Education & Pedagogy

The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget's genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in mathematics. The depth and complexity of Piaget's work can make it challenging to find adequate entry points for learners, not least because it requires a reorientation regarding the nature of mathematical knowledge itself. This volume gathers leading scholars to help address that challenge. The main section of the book presents key Piagetian constructs for mathematics education research such as schemes and operations, figurative and operative thought, images and meanings, and decentering. The chapters that discuss these constructs include examples from research and address how these constructs can be used in research. There are two chapters on various types of reflective abstraction, because this construct is Piaget's primary tool for characterizing the advancement of knowledge. The later sections of the book contain commentaries reflecting on the contributions of the body of theory developed in the first section. They connect genetic epistemology to current research domains such as equity and the latest in educational psychology. Finally, the book closes with short chapters portraying how scholars are using these tools in specific arenas of mathematics education research, including in special education, early childhood education, and statistics education.

Since Congress passed amendments in 1997 to the Individuals with Disabilities Act (IDEA), there has been an emphasis on instruction to students with disabilities in the general education classroom, especially with preschool students. The significant increase of students with disabilities in general education classrooms precipitated the need for general education teachers to have knowledge and skills about special education to support and provide instruction to students with disabilities. The purpose of this basic, interpretive qualitative study was to investigate how general education preschool teachers in a large school district in Tennessee felt prepared by their preservice, in-service, and continuing education training, or lack of training, to provide instruction to preschool students with disabilities. I used purposive sampling and included general education preschool teachers from the district-wide preschool programs in Ralph Floyd Junior School District (pseudonym) located in Tennessee. I collected data via online questionnaires from 20 participants and completed document analysis of preservice and in-service training. I analyzed the data by using open, axial, and selective coding to generate themes to answer my four research questions. General education preschool teachers from Ralph Floyd Junior School District indicated they received minimal to no coursework during preservice and in-service training to prepare them to support students with disabilities in a general education preschool classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive study was to explore how special education teachers interpret, explain, and apply their undergraduate preparation of individual behavior management strategies in K-12 classrooms with a theoretical framework based in the meta-theory of self-determination. The problem of the research study was that it was not known how special education teachers interpret, explain, and apply their undergraduate preparation of individual behavior management strategies in K-12 classrooms. Data were collected using questionnaires, personal and a group interview across 5 weeks' time. The results found themes: (a) special education teachers believe an individual approach to working with students is essential, (b) special education teachers wanted more preparation in individual behavior management strategies, (c) special education teachers provide basic examples of individual behavior management strategies in limited detail that they learned in the classroom throughout their undergraduate, (d) special education teachers express the importance of hands-on learning experiences in undergraduate to promote competence of individual behavior management, (e) special education teachers collaborate with others to select appropriate strategies for students, (f) special education teachers use data to apply appropriate strategies in the classroom, and (g) special education teachers apply strategies learned in undergraduate preparation with additional strategies learned elsewhere to meet student needs. These teachers understand that students are unique and that it is important to use all resources available. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

STEM education helps prepare K-12 students for careers in STEM fields to enhance innovation and global competitiveness. About 10 million K-12 students were enrolled in public schools in rural areas in 2022, the most current year of data available. The August 2022 Research and Development, Competition, and Innovation Act includes a provision for the Government Accountability Office (GAO) to examine issues related to rural STEM education. This report describes: (1) selected federal agencies' initiatives that support rural K-12 STEM education; (2) challenges selected recipients of federal funds and other stakeholders have reported related to supporting rural K-12 STEM education; and (3) approaches selected recipients of federal funds have found to be effective for supporting rural K-12 STEM education. To conduct this work, GAO examined federal initiatives that support rural K-12 STEM education at four agencies--the Department of Agriculture, Department of Education, National Aeronautics and Space Administration, and National Science Foundation. GAO selected these agencies in part based on the number of K-12 STEM education initiatives they administered and their STEM education funding levels as of fiscal year 2022, the most recent year for which data were available when selected. GAO also visited rural school districts in four states--Alabama, Maine, Nevada, and South Dakota--selected to include a variety of geographic regions and rural district characteristics. GAO also interviewed stakeholders from national organizations and local employers in the four states and reviewed relevant federal laws and regulations.

Diverse leadership in education is crucial for fostering inclusive and equitable learning environments across all levels of the education system. From K-12 schools to higher education institutions, leadership plays a pivotal role in shaping policies, curriculum, and school culture. Embracing diversity in leadership enhances the overall educational experience by ensuring that all voices are heard and valued, and it allows underdeveloped voices to be heard. Allowing diverse voices in leadership is essential for addressing systemic inequalities, while also promoting innovation, and preparing students for a globalized world where diverse perspectives are key to success. Exploring diverse leadership across educational levels provides insight into how these varied perspectives can positively impact both institutional practices and student outcomes. Diverse Leadership Perspectives in Education: From K-12 to Higher Education provides an overview of leadership's evolving purpose and scope, containing research, practical strategies, and examples of complex problems in the educational system and how having a diverse voice in leadership can help solve these problems. It explores the assets of diversity, multiple perspectives, and the role of students in the educational landscape. This book covers topics such as educational technology, gender and diversity, and information science, and is a useful resource for educators, sociologists, academicians, and researchers.

Illinois community colleges continue to address student placement into, and student completion of developmental education. The main intent of new and innovative work within developmental education is to accelerate students into credit-bearing Gateway courses on their path to program completion. By reducing barriers to certificate and degree attainment it creates more equitable academic outcomes for underrepresented groups including Black or African American students and Hispanic/Latino students, as well as students from lower socioeconomic status. Developmental education allows academically underprepared students to build skills that are necessary for preparation and success of gateway mathematics and English courses as well as other college level courses. Over time, colleges have developed and supported new models to deliver developmental education more successfully. When paired with wrap-around services, students see an even greater success in developmental education courses. This report provides a status update on developmental education and college-level coursework placement policy and the policy's outcomes for Illinois community colleges, as well as developmental education student outcomes by model as required by the Developmental Education Reform Act (110 ILCS 175/100). The report builds on previous developmental education work and reporting for Illinois Senate Joint Resolution 41. As formal evaluation of developmental education course delivery and outcomes has occurred, it has been noted that any reform and scaling of this work must be steeped in equity practices, a deeper dive into dis-aggregated data and intentional reform of the work that benefits those who are enrolled and most impacted by developmental education.

This chapter examines the characteristics of Japan's international education cooperation policy during and after the 1990s, a period when it evolved under the combined influences of international trends and internal affairs. After 1990, international development discourse changed from "economic development-centered" to "human-, society-, and environment-focused," and the volume of Japan's aid became the largest in the world. The international framework for education development was developed in association with the focus on "education for all." At home, Japan's Official Development Assistance (ODA) Charter was developed, laying the groundwork for emphasizing self-help efforts and "hitozukuri" (human resource development). The domestic system for international cooperation in the field of education was also gradually built up. In 2000, the Millennium Development Goals (MDGs) were adopted at the United Nations (UN). The MDGs recognized education as a means of growth and at the same time as a major component of development. In this context, Japan's international cooperation policy for education was formulated, beginning with a focus on basic education. In the 2010s, while Japan went through economic stagnation and the Great East Japan Earthquake, the United Nations adopted the Sustainable Development Goals (SDGs), which established education as the fourth goal. The international education cooperation policies prepared in 2010 and 2015 cover the entire field of education and seek to respond to requests from home and abroad by taking advantage of Japan's experience and strengths. [For the complete volume, "Japan's International Cooperation in Education: History and Prospects. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 63," see ED675739.]

Teacher shortages, especially in special education, have been an issue for several decades causing districts to examine leadership practices that support long-term special education teacher retention. Another concern is the disproportionate reading scores of students with disabilities compared to their general education peers. This has created a need for consistent special education teacher staffing to ensure district-wide special education teacher training in multisensory reading instruction. These issues must be addressed due to state regulations requiring the needs of students' Individualized Education Plans (IEPs) to be met by a certified special education teacher. It has been increasingly difficult to retain certified special education to meet these requirements. Since the job of a special education teacher is so unique due to the diversity of needs in their classroom, this mixed method study, which was conducted within Buffalo Public Schools, gathers from special education teachers both qualitative data (from an open-ended survey and a follow-up semi-structured interview) and quantitative data from a Likert scale focusing on leadership practices most conducive to teacher retention. This research seeks to determine the leadership practices and procedures that need to be put into place to retain special education teachers at Buffalo Public Schools to ensure students with disabilities are best supported in the classroom with consistent IEP implementation and reading interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Military education programs encompass almost every adult education component from basic skills training through graduate-level higher education. As the country's largest employer, the U.S. Department of Defense (DoD) is also the largest provider of adult education, offering training and education for a workforce of more than 3.2 million members including 1.4 million active-duty military, 1.1 million national guard and reserve forces, and 718,000 civilian personnel. This workforce performs over 800 types of jobs across a broad spectrum of occupational groups ranging from administrative, to health care, to combat-specific areas. To ensure that this extensive workforce is well prepared for the challenges of their important roles in national defense, DoD budgets since fiscal year 2003 have included more than $10 billion annually for training and education programs. Although these programs serve all DoD members, military and civilian, this article focuses on the military learner. Today, training and education programs provide military members a true lifelong learning experience spanning their careers and beyond through in-service continuing professional development, voluntary educational opportunities for self-improvement and advancement, and significant postmilitary educational opportunities. Unquestionably, adult education plays a key role in military education today--as it always has. To meet the military's education needs, the Army, Navy, Marine Corps, and Air Force have all integrated adult learning principles and theory to increase their organizations' effectiveness and address their learners' educational needs. They have also influenced adult education by assisting the field in expanding avenues by which to improve adult education practice beyond the military. Examples include the original conception and implementation of what was to become the General Educational Development (GED) testing program, alternative approaches to help reach learners at a distance, and the assessment of workplace learning for college equivalent credit. Thus, the military educational system provides a fitting lens through which to examine adult education practices and innovations. As a foundation for discussion of these topics, this article provides a historical and contemporary review of the integral role adult education has played for members of the armed services and the continuing efforts by the military to emphasize adult learning principles in training and education. (Contains 1 note.)

Australian vocational education has a history dating from the late eighteenth century. As Australian colonies and, later, federated states evolved each constructed its own version of vocational education provision. Generally the systems, consisting of community-based or state-controlled colleges for the training of operatives, apprenticeships and professional support personnel, were poorly resourced and lacked powerful sponsors to support and promote the education and training of their mostly working-class students. By the early 1970s Australian governments had developed commissions to supplement the funding of state-based elementary, secondary and university education systems, even though under the Australian Constitution education remained state-controlled matter. A reformist federal Labor government at the time consolidated elementary, secondary and university funding but neglected to consider, or even acknowledge, the 400,000 vocational education students not covered by these commissions. Following pressure from vocational education teacher unions, among others, the Labor government established the Australian Committee for Technical and Further Education (ACOTAFE) to address the needs of these students. At ACOTAFE's first meeting on 25 March 1973, the Minister for Education Kim E. Beazley said, "It will be a renaissance in education when technical and further education cease to be Cinderellas in education. It is the role of your committee to bring Cinderella to her rightful role as princess". ACOTAFE was to be chaired by Myer Kangan from the Department of Labour and National Service. The committee's published outcomes were referred to evermore as the iconic "Kangan Report" rather than "TAFE in Australia: Report on Needs in Technical and Further Education", its formal title. The report gave Australian vocational education a name (TAFE), a philosophy (access to all through lifelong learning) and much needed capital works and infrastructure funding. The paper will outline the circumstances leading to the formation of the committee, its work and its outcomes. Focus will be placed on the influential role of Chairman Kangan in shaping ACOTAFE's conclusions. A key theme within the paper is the intersection of biography, politics and the economy in shaping policy construction. (Contains 83 footnotes.)

The No Child Left Behind Act (NCLB), signed into law in 2002, bears certain resemblances to the war on terrorism in Iraq. Of course, NCLB will not directly produce any civilian casualties or smashed buildings, but the political strategies used to roll it out have been eerily similar to those used in the war against terrorism. Disturbing rates of illiteracy in parts of the United States are said to be as destructive to the nation as attacks on life and property. Nothing short of all-out war, it is argued, will put an end to continuing threats of illiteracy. Lacking a literacy Osama bin Laden or Sadam Hussein, the Department of Education has targeted U.S. colleges of education for extinction. According to national press releases and prestigious forums on evidence-based policy, colleges of education repeatedly have ignored opportunities to put an end to the terror of illiteracy. This essay looks at NCLB from the perspective of the sections that impinge on colleges of education and suggests some ways English education professors might respond--first in these early days of "shock and awe," and then for the longer haul as the Department of Education discovers that reform in education, like victory in war, is "event-driven" not "time-driven," and that what is needed and what has been in place all along is a "highly flexible plan." The author wants policymakers to note that, just as in the Iraqi War of 2003, there is already in place a highly flexible plan for continued improvement in U.S. education, and that teacher preparation programs in U.S. colleges of education are at the heart of this plan. One highly flexible plan for leaving no child behind in U.S. education is a system whereby prospective teachers study their subject matter and apprentice themselves to scholars and clinical mentors over a period of years in an education that includes numerous tests and performance assessments. Finally, policymakers should note that any plan of attack in the field of education as in the field of war must be sophisticated enough to prevent collateral damage.

Slovenia is currently undergoing a process of school reform in order to extend compulsory education from eight to nine years and to lower the school entering age from 7 to 6. According to the Ministry of Education, Science and Sport, the new elementary schools will focus less on the content and more on developing cognitive and social skills. At the request of the International Bureau of Education (IBE), and on behalf of UNESCO's Education for All Monitoring Team, it was decided to review the general curriculum framework documents for primary education in Slovenia from the point of view of the integration of gender-equality goals. According to the IBE, Slovenia was selected on the basis of the aims and priorities of the education system as reported to sessions of the International Conference on Education. A set of initial guidelines prepared by the IBE was taken into account, and the review was complemented by a theoretical framework informed by cultural studies, women's studies and the sociology of education. Given the significance of the reform process, it was decided to focus this study on the curricula for the new nine-year primary school and not to examine the previous curricula for the eight-year primary school. The material reviewed comprises the "White paper on education of the Republic of Slovenia," as the theoretical and principal basis of the new education system, and the primary education curricula for both compulsory and optional subjects. In principle, almost all curricula reviewed seem to adapt to gender differences and introduce equality in the context of one or more terms/keywords: education for tolerance, intercultural education, discrimination, stereotypes, prejudices, social differences, human rights, solidarity, etc. It can be concluded that, on the declarative level, curricula do not betray any vivid preconceptions with gender roles; the majority of them, however, do not provide concrete examples of how to avoid stereotyping or how to recognizeit. They, in fact, present some attitudes as "natural" or "common-sense". (Contains 1 table, 2 notes and 7 online resources.)

This presidential address by Richard Bates, President of the Australian Teacher Education Association, discusses teacher-education reform in Australia, particularly in the context of public education. Bates contends that in 2006 there are two sets of interests that are particularly dangerous to education: (1) those who see education simply as a mechanism for producing the human capital required to respond to the increasingly global economy; and (2) those who see education simply as a means of preserving a tradition, or of imposing a particular notion of community. He suggests that there are two fundamental principles of public education: (1) public education must be committed to enhancing the ability of students to develop the skills that are required to actively participate in, understand and adapt to the continuous transformation of production, distribution and consumption that characterises emerging global markets; and (2) public education must be committed to extending the principles of equity and inclusion in the cultural sphere in ways that encourage the abilities required to actively participate, understand and adapt to the continuous transformation of cultures an the negotiation of cultural differences around issues of common humanity. Bates concludes this address by defining four concepts of teacher education reform: (1) The agenda for reform must be situated within a broad understanding of the transformation of the public sphere and the need to protect the autonomy of education from both markets and cultures; (2) Autonomy can only be achieved within a commitment to social justice and to issues of redistribution, recognition and representation; (3) The processes of transformation are both global and local and the reform of teacher education must take into account both global and local sources of the self as they are brought into the educational process; and (4) Conceptions of curriculum, pedagogy and assessment need reformulation in the face of these transformations around issues of what educators need to remember and what they need to forget; how learning is focused on the sources of the self; and how appreciation of each other incorporates diversity and assessment across boundaries. (Contains 1 note.)

This study was designed to address the current literature gaps in the field of educational leadership as it relates to leadership efficacy in the area of special education. In doing so the following themes emerged: Theme 1--A lack of principal preparation as it relates to educating students with disabilities and special education programs, Theme 2--Efficacy development and influence of principals as it relates to special education, and Theme 3--District support around special education for principals. Which led to the following findings (1) Principal's transition into instructional leaders of special education have impacted the efficacy of principals in the area of special education. (2) Special education training for principals on a district level is few if not non-existent. (3) Principals lack collegiate and professional preparation in special education. (4) Principal's lack of knowledge and experience contributes greatly to principal's sense of efficacy in special education. (5) Efficacy plays a vital role in the leadership of principals and student outcomes can be used to inform the public as well as policy makers of the challenges principals face as instructional leaders of special education and the impact they have on their self-efficacy, leadership performance, and student achievement. Recommendations for future research include an investigation into the leadership development of principals leading special education, a replication of this study but with a larger population in varying states expanding across middle schools, high schools, charter schools, and private schools, an exploration into the curriculums of college principal preparation programs as it relates to special education and leadership efficacy, an evaluation of principals that are considered effective in special education and their efficacy, behaviors, preparation, and training, and an investigation of effective practices and initiatives towards creating efficacious leaders of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Education has long stood at the epicenter of the battle for civil rights. Inequitable educational opportunity and achievement gaps persist in the United States in no small part because the nation provides limited protection for education as a civil right at the federal level and uneven protection at the state level. Leaders across the political spectrum have framed education as a critical civil rights issue of our time and confirmed the importance of equal educational opportunity. This consensus provides an important starting point for exploring the deeper questions surrounding what it means to protect education as a civil right in the United States. Both federal and state governments can adopt and enforce complementary legal and policy guardrails that are necessary to safeguard education as a civil right. These guardrails can embrace the legal and policymaking strengths of each level of government while ensuring that the full complement of laws and policies provides much-needed protection of access to a high-quality and equitable education for all of the nation's schoolchildren. This report explores two critical questions. First, how do existing federal and state laws and policies protect, or fail to protect, education as a civil right? Second, how can federal and state laws and policies be reformed to protect education as a civil right? The report adopts a progressive and capacious definition of a civil right to education. This definition acknowledges that many think that protecting education as a civil right would require remedying racial, national origin, and other forms of identity-based discrimination in education. This approach is an important starting point, and the work of remedying identity-based discrimination needs a more sustained and comprehensive investment to achieve this goal. However, the nation must do more than remedy racial, national origin, and other forms of identity-based discrimination to protect education as a civil right. Achieving this goal also requires the nation to make an affirmative commitment to ensuring that all children receive access to a high-quality education so that they can participate in society and flourish. The report invites policymakers to explore how federal and state laws and policies can work synergistically to protect education as a civil right.