Education & Pedagogy

As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable "face-to-face" activities into "non-face-to-face" meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students' satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.

Background: STEM education integrates the disciplines of science, technology, engineering and mathematics. Relevant research emphasizes a strong relationship among characteristics of STEM education and the early childhood period, such as investigation, exploration and observation, communication and playing. To support children in discovering STEM fields and concepts in this early childhood period of rapid learning and development, early childhood educators should prioritize the integration of STEM education into the early childhood curriculum. Purpose: This research aims to explore pre-service early childhood teachers' views on STEM education and their STEM teaching practices. Sample: The research group consisted of 91 pre-service early childhood teachers studying at two universities in Istanbul, Turkey. Design and methods: An open-ended questionnaire and STEM integrated lesson plans were used as data collection tools. Data were analyzed through content analysis and descriptive analysis. Results: As a result, the themes of 'Contributions of STEM Education', 'Why STEM Education is Suitable for Early Childhood Education' and 'How to Bring STEM Education into Early Childhood Education' were obtained based on pre-service early childhood teachers' views. The categories related to these themes are provided in detail in the 'Results' section. In addition, it was concluded that a majority of the pre-service early childhood teachers prepared and implemented STEM integrated lesson plans successfully. Conclusion: The present research contributes to the literature related to STEM education in early childhood education, particularly regarding professional development of pre-service early childhood teachers.

Although the effects of professional development programs on teachers' noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers' noticing skills within initial teacher education. This paper examines the extent to which prospective teachers' noticing skills are developed through the mathematics education courses taken within the mathematics teachers' education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children's Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST's noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills.

There are 17 articles in this theme issue on library and information education: (1) "Educating Library and Information Professionals for the 21st Century" (E. J. Josey); (2) "Ready or Not Here It Comes: Library Education for 21st Century New York State" (Richard Halsey); (3) "The Challenge of Technology: An Opening Discussion" (Thomas Surprenant); (4) "Master's Students in Library and Information Science: A Selective Comparison of Some Statistical Studies" (Emmett Corry); (5) "How Do Current Library School Curricula Prepare Librarians for All Types of Specializations?" (George Bobinski); (6) "Educating Rural Librarians: Is the Sky Falling?" (Bernard Vavrek); (7) "Ethics and Intellectual Freedom in the Education of Library and Information Science Professionals" (Virgil Blake); (8)"Archival Education in the New York Library Environment" (Richard Cox); (9) "Educating a New Generation of Librarians for Work with Young People" (Amy Spaulding); (10) "The International Environment of Information Education" (Marta Dosa); (11) "What Do Library Schools Teach about Professional Organizations?" (Inez Sperr-Brisfjord); (12) "Toward a Lifelong Student Body" (Elizabeth Stone); (13) "Minority Representation in Library and Information Science Programs" (E. J. Josey); (14) "Accreditation of Library Educational Programs Reexamined" (Herman Totten); (15) "From the Beginning: Two Pioneers in Library Education" (Robert Karlowich and Rhoda Garoogian); (16) "Eight Paths to Information Excellence" (Suzanne Hildenbrand); and (17) "An Additional Means of Delivering Library Education" (Joseph Shubert and Patricia Dyer). (SD)

This document contains the viewpoints of five providers of education and training of adults at British institutions on the subject of which indicators should be used to measure the quality of performance. According to the representative of the Unit for the Development of Adult Continuing Education (Powell), measures applied to adult education have tended to concentrate on economy and efficiency, but because these measures are based on the concept of full-time students and courses, they have become outmoded. If performance indicators are not to distort institutional objectives, they must reflect the value of the education and training provided as understood by learners, teachers, and those who pay for the education--individuals, employers, or the community at large. The REPLAN perspective (Buffton) is that enrollment is a key area in assessing a college's effectiveness in meeting the needs of the community. According to Buffton, colleges' mission statements (which should include statements about access, equity, and entitlement) can be translated into measurable achievements. A map for the development of performance indicators is provided. The view from an unnamed institute (Gibson) is that performance indicators should give a clear profile of strengths and weaknesses in organization (including cost and resource monitoring) and quality of service. A description of adult education in West Sussex (Holliday, Harris) shows that adult education is delivered through 3 colleges of further education and 16 community schools and colleges whose staff agreed on performance indicators that may be summarized as inputs, processes, and outputs. Finally, an urban perspective, supplied by Wilson, explains that the Manchester local education authority uses both quantitative and qualitative measures of performance. (CML)

This 1945 National Education Association yearbook focuses attention on the post-World War II problems of rural schools and encourages national, state, and local leaders to lay plans for strengthening rural education programs. The articles examine social and economic problems faced by rural Americans, the implications of these problems for rural schools, and some practical steps for improvement. Part 1 of the document presents goals for rural America, concerning rural work, living standards and services, and rural-urban relationships. Part 2 presents basic economic and social data, identifies major problems affecting rural education, and discusses establishment of standards for rural education and other services. Considering farm size, efficiency, and crop types as factors, agriculture can be made to earn a living for rural families. Education's role lies in placing the right farmer on the right farm. Other factors affecting rural education include rural incomes, taxation, and population trends. Part 3 discusses specific problems faced by rural schools, including curriculum, teacher recruitment, funding, organization, and administration. The goals of rural education involve guidance programs, health care, and vocational education. Standards of teacher competency should be understood as part of rural efforts to attract and hold good teachers. School administration needs should be assessed in the context of community size, school attendance, and system organization. Rural education also implies certain needs for student transportation, buildings and equipment, and community education activities. Federal and state funding is important as a means of equalizing educational opportunities for all rural students. (TES)

In January 1987, a Master Plan for the delivery of vocational and technical education in Texas was adopted by the State Board of Education (SBOE). The master plan details goals and strategies to assist in the development of a skilled and educated work force in Texas as the state enters the 21st century. As part of their mandated annual review processes, the SBOE and the Texas Higher Education Coordinating Board developed this update of the Master Plan. Following a brief foreword reviewing changes introduced in the update, part 1 of this three-part report addresses goals for elementary and secondary education, examining student performance standards, curriculum, attracting and retaining teachers, organization and management, finance, parental and community involvement, instructional innovation, and communications. Part 1 also includes detailed charts presenting the implementation plan for each area reviewed. Part 2 presents the master plan for higher education, reviewing the mission of higher education, the role of state government, state communications between public education institutions and the private sector, employer needs, student education and training needs, faculty and staff needs, community needs, and educational resources. For each area reviewed, a series of strategies and an implementation time-frame are presented. Part 3 describes activities designed to develop an integrated vocational and technical educational and training delivery system, reviewing inter-agency cooperation, institutional linkages, and an implementation plan. A list of the task force personnel responsible for updating the master plan's post-secondary sections, a map of Texas's planning regions, and references are appended. (GFW)

A project invesitgated the current whereabouts of students whose names appeared on adult basic education class registers during October 1986 in Hackney, England. The city was identified by 1981 census data as the most deprived local authority area in England and Wales. Returns were received from 375 students (out of 506 to whom questionnaires were sent). Tutors were asked to record relevant information about the students. Discussions were held with students and tutors. Of the 375 students, 252 had left or moved on; 123 still attended their original class. The external factors in people's lives--work and other commitments-were given most often as the reason for leaving. Factors that affected choices about student progression were fear of failure, finding the right course, and readiness. Links had been created between adult basic education courses and two further education courses designed for "post-basic" literacy students. They showed a fundamental difference between the concept of a "post-basic" literacy student able to learn quickly and the adult basic education student ready to move on after many years of slow progress. Students with learning difficulties were transferred from further education to adult education institutes. Language, literacy, and numeracy support was provided for advanced students in further or higher education courses. Recommendations are made with regard to policy, management, education advice services, staff development, and further research. (16 references) (YLB)

This document records the Minnesota Department of Education's philosophy of art education. Chapter 1 outlines the educational and learner values, philosophy, mission, and goals of the State Board of Education. These ideas aim to provide a model for use by communities and school staff to improve the learning experiences they offer students. They also are the hierarchy used by Department staff and teams of educators as they develop model learner outcomes. Chapter 2 discusses goals and program level learner outcomes in art education. Their philosophy represents the growing trend away from art-making towards an art education that can enrich everyone's lives. They consider such issues as cultural heritage, gender fairness, sensitivity to differently abled individuals, and global education as well as developing cognitive skills. In chapter 3 learner outcomes are addressed. They represent major concepts in the art education field and are intended to serve as models that can be adapted to fit course content based on local needs and resources. These model learner outcomes (MLC) are organized under four headings: Context, Conceptualization, Construction, and Communication. Chapter 4, "Transposing and Developing Learner Outcomes into Curriculum," discusses the interrelationships of philosophies, rationales, curriculum models, and a day-to-day curriculum. Sample unit and lesson plan development models are provided and evaluation in art education is considered. The appendices outline art-related careers, health and safety in art, sample developmental considerations for the Art Education Model Learner outcomes, and art education contacts and resources. (KM)

The Indian Nations At Risk Task Force commissioned 20 papers to review current conditions in Native American education and set forth rationale, plans, and strategies for action. This introduction to the commissioned papers describes the work of the Task Force. Comprised of 14 individuals, the Task Force met 5 times between May 1990 and May 1991 to exchange views, develop guiding principles, establish Native education goals, plan regional hearings and issues sessions, and draft the final report. The Task Force obtained public contributions of information and opinion through several means. Over 200 documents were received in response to a call for papers issued in the Federal Register. Hundreds of individuals presented testimony at regional hearings held in Juneau, Billings, Seattle, Phoenix, Oklahoma City, St. Paul, and Cherokee. Over 550 persons participated in 32 special issues sessions held during the 1990 National Indian Education Association Conference. Task Force members conducted 33 site visits across the United States to public schools, Bureau of Indian Affairs schools, tribally controlled schools, community colleges, and community education centers. Issues discussed at the regional hearings are summarized, including federal funding, teachers and teacher training, Native parent and community participation, integration of Native language and culture in the curriculum, financial aid for postsecondary education, postsecondary readiness and persistence, tribal colleges, minority faculty recruitment, support services for at-risk students, curriculum issues, government role, prejudice and racism, standards and testing, early childhood education, urban and public school education, adult basic education, special education, and data collection and research. (SV)

This report summarizes a strategy evaluation study of the Personnel Preparation Program (a division in the federal Office of Special Education Programs). The Personnel Preparation Program is intended to increase the numbers of qualified special educators through grants to institutions of higher education and state education agencies. This study specifically examined the federal strategy of targeting its resources to areas of critical demand for personnel, both current and projected. The study evaluated a model, HIRES, which uses the number of special education teachers hired to fill vacancies for the 1986-87 school year to determine current and projected national demand for special education teachers. Major conclusions include the following: HIRES as a single measure does not provide an accurate measure of demand; each of the HIRES component measures is associated with critical factors for estimating demand for special education personnel; of the HIRES measures, NO HIRES (number of budgeted unfilled positions) appears to be the best single measure of critical and current demand for special educators; and predicting demand for teachers beyond 3 years is of limited value. Seven major recommendations are presented. A set of separately bound appendices include the executive summary of a companion goal evaluation report, the data collection protocol, and a list of interviewees. (14 references) (DB)

Recommendations were made for improving articulation between and identifying ways to increase the effectiveness of Ohio's secondary and postsecondary vocational and technical education institutions. The study focused on four areas crucial in Ohio: program articulation between secondary and postsecondary institutions; collaboration with business and industry; services to special populations; and integration of vocational and academic education. Study methods were as follows: interviews were conducted with state officials; Ohio policies were reviewed; a survey was conducted of secondary and adult vocational education and two-year college technical program administrators (n=214, 60% response); and four community case studies were completed. Six conclusions were reached: (1) loose program coordination results in competition for secondary and adult students; (2) the public image of programs has diminished despite growing academic and workplace requirements; (3) staffing and fiscal reductions have constrained secondary reform; (4) initiatives are needed to involve businesses; (5) an integrated view of education as preparation for work is needed; and (6) professional development opportunities are limited. The following policy recommendations emerged from the study: (1) a master plan for coordination of work force education and training programs is needed; (2) tax incentives should be considered; and (3) resource reallocations must focus on program improvement, professional development, and performance-based assessment; business, industry, and labor participation; and curriculum revision and reform. (A glossary, surveys, and accompanying cover letters are included.) (NLA)

This study evaluated the special education program of the Hawaii State Department of Education including identification of those program concerns, issues, and problems which need policy or administrative changes or further study. Data collection included document review, onsite interviews with stakeholders, and a questionnaire survey of school level administrators and teachers. A total of 327 learning disabled and emotionally handicapped students were interviewed. A total of 153 special education staff, 94 regular teachers, and 350 parents of students from 21 schools completed a survey in April-May 1990 in addition to 35 individuals from key stakeholder groups such as the State Board of Education and the Department of Human Services. Special education issues identified included: student identification; placement options; learning disabled students; emotionally handicapped students; culturally diverse, minority, and rural students; transition goals; teacher training, certification and retention; and related services. Stressed is the need for a longterm effort to restructure the system with emphasis on integrating special education with regular education. The report identifies top priority issues in the areas of instruction/treatment, mainstreaming, and student identification. Noted are serious definitional problems with respect to learning disabilities and emotional disturbances giving rise to inter-district disparities. Teachers are seen to need assistance in meeting the needs of mainstreamed students. The report also identifies communication gaps among entities serving special education students (e.g., state legislature, board of education, special education parents, and the community at large). Establishment of a database on overall program impact is strongly encouraged. (62 references) (DB)

This report outlines the activities of the National Advisory Council on Indian Education (NACIE) for fiscal year 1990, and presents statistics and information on Indian schools and educational programs. Parts I and II describe NACIE and its activities: advising the Secretary of Education and Congress on the development of educational regulations and policies; reviewing applications for grants and fellowships; reviewing Indian education programs and projects; participating in the White House Conference on Indian Education and the Indian Nations At Risk Task Force (INAR); and providing technical assistance. Parts III and IV provide an overview of Indian education programs and grants supporting them. Part V compiles statistical information on American Indian and Alaska Native enrollments in public, private, and Bureau of Indian Affairs elementary and secondary schools and in higher education institutions; degrees conferred 1979-89; and participation and scores for the Scholastic Aptitude Test and the American College Testing Program. Part VI outlines goals, activities, and major findings of the INAR. Parts VII and VIII describe the pending White House Conference on Indian Education and summarize recommendations from three 1990 "mini-summits" on Indian education. Extensive appendices: (1) describe NACIE meetings; (2) profile 32 programs benefitting Native students; (3) outline Department of Education responses to past NACIE recommendations, 1985-89; (4) describe 10 innovative demonstration projects; and (5) present the text of Indian Education laws P.L. 100-297, 100-427, and 101-301 and Office of Indian Education program regulations. This report contains 50 data tables. (SV)

This paper briefly examines the key contexts of developmental education as it has evolved in the United States, focusing on historical perspectives; demographics of student diversity; evolving definitions; and the philosophical, political, and financial contexts of developmental education. The first section traces the evolution of developmental education through colonial and pre- and post-Civil War periods, the early 20th century, and recent decades. The next section links the significant increase in the need for developmental education to the dramatic increase in the percentage of the college-age population enrolling in higher education in the last few decades, and the increasing diversity in college student populations in the past 40 years. The paper then looks at the variety of terms used to describe underprepared college students and the curricular offerings designed to offer them special support, and the practical impact of the definitions of these terms. Next, the philosophical contexts of developmental education are considered. The influence of meritocratic and egalitarian positions on access to higher education is discussed in terms of admissions policies and the structural role of developmental programs. In addition, institutional philosophy related to remedial curricula and grading practices are discussed. The political contexts of developmental education are addressed next, focusing on the impact of societal values and external and internal politics. After discussing financial considerations related to developmental education, including operational college income formulas, federal student financial aid, and special grants, the paper gives concluding comments and offers suggestions for future research. Contains 80 references. (KP)