Education & Pedagogy

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place at the Holiday Inn & Suites Denver Tech Center-Centennial on October 7-10, 2019 in Denver, CO, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES) and supported by Iowa State University, Indiana University, and University of Northern Colorado. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences After peer-reviewing process, all full papers are published in the Conference Proceedings. [These proceedings were published by the International Society for Technology, Education and Science (ISTES).]

Pursuant to §23-1-121(6) Colorado Revised Statutes, the Colorado Commission on Higher Education (CCHE) reports annually to the Joint Education Committee of the General Assembly on enrollment in, graduation (completion) rates from, and effectiveness of the review of educator preparation programs at institutions of higher education and designated agencies. This report fulfills this statutory requirement. This report was completed by the Colorado Department of Higher Education (CDHE) and the Colorado Department of Education (CDE). The materials utilized in this report originate from data submitted annually to the department by the 19 institutions of higher education offering educator preparation. Additional material to supplement the report has been provided by the Colorado Workforce Development Council. The report is divided into eight sections: (1) executive summary; (2) introduction; (3) an analysis of educator preparation completers in traditional institutions of higher education; (4) a review of completers from alternative route educator preparation programs; (5) an examination of the enrollment and enrollment trends for educator preparation programs at Colorado colleges and universities; (6) a review of the demographics of those enrolled in educator preparation programs at institutions of higher education; (7) a summary of the reauthorization and program approvals completed in 2016; and (8) additional areas of focus and recommendations for the Colorado education community throughout 2017 and beyond. The following is appended: Institutions' Abbreviations. [This report was prepared by the Student Success and Academic Affairs Division at the Colorado Department of Higher Education (CDHE) with the assistance of the Office of Educator Preparation, Licensing and Educator Effectiveness at the Colorado Department of Education (CDE).]

Substantial increases in federal support for higher education over the last decade or more have made the federal government the largest direct investor in U.S. higher education. That increase however, has not produced the expected level of increase in college educated people in the workforce. This is largely for two reasons. First the investment model and the higher education system itself are misaligned with the students we must serve and the goals we are trying to achieve. Second, much of the federal investment has supplanted rather than supplemented state investment in higher education. To improve the return on investment in higher education, a redesigned system that requires a different partnership between states and the federal government that defines a new form of federalism for the 21st century is needed. The redesign builds on proposals to better integrate economic and workforce development and higher education agencies, programs and funding streams at all levels to create coherent pathways to and through college to successful careers. This paper also recommends the creation of affordability standards through federal/state/institutional partnerships that ensure a sustainable cost-containment model for all students. This partnership involves federal incentives to state and college partners to invest in higher education adequately, target resources appropriately, contain costs effectively and implement reforms that provide equitable outcomes for all students.

The Individuals with Disabilities Education Act (IDEA) is the main federal statute governing special education for children from birth through age 21. IDEA protects the rights of children with disabilities to a free appropriate public education (FAPE). It also supplements state and local funding to pay for some of the additional or excess costs of educating children with disabilities. Three of the main purposes of IDEA are (1) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; (2) to ensure that the rights of children with disabilities and parents of such children are protected; and (3) to assist states, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities. The focus of this report is on how these purposes are to be achieved under Part B of the IDEA. The first purpose is addressed primarily in the section of this report titled "Services for Children with Disabilities." The second is addressed in the section on "Procedural Safeguards," and the third is addressed in the section on "Funding, Expenditure Requirements, and Compliance."

This is the "42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020." 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 "42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020" 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 for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Parts C or B, nationally and at the state level. [For the "41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2019," see ED605108.]

The purpose of this research is to identify the difficulties in art education at the university due to the transition from face-to-face education to distance education due to the COVID-19 outbreak. The universe of the research is the Faculty of Education Fine Arts Education Department, Conservatoire and the Faculty of Fine Arts undergraduate and graduate students in the spring term of 2020-2021. The sample consists of 715 students from this population who answered the online questionnaire. In the research, "distance education problems" question list was used. The questionnaire consists of 13 personal information questions, and the scale consists of 68 questions in 7 sub-problem areas. The data were collected on the internet using the survey google academic. An announcement was made to the students by contacting the academicians of the relevant department. Frequency and percentages were determined in order to determine the level of the problems in the analysis of the data. "T" test statistical analysis was used for comparisons. According to the opinions of art education students: (1) Distance education is not successful in art teaching. (2) Face-to-face training is more effective. (3) Teachers and students have not received training regarding distance education; and they had to adapt to this new condition in the process and by experiencing it. (4) It was concluded during the distance art education that the participation of the students in courses and being prepared for these courses were not sufficient.

The previously published "Higher Education in Poland, Part I: Organization and Administration," and the present volume constitute an Office of Education study on the Polish system of higher learning. Part II explains the functioning of Polish institutions under control of the Ministry of Higher Education and other ministries, and enumerates the important proposed steps for reforms in Polish higher education. A major portion of the study contains detailed tables of statistics on the curriculums, enrollments, and graduations of various Polish institutions. It is intended that the study should provide basic information for specialists on Eastern Europe, comparative educators, and officials of U.S. universities and colleges concerned with academic exchanges and evaluation of foreign credentials. The document includes a glossary of Polish educational terms and a list of selected references. The following are appended: (1) Articles 52 to 76 of the Law Governing Higher Schools, 1958; (2) Enrollment and graduations in various Polish institutions of higher learning by schools, faculties, and fields of study, 1960; (3) Introduction to Curriculums; and (4) Curriculums. (Contains 6 footnotes and 28 tables.) [Best copy available has been provided.]

The per-student data included in the State Higher Education Finance (SHEF) report provide useful information about revenues relative to the need to fund higher education and are important for examining the impact of funding differences on public institutions and students across states and over time. However, examining state support on a full-time equivalent (FTE) enrollment basis does not account for the varying ability of states to fund higher education and says nothing about a state's relative effort. In an effort to provide this additional context about a state's effort and ability to fund higher education, this report uses publicly available data to estimate state tax capacity and tax effort. It combines external data with SHEF data on state funding for public and private higher education to construct three indicators of state effort to fund higher education: (1) funding for higher education as a percentage of total state and local tax revenues and lottery profits; (2) funding per capita; and (3) funding per $1,000 of personal income. The information presented here is intended to provide contextual and comparative information for policymakers and researchers as they evaluate public policy decisions for higher education. The information presented in this report utilizes the most recent publicly available data, which lags the latest SHEF report data by one to two years. [For "SHEF: State Higher Education Finance, FY 2022," see ED631022. For "SHEF: State Higher Education Finance. State Effort and Capacity to Fund Higher Education: FY 2019 and 2020," see ED623744.]

Interpreting the modern heritage of 'Bildung' in connection to education theory, this open access volume explores non-affirmative theory of education and 'Bildung' as a language of education for the 21st century. In this 'Bildung'-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight how 'educative teaching' aims at supporting the growth of the individual as a person and citizen. The volume shows how it is possible to identify a position beyond education either as a mere transformative or a reproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. The non-affirmative approach offers a strong education theory, relationally connecting the interactive level of teaching, studying and learning with the societal level and educational governance. Non-affirmative theory on education and 'Bildung' provides an elaborate point of departure for empirical research on teaching and educational leadership, teacher education and policy making. In five sections, the volume highlights how non-affirmative education theory relate to Didaktik, educative teaching, school didactics, democratic education and social justice. The approach is also analysed in relation to phenomenology, sociology, hermeneutics, cultural-historical activity theory, discursive institutionalism, empirical research, educational leadership and governance and 21st century competencies.

Australia's education system has served the nation well, but must continue to evolve to ensure competitiveness in a world racing towards the future. The report recommendations presented seek to optimise the ways industry partnerships can assist in the provision of contemporary, internationally competitive Science, Technology, Engineering, and Mathematics (STEM) education in schools. The STEM Partnerships Forum has identified three major areas where industry-school partnerships should focus in order to have the greatest impact on the engagement and aspirations of young people in STEM areas: (1) teacher professional learning; (2) awareness of the opportunities for real world problems to be solved through STEM careers; and (3) improving understanding of the outcomes and impact of STEM partnerships. To support the work of the Forum, a series of consultations was undertaken across state and territory capital cities with experts from education and industry invited to respond to observations, provisional recommendations and questions. A total of 152 people attended 18 meetings over seven weeks. In addition to this, 53 written submissions were provided in response to the Forum's Issues Paper. The chapters presented in this report further explore the national and international trends in STEM education, describe how targeted action by industry, government and other stakeholders in these areas will lead to improved STEM outcomes for students, and provide practical advice on how to optimise existing and new industry-school partnerships. [This report was produced by Education Services Australia, on behalf of the Education Council.]

Parent involvement in special education encompasses parental activities in the school, engagement with school personnel, engagement in school, community, or home based activities, and advocating on behalf of a child with special needs. Parent involvement ensures quality special education services for children as well as promotes educational and skill gains. The current study investigated school-based parental involvement (P.I.) and its association with a child's receipt of comprehensive special education services, parental satisfaction with special education services, and parental satisfaction with the school. In addition, the study investigated whether a child's race affects the comprehensiveness of special education services and parents' perceptions of special education services. Using the Parent and Family Involvement in Education Survey 2007 Panel, linear and multinomial regression models were conducted to investigate relationships. Study results indicated P.I. is associated with the receipt of comprehensive special education services, satisfaction with services, and overall satisfaction with the school. P.I. was higher when a child received more special education services. In addition, as P.I. increased, parents had higher satisfaction with special education services and the school. Minority children in the study received more special education services than non-minority children. On the other hand, satisfaction with special education services varied across races. The study provides insight on special education delivery as well as establishes a preliminary understanding of P.I. [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 attitudes and opinions of special education teachers may potentially reveal insight as to how and why teachers choose to include sex education in their curriculum for self-contained special education classrooms designed to serve students with developmental disabilities. The main objective in developing this study was to gather information regarding teacher perspectives to potentially aide in the future development of effective special education programming and increased access for students with disabilities. Sexuality is a nontraditional subject that may be difficult for some teachers to address. To ensure the most appropriate education and support for individuals with disabilities within the field of education, the attitudes of teachers towards sex education for students with disabilities needed to be explored. This qualitative study was designed to evaluate the perspectives of participants who were selected based on fixed sampling from current active special education teachers within a school district. By clarifying the perspectives and opinions of these special education teachers with reference to sex education for typical students, those with mild intellectual disabilities, and students with moderate to severe disabilities, the effects of teacher attitudes and perceptions should be reviewed in relation to student access and addressed through local practice and policy. [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 data presented in this combined report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. National Education Association (NEA) Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--"Rankings 2014"--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II--"Estimates 2015"--is in its 71st year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Not surprisingly, interest in the improvement and renewal of public education continues to capture the attention of the nation. Public education in the United States is a joint enterprise between local, state, and federal governments. Yet, progress in improving public education stems primarily from the efforts of state education agencies, local districts, and individual schools. These public organizations deserve credit for recognizing that spending for education needs to be acknowledged as an investment in our nation's most valuable resource--children. Similarly, this publication represents a collective effort that goes well beyond the staff of the National Education Association. A glossary is included.

Within the constitution of each of the 50 states, there is language that mandates the creation of a public education system. The authority for public education falls to states because of a 1973 Supreme Court case which determined that the federal government has no responsibility to provide systems of public education. These constitutional education provisions vary from state to state, with some states specifically laying out the foundation of their education system while others leave the details to the legislature. Because some state constitutions date back centuries, constitutions can contain outdated language, which can decrease the relevance of the constitution to current-day policy issues. State constitutions vary on whether they include language about public school funding, religious restrictions, the education of disabled students, the age of students, the duration of the school year, and the establishment of state higher education systems. The table in this paper provides a 50-state overview of the constitutional foundation for public education in each state. It includes the location of the foundational language, which is hyperlinked to that section in the constitution. Additionally, the table looks at whether the constitution includes language on the following topics: (1) public school funding; (2) religious restrictions; (3) the education of disabled students; (4) the age of students; (5) the duration of the school year; and (6) the establishment of state higher education systems. [This report is an update to the 2002 report, "Constitutional Language: State Obligations for Public School Funding."]

Much discussion surrounding educational policy currently is international in character. Governments, policy makers, stakeholders and many international organizations of both developed and developing countries have become concerned with how policies, practices, and outcomes in one country can be compared with those in other countries. Comparative Education, as a subject of study, is more often found at the post-graduate than at the under-graduate level of university studies. Time is allocated for the introduction of the subject of Comparative Education. The field of Comparative Education is introduced in its historical perspective, and students learn about the few chosen foreign educational systems and institutions. In the teacher training programmes there is hardly any space and time left for the specific issues with which Comparative Education is also concerned, such as minority education, education of women, economics and politics of education, cross-cultural education, and others. It is felt, that the training of teachers should include important matters with which they will have to deal in their classroom, and which pertain to problems of social relations in the contemporary world. The contents of Comparative Education studies designed for the teacher training programmes should include relevant anthropological-cultural studies, seeing teacher as boarder crosser, teacher as an inclusion, and teacher as purveyor of Human Rights. In this way, the Comparative Education would no longer be only an introductory, general informative course, but would better understand teacher education as to promote practice of sustainable development. [For complete volume, see ED567040.]