy questions--particularly in relation to access, quality and outcomes. This pamphlet: (1) assesses the current state of play; (2) looks at the lessons from the USA and Australia; and (3) makes some policy recommendations for the future. It rejects the overly optimistic idea that alternative providers are always beneficial and the overly pessimistic that they always cause problems. Instead, it provides a more considered and useful critique and calls for regulation to respond as the higher education sector continues to evolve.

This book includes 43 case studies showcasing the application of basic education informatization. It shares the experiences of 43 schools in the construction and application of educational informatization in various regions in China. It aims to promote the balanced development of education and expand the coverage of quality education resources. This book also highlights the achievements of these schools in constructing school-based resources, and changing teaching modes and optimizing classroom teaching. This collection of case studies not only reflects the current trend of informatization application moving from 'universal application' to 'integrated innovation' but also uncovers the potential of applying information technology to transform education processes, innovate education environment, and optimize education governance.

Bearing in mind United Nations' 2030 agenda and achievement of global goals, the conference theme brings attention to exploration of how education adjusted to the unexpected challenges of the global crisis and how lessons learnt can be used to create better education systems. On that note, this perspective piece brings attention to sustainable development and especially sustainable development goal 4 specific to education as well as the VUCA times representative of the fast-page changing world. Description of the above-mentioned notions is connected to the vision of higher education sector as a sustainable service provider. Higher education institutions play an essential role in sustainability since they are not only knowledge producers but most importantly agents nurturing educators, researchers and leaders with potential to contribute to the successful achievement of the United Nations' Sustainable Development Goals. The paper culminates with reflections and considerations about the direction higher education sector should consider to build back better. [For the complete Volume 21 proceedings, see ED629259.]