Education & Pedagogy

This paper presents an argument for self-study of teacher education practices as a means-and-ends tool for promoting reflective teaching. The assertion is that self-study serves a dual purpose: as a means to promote reflective teaching and as a substantive end of teacher education. The argument consists of a five-part theoretical rationale for the use of self-study in reflection-oriented teacher education programs. Taken together, the various components of this rationale suggest that the promotion of reflective teaching will require something other than an additive approach to teacher education reform. Rather, self-study calls for a reconceptualization of the very process of teacher education itself. When teacher educators adopt self-study as an integral part of their own professional practice, the terrain of teacher preparation shifts. Self-study becomes more than just a means to the aim of reflective teaching--self-study becomes an end of teacher education in its own right. (Contains 36 references.) (Author/SM)

This guide identifies higher education strategies that effectively recruit and support future special educators from underrepresented groups. It begins with a list of common barriers to recruiting and retaining such students. Principles that make partnership efforts work are identified, such as a focus on connections, publicity, and flexibility/creativity. Ten specific recruitment strategies are explained. These include soliciting prospective teachers from the local diverse population; developing teacher cadet programs in K-12 schools with a diverse student body; including special education during "career nights" or college recruitment fairs; advertising federally funded personnel preparation programs; and soliciting funds from minority owned local businesses. Among seven specific strategies for supporting students in teacher education programs are: having faculty members mentor students; providing learning support for students with disadvantaged educational backgrounds; offering study skills training; and securing funding for student expenses. (Contains 14 references.) (DB)

To meet the government's objectives of high quality adult learning opportunities for all Albertans, the Minister of Advanced Education began a review of the system in 2005. This is one of several discussion documents prepared for feedback from stakeholders. Advanced education is recognized as a key component in ensuring rural communities are vibrant and sustainable and have the capacity to succeed in a knowledge economy. This discussion document provides an overview to understand what comprises the current learning system in rural Alberta and some of the key challenges faced by rural learners and post-secondary providers. Issues of geography, social and economic circumstances, as well as demographic patterns contribute to lower levels of rural participation and attainment at almost all levels of the system. The paper also considers the potential impacts of new opportunities available through emerging technology and alternative models of program delivery.

Movement in Australia's tertiary sector--between and within higher education and vocational education and training--is a key feature of Australia's post-compulsory education system. This report investigates the extent and nature of student traffic between the two sectors, nationally and in South Australia from 1997 to 2002. Movement from university to VET was dominated by women and mature-aged students studying part-time, and the move occurred some time after completing university. Often they chose to study in a different field of education to improve their prospects in their current career. On the other hand, VET to university students tended to be younger and studying full-time, and the move to higher education tended to occur soon after completing VET. Usually they chose to study in the same or a similar field of study to retrain for a different career. (Contains 3 tables.) [For Support Document, see ED495184.]

The focus of the Western Australia correction system on more rehabilitation and the provision of skills is designed to assist offenders gain self-sufficiency. This report examines the study and work experiences of state prisoners before and during their incarceration and their expectations of post-release outcomes. It finds that differences in work and study patterns result from choices made by prisoners within the constraints of prisoner management plans, prison jobs and course availability, and their previous work and study backgrounds. Prisoners undertaking VET courses expect better labor market futures than those who are undertaking non-vocational education courses or prison work only. (Contains 1 table.) [For "To Train or Not to Train: The Role of Education and Training in Prison to Work Transitions: Support Document," see ED495124.]

The author situates this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the author identifies some of the problems in the present notions of reflective teaching and progressive teacher education. The analyzes and compares the traditional-technical and interpretive literature on teaching and teacher education. None of these conceptions deal with teaching and teacher education in a reflexive way. Some problems the author identifies are located in the history of the concept "reflective teaching" and its interpretive underpinnings. Others emerge from particular applications within teacher education itself. The author critiques challenges the prevalent conceptions of interpretive reflective teaching, and proceeds to offer a critical framework for further reconstruction of the theory and practice of reflective teaching. The final section offers an alternative conceptualization of teaching and teacher education as a post-foundational and moral-political philosophy. Interpretive textual analysis is used to explore the literature. (Contains 1 figure.)

The main purpose of this paper is to provide real-life examples for the assistive technology, which are used to enhance preservice teacher-faculty and online designer partnerships in special education. Therefore, a framework developed by the researchers will show the needs, expectations and strengths of preservice teachers, faculty and online designers as they interact with special education professionals regarding the academic and social progress of the children with special needs in the learning milieus. In this study, technologies in the Special Education Department of the College of Education and how they fit into developed framework will be discussed as well. The availability of technology to preservice teachers and faculties in the College of Education is crucial to make decision about what technologies provide collaborative educational settings for the preservice teachers, faculties and online designers. [Also presented in Chesapeake, VA, 2003.]

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama," as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following items: (1) Alabama's New Superintendent of Education Looks to the Future...; (2) Fiscal Year 2005 Budget Highlights; (3) 2004--The Summer of Reading; (4) "Children Who Love Reading, Love Learning": First Lady Laura Bush, Daughter Jenna Visit Alabama School; (5) The Winds of Change... State Board of Education Continues Its Mission; and (6) 2004 Farm-City Poster, Essay Contest Announced. Regular features include: (1) Good News in Alabama Schools; (2) Board Briefs; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Principal of the Month.

"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) Education Appropriations Bill Signed into Law: U.S. Department of Education to Receive $1 Billion Increase in Funding; (2) NCLB Anniversary Receives Little Attention from Obama Administration: Alliance President Calls for Reauthorization in 2010, Says NCLB Is a "Compact Disc in an iPod World"; (3) "The Time Is Now": New Alliance Brief Outlines Need for Common Standards; (4) "Refining High School as a Launch Pad": Deloitte Survey Finds that Teachers Do Not View College Preparation as the Primary Mission in High School; and (5) "Increasing College Success": New NGA Brief Outlines Key Solutions for Governors Seeking to Raise Their States' College Completion Rates. (Contains 1 footnote.)

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama", as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Governor Declares 12.5% Proration: Rainy Day Fund Reduces Proration to 9%; (2) Alabama Heroes in Education Awards: An Evening To Honor Outstanding Teachers and Students; (3) Call for Entries: Alabama Public Television's 2009 Young Heroes Awards; (4) Alabama Schools Eye Fall Implementation of First Choice; (5) District 7 Elects New State Board of Education Member; and (6) Alabama Teachers Earn National Board Certification. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; and (3) Calendar.

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama", as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) What's Right with Alabama Schools; (2) National Board for Professional Teaching Standards; (3) Quality Counts in Alabama: Portrait of a Population--English-Language Learners Are Putting Schools to the Test; (4) National Board Certification is a Family Affair; and (5) Taking Action to Stop Dropouts in Alabama. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month.

"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) Appropriations Process Underway...Sort Of: Senate Appropriations Committee Passes Education Funding Bill While House Appropriations Committee Delays; Final Decisions Not Expected Until 2009; (2) Spellings Continues Push for NCLB Improvements: "New York Times" Article Captures Secretary's Role in NCLB's Creation and Modification; (3) "Reach Higher, America": National Commission on Literacy Finds Ninety Million Americans Unprepared for Demands of Twenty-First-Century Workforce; (4) "Has Student Achievement Increased Since 2002?": Yes, Says New Report from the Center on Education Policy, But With Caveats; and (5) Mayors Call on Federal Government to Ensure Greater College Preparation and Access for America's Students: Resolution Endorses Graduation Promise Act and GRADUATES Act.

Sri Lanka is hailed internationally for her achievements in literacy, access to education and equality of educational opportunity. However, progress has not been straightforward due to the complex interactions between politics, policy formulation, and the implementation of reforms. This dynamic process has often led to contradictory outcomes. This monograph describes and analyses the political drivers and context of educational reform from the colonial era to the present before an in-depth exploration of the origins and implementation of the comprehensive 1997 education reforms. There is a focus on the role of political will, and emphasis on the need for bi-partisan support for education policy. Much of the evidence has been drawn from extensive interviews with 20 senior members of Sri Lanka's education policy community. (Contains 3 footnotes, 4 figures, 1 table, and 2 boxes.)

"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) Senate Appropriations Committee Passes Education Funding Bill: Bill Would Target 40 Percent of School Improvement Grants to Secondary Schools; (2) "Call for Action": Strengthening Teacher Human Capital System Is Key to Graduating All Students Prepared for College and Careers, Says Alliance Brief; (3) "The Linked Learning Approach": A California-Based Reform Model Provides Direction for Transforming Teacher Preparation; and (4) "The Black-White Achievement Gap": New Report Questions Why Progress Has Stalled in Closing the Achievement Gap.

The Guide to Accredited Private School Education Planning and Results Reporting, 2007-2010 provides the provincial requirements for: 1) Private school authority three-year education plans for 2007-2010. These plans cover the 2007/08, 2008/09 and 2009/10 school years. 2) Private school authority annual education results report for the 2006/07 school year, based on the three-year education plans for 2006-2009. Appended are: (1) Sample Format for Private School Plans; (2) Definitions for Performance Measures Calculated and Provided by Alberta Education; (3) Setting Targets for Performance Measures; (4) Glossary of Planning and Accountability Terms; and (5) References. [This document was published by Alberta Education. Cover title varies: "Guide to Accredited Private School Education Planning and Results Reporting, 2007-2010."]