Education & Pedagogy

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2018 conference took place in Washington, DC, March 26-30, 2018. These proceedings include 392 papers, including 4 award papers.

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2017 conference took place in Austin, Texas, March 5-9, 2017. These proceedings include 415 papers, including 7 award papers.

The Society for Information Technology and Teacher Education (SITE) is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs. The SITE 2016 conference took place in Savannah, Georgia, March 21-25, 2016. These proceedings include 556 papers, including 11 award papers.

The Civil Rights Data Collection (CRDC) is a mandatory survey of all public schools and school districts in the 50 states, Washington, D.C., and the Commonwealth of Puerto Rico. It gathers information about student access to educational programs, activities, staff, and school climate factors from public schools serving students in preschool through 12th grade. This Data Snapshot covers students with disabilities who can receive educational services under two Federal laws: Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act (IDEA).

This paper examines how a Rural and Remote Education Teacher Education Program supports early career educators' wellbeing in hybrid learning environments using relational, inclusive, interactive, multi-modal, and accessible learning design and resources. The results demonstrate how rural teacher education programs support, nurture and sustain the multiple dimensions of wellbeing by engaging in culturally sustaining pedagogies. Reponses indicated that a sense of belonging was associated with self-reported conceptions of wellbeing. Results provided insights into how to co-create a sense of belonging for teacher candidates in relation to the diversity of social identities (backgrounds, orientations and intersectionalities). These findings provide direction for hybrid rural teacher education programs to engage in culturally sustaining pedagogies by co-creating a sense of belonging to support student wellbeing.

STEAM (science, technology, engineering, arts, and mathematics) education allows students to engage in interdisciplinary learning that fosters innovation, problem-solving skills and creativity. In November 2023, Education Commission of the States received applications from 10 states to participate in a technical assistance network and professional learning community focused on preschool through fifth grade STEAM education. In collaboration with the Arts Education Partnership (AEP), they convened teams from five states--California, Iowa, Minnesota, Oregon and Wisconsin--in person and remotely from January 2024 through July 2025. The central goal was to provide a forum for learning, collaborating, and developing and prioritizing state policy ideas for implementation. This Policy Guide was developed to synthesize learnings and outcomes from the network and provide a starting place for state policymakers looking to expand STEAM learning in their states.

This book gathers a collection of original contributions that chart emerging landscapes in 21st-century plurilingual education. The beating heart of the whole volume is bilingual and intercultural education, which has become a moral imperative for education systems worldwide. In an increasingly globalised world, citizens should ideally be equipped with competences that allow them to take part in a global conversation where new forms of knowledge are being produced. The selected essays address a wide range of pertinent themes related to bilingual education and language teaching, ranging from Content and Language Integrated Learning (CLIL), through intercultural awareness, heritage languages, internationalisation, and pre- and in-service teacher education, to didactic audiovisual translation as a tool that enhances learner-centred pedagogies.

This chapter examines the changing socio-cultural and political salience of physical education since independence in Singapore's schools. A brief history of physical education with developmental changes based on policy orientations across key educational milestones will be presented. Specifically, the chapter will describe significant impetus and policy synergies relevant to the direction and progress of physical education with emphasis on individual's holistic development, drive towards thinking citizens and lifelong learners, strive for community partnership and collaboration, and enhancement of teachers' transformative pedagogies. [For the complete volume, "Education in Singapore: People-Making and Nation-Building. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 66," see ED675893.]

This chapter discusses Singapore's current post-secondary education landscape in the context of shifts over time. The development of Junior Colleges, Polytechnics and the Institute of Technical Education in Singapore reflect dynamic institutional responses to evolving socio-political and economic concerns. This chapter highlights salient shifts that have shaped, and continue to shape, technical, vocational and academically oriented post-secondary education in Singapore. Current transformations in these institutions are bold attempts to seize unique opportunities to ensure student success in, and for, economy and society. However, the chapter suggests that there are challenges and instituitions will need to constantly adapt and balance competing demands as they seek to navigate post-secondary students into the future. [For the complete volume, "Education in Singapore: People-Making and Nation-Building. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 66," see ED675893.]

Actual problems of vocational education development are directly linked with the development of digital learning and implementation of the remote education process. However, consideration of these issues is neglected in the domestic scientific literature. This work is devoted to considering the prospects for the development of distance education. Actualization of which was exacerbated in connection with the self-isolation of participants of the educational process during the past pandemic. The dynamics of distance education development, strengths, and weaknesses of this education are shown, as well as the most significant problems in our country and directions for the development of partnership relations of educational organizations. [For the complete volume, "Digital Education in Russia and Central Asia. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 65," see ED675848.]

This study argues about Pukhtun women's protagonist and men's antagonist approaches towards women's status and higher education opportunities in the Pukhtun society of Pakistan. My sample women perceived higher education as a necessary and empowering element for women's transformation into a just Pukhtun society. They, however, faced antagonism from their family men for their higher education opportunities. They articulated helplessness regarding their subjects' choices at the graduate level, ultimately dropping them from professional degrees at the post-graduate level. There was no frustration among the sample women regarding family interference in their future lives. However, the sample women showed dissatisfaction with the prevailing education standards in the province and demanded that women be educated in women-only education settings because co-education revealed a major barrier to the Pukhtuns' antagonism. [For the complete Volume 23 proceedings, see ED678047.]

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and Workforce about the impact of artificial intelligence (AI) on K-12 education. Opening statements were presented by: (1) Honorable Kevin Kiley, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Suzanne Bonamici, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were provided by: (1) Dr. Sid Dobrin, Department of English, University of Florida; (2) Dr. Julia Rafal-Baer, CEO, ILO Group; (3) Erin Mote, CEO, InnovateEDU/EDSAFE AI Alliance; and (4) Chris Chism, Superintendent, Pearl Public School District. Responses to questions submitted for the record by: Ms. Erin Mote.

The Volume 1 Commissioner of Education's introduction discusses school and college enrollment and presents state common-school statistics on enrollment, average daily attendance, teachers and salaries, revenues and expenditures, and expenditures in Southern states by race. Report chapters address education in Great Britain and Ireland, Australasia, Belgium, Central Europe, Sweden, France, Italy, and Japan. Pupil classification and grading in St. Louis, Elizabeth (N.J.), Seattle, Denver, and Cambridge (Mass.) are described, along with a chapter dedicated to an overview of the St. Louis public school system. Common-school development in the Western states from 1830 to 1864 is covered. A chapter on the Royal Normal College for the Blind in London includes statistics on U.S. schools for the blind. Children's minor mental abnormalities related to school methods is discussed. The chapter on miscellaneous education topics includes school military drills, uniform financial reporting, professional schools, Lookout Mountain Educational Institution, need of action in ameliorating condition of the colored race, President McKinley's address at Tuskegee Normal and Industrial Institute, defense of Pennsylvania's free-school system, Bulgarian education, Kingsville (Ohio) school consolidation, the University of Illinois's new admission requirements, the Brookline Education Society, school seating improvements toward better student health and learning, speeches, Cuban schools, Mexican material progress, the U.S. national university project, religious instruction's relation to education, commercial education, and teaching civic duty. Additional chapters discuss art and literature study, the Western Literary Institute and College of Professional Teachers, the U.S. Naval Academy, arithmetic textbook history, Italian education and its reform, education and training for railway industry work, the British university extension system, and French education. A chapter devoted to school gardens offers an historical review of them and covers management, instruction in the garden, and school gardens' educational and economic value. A preliminary bibliography of Confederate textbooks is included, with notes on language tailored to the Confederacy. Lists of U.S. education periodicals, chief state school officers, college presidents, and normal school principals are included. Further chapters cover applied geography, and Swedish gymnastics. The last chapter is Booker T. Washington's address on "The Future of the Colored Race." [For volume 2, see ED622103.]

The 2019 edition of the "Digest of Education Statistics" is the 55th in a series of publications initiated in 1962. The purpose of the "Digest" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. It contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Seven chapters are included: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Funds for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with two appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest." [For "Digest of Education Statistics 2018, 54th Edition. NCES 2020-009," see ED601992.]

Part 1 of the 1942-43 Educational Directory covers federal, state, and county education agencies. U.S. Federal Security Agency Office of Education officials, state principal school officers, county and other local superintendents, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers are listed. Part 2 provides a directory of city school superintendents by state, as well as Catholic parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides a directory of national and regional education associations, state educational associations, church educational organizations, National Congress of Parents and Teachers, executive officers of state library commissions, state library associations, international educational associations and foundations, and educational and social directories and yearbooks. Part 1 of the 1943-44 directory lists U.S. Federal Security Agency Office of Education officials, principal school officers of state education departments, county and other local school superintendents, state library extension agency executive officers, and U.S. Indian Service Education Division principal officers. Part 2 provides a directory of city school officers by state, as well as Catholic parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides directories of national and sectional educational associations, state educational associations, educational foundations and boards, religious educational organizations, state congresses of parents and teachers, state library associations, international educational associations and foundations, and educational and social directories and yearbooks. Part 1 of the 1944-45 directory lists U.S. Federal Security Agency Office of Education officials, principal school officers of state education departments, county and other local school superintendents, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers. Part 2 provides a directory by state of school officers in cities and other urban places, as well as Catholic parochial school and Lutheran parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides a directory of national and regional education associations, state educational associations, educational foundations and boards, religious educational organizations, state congresses of parents and teachers, state library associations, international educational associations and foundations, and educational directories, handbooks, and yearbooks.