Education & Pedagogy

"Rural Education in America" provides a comprehensive framework for understanding the diversity and complexity of rural communities in the United States and for helping rural educators implement and evaluate successful place-based programs tailored for students and their families. Written by educators who grew up in rural America and returned there to raise their children, the book illustrates how efficacy is determined by the degrees to which instruction, interventions, and programs address the needs and strengths of each unique rural community. Geoff and Sky Marietta weave research, compelling case studies, and personal experience to illustrate effective approaches along the P-16 pipeline. Emphasizing the value and vitality of these communities, the authors advocate for solutions that fit the sociocultural and historical reality of the community, rather than strategies that fundamentally support out-migration. They also provide tools that can be used to evaluate rural educational initiatives and implement place-based strategies that are aligned with the strengths of a particular community. "Rural Education in America" includes examples from a range of geographic locations, including Eastern Washington, Montana, Ohio, northern Minnesota, North Carolina, Mississippi, Kentucky, and the Navajo Nation. Core chapters focus on critical issues for advancing rural education including early literacy, STEM education, and college completion while highlighting successful programs and partnerships in these areas. This book presents a vision of what rural education can be and how it can attend to the well-being of the people, places, and regions that it serves.

This report, the sixth in this series, brings together again in partnership the Pell Institute with the Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. The purposes of this equity indicators project are to: (1) Report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) Identify policies and practices that promote and hinder progress; and (3) Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. As in previous Indicators reports, the data in the 2020 Indicators show persisting inequality in higher education opportunity based on family income, race/ethnicity, parent education, geographic location and dependency status. [For "Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report," see ED595444.]

We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs receive, in many ways, may be more aptly termed a revolution -- from a legal and pedagogical perspective. The tremendous strides special education has made during this period of time has resulted in the current situation in which students with special needs are placed in the least restrictive environment, which often is an inclusive classroom in which general education and special education teachers work together in a collaborative, co-teaching environment. This chapter traces the events, legislation, and court cases that provide the historical context for this situation. In addition, models and essential components of co-teaching are examined, as well as the roles and requisite skills of general education and special education co-teachers. Of critical importance, in the success of co-teaching, is the need for special education and general education teachers to approach the curriculum planning and instructional processes in a collaborative and cooperative manner in order to achieve optimum results from the resulting co-teaching partnership. Finally, the assessment of special education and general education co-teaching efficacy is discussed, specifically through the use of three assessment rubrics used to evaluate co-teaching, co-planning, and co-assessment. [For the complete volume, "Interdisciplinary Connections to Special Education: Important Aspects to Consider. Advances in Special Education. Volume 30, Part A," see ED607403.]

The Australian Association for Research in Education (AARE), as the peak professional body for education researchers in Australia, has strong interest in supporting high quality research and research capacity in the field of education in the Australian higher education sector. In this report, the 'Protecting and extending research in education in Australia' Working Party, established at the AARE Annual General Meeting in 2017, reports on results of the "Mapping Research Opportunities in the Field of Education in Australia Survey" as part of a symposium workshop at the AARE Annual Conference 2019, and also at the 2019 Annual General Meeting (AGM) of the Association. Key findings from the survey include: (1) 46% of respondents were dissatisfied or very dissatisfied with their research workload allocation, even without taking into account invisible work that reduced that allocation; and (2) 48% of respondents found their workloads unmanageable. Implications for education research futures are also discussed in this report. These implications raise questions about both the short and longer-term viability of research in education. Thus there must be consideration of an inter-generational academic politics that pursues: workload justice; keeping teaching and research connected (against trends that separate them); and broadening the numbers and range of education academics with time and opportunity to grow as researchers.

Three education-related organisations have been communicating for years about working together to enhance the relationship between teaching, teacher education and research. The current policy context surrounding teaching in Australia is clearly one that calls for greater alignment across all components and stages of the teaching profession, including pre-service teacher education and the continuing professional learning of in-service teachers. There is also a need for greater knowledge mobilisation and transfer to strengthen the links between research, policy and practice in education. This was identified, for instance, in recommendations from a Teacher Education Ministerial Advisory Group (TEMAG) report calling for an 'integrated system' where 'higher education providers, school systems and schools work together to achieve strong graduate and student outcomes' (2015, p. vii). The project reported here aimed to gather information from across the education field to support greater alignment for an integrated system, and generate recommendations to sustain existing educational research and consolidate development leading to research-rich and self-improving education systems in Australia. The perspectives of teachers, educators, system leaders, education researchers and teacher educators are central to this aim as they are the source of current practices and future ideas, issues, challenges and opportunities that will enrich system-level improvement in Australian education through research.

The article highlights that the increasing quality of goods and services in physical education depends on human resourcing and indicates the need to improve the quality of physical education and training of specialists for successful self-realization in the modern labour market. The author considers sports entrepreneurship to be a special kind of business, which is specified by relevant value orientations, knowledge and skills in certain activities in sports and commerce. Therefore, there appears to be a need not only for professional training of future athletes, physical education teachers and coaches as specialists but also as entrepreneurs. In this context, the article analyzes socioeconomic and legal conditions of social progress, which determine professional activities and areas of specialists' self-realization, including in physical education and sport. It also justifies the need to create favourable conditions in the system of higher physical education in order to develop entrepreneurship competence in the participants in the educational process. Thus, the conducted research proves the need to enhance professional training of future specialists in physical education and sport in higher education institutions. However, sports entrepreneurship is regarded as a special type of business, whose successful implementation requires the acquisition of relevant knowledge and skills. The author believes that an entrepreneurial approach enables the integrity of forming entrepreneurship competence in future specialists in physical education and sport. ["Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine: Professional Pedagogy" is published by the Institute of Vocational Education and Training of NAES of Ukraine.]

These "Proceedings" derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission ("Leading the Way Access. Success. Impact. 2013-2018") and the Council ("Fulfilling the Vision 2015-2020"). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's "Leading the Way" master plan. [For the 2016 Higher Education Report Card, see ED592854.]

Despite being immensely popular--and immensely lucrative--education is grossly overrated. In this explosive book, Bryan Caplan argues that the primary function of education is not to enhance students' skill but to certify their intelligence, work ethic, and conformity--in other words, to signal the qualities of a good employee. Learn why students hunt for easy As and casually forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for the average worker but instead in runaway credential inflation, how employers reward workers for costly schooling they rarely if ever use, and why cutting education spending is the best remedy. Caplan draws on the latest social science to show how the labor market values grades over knowledge, and why the more education your rivals have, the more you need to impress employers. He explains why graduation is our society's top conformity signal, and why even the most useless degrees can certify employability. He advocates two major policy responses. The first is educational austerity. Government needs to sharply cut education funding to curb this wasteful rat race. The second is more vocational education, because practical skills are more socially valuable than teaching students how to outshine their peers. Romantic notions about education being "good for the soul" must yield to careful research and common sense--"The Case against Education" points the way.

The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. "Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education" develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students.

This is the "43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021." Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The "43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. [For the "42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020," see ED612645.]

This regional dossier aims to provide a concise description of the European minority language, Hungarian in Slovakia, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every regional dossier begins with an introduction about the region concerned, followed by six sections that each deal with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section (optional) gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This regional dossier was originally compiled by Dr. Ildikó Vanco. She updated the dossier in 2020. Unless otherwise stated academic data refer to the 2018/2019 school year.]

This regional dossier aims to provide a concise description of the European minority language, Sámi in Sweden, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. Because of this fixed structure the dossiers in the series are easy to compare. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This regional dossier was originally compiled by Mikael Svonni.]

This regional dossier aims to provide a concise description of the European minority language, Basque or "Euskara" in Spain, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every regional dossier begins with an introduction about the region concerned, followed by six sections that each deal with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section (optional) gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [The dossier was updated in 2019 by Ines-Mª Garcia-Azkoaga and Maite Garcia-Ruiz, unless otherwise stated academic data refer to the 2018-2019 school year. For the second edition, see ED535414.]

Higher education transforms learners, cultivates talent and offers pathways to opportunity. Education is the rising tide that should lift all boats, and "Pathways to Opportunity: The Virginia Plan for Higher Education" charts the course for doing so. The Plan reflects those near- and longer-term issues that significantly impact the landscape of higher education in the Commonwealth. Developing this Plan amid the pandemic and the emergence of social justice issues sharpened the report's focus on the challenges of equity, affordability and transformative outcomes--challenges not unique to Virginia. Several themes emerged from the year-long planning process. Results of a quantitative data analysis of the current state of higher education in the Commonwealth and input from a diverse group of higher education stakeholders confirm that "Pathways to Opportunity: The Virginia Plan" should: (1) Emphasize the importance of equity as a specific goal and underlying element of The Plan; (2) Ensure that The Plan's vision, target, goals, strategies and measures are linked closely; (3) Enable clear connections between The Plan and State Council of Higher Education for Virginia (SCHEV's) day-to-day work and organizational commitment to diversity, equity and inclusion; and (4) Adopt deliberate and boldly aspirational goals in light of the pandemic and social justice issues. In October, Council established three goals for higher education: it should be equitable, affordable and transformative. These goals are the framework for The Plan's 10 strategies and five measures as well as the vision of "Best State for Education" and overall target of 70% educational attainment of all 25 to 64-year old working-aged Virginians.