Education & Pedagogy

One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has increased so far. In this regard, this research aims to determine teachers' perspectives regarding the implementation of graduate education to their professional performance. The present study has used interview technique as a qualitative research method and semi-structured interview form including seven open-ended questions as a data collection tool. Totally 28 teachers who receive graduate education in educational sciences department at a Turkish state university in the 2015-2016 academic years participated in the study. Research results have revealed that teachers mostly use the courses learning and teaching environment for preparing lesson plans. They also state that they have difficulty in implementing theoretical courses. As for the contributions of graduate education to teachers' professional performance, teachers mostly believe that they learn how to teach, and the courses that are more effective in their profession are predominantly thinking education, qualitative research methods and teacher training. Considering the extra courses that teachers want to take, it has been noted that foreign language, education, special education and writing an article are the most emphasized courses. Last but not least, teachers mostly feel themselves self-reliant as they enroll in graduate education; moreover, teachers' most significant reason for enrolling in graduate education is to update information.

This bulletin was prepared by the Committee on Vocational Education of the National Education Association. The objective was to prepare a report which would be of assistance to the average superintendent of schools in a community of ordinary size, were he to feel the need of introducing such work into his home school system. The committee, which was appointed by the president of the National Education Association at the meeting of the department of superintendence, consisted of educators, social workers, labor representatives, and businessmen. From time to time meetings of this committee have been held both in connection with meetings of the National Education Association and in connection with meetings of the National Society for the Promotion of Industrial Education. Specific chapters have been prepared, not by the committee as a whole, but by individual members of the committee or by persons selected by this committee. Contents include: (1) History and development of vocational secondary education; (2) Types of vocational secondary schools; (3) Definitions, analysis, and illustrative examples; (4) Some ways in which vocational education may be introduced; (5) Methods of organization; (6) Methods of gathering data about industry and industrial workers; (7) Relation between vocational education and vocational guidance; (8) Proper methods of financing; and (9) Problems of vocational education. An index is also included, and an appendix presents a Digest of laws of States that provide State aid for a more or less State-wide system of vocational education. (Contains 1 diagram, 2 charts, and 17 footnotes.) [Best copy available has been provided.]

Changes in the No Child Left Behind (NCLB) law and the Individuals with Disabilities Education Act (IDEA) have opened a door to a new outlook on educational services in both general education and special education. Response to Intervention (RTI) is an answer to the changes prescribed in that legislation. RTI is a promising framework for education reform that focuses on tier instructions and prevention of academic failure. The reform will also affect, for example, the way Learning Disabilities are identified, teachers responsibilities and roles in instructional services for students in general education and the melding of special education and general education resources in the provision of instruction at the universal level. However, the decision to implement RTI, like other education reforms, often comes from the top. Teachers' voices--their opinions--whether they want the reform or are ready for the changes--are rarely heard. This study aims to understand teachers' own perceptions of their skills related to implementing RTI and their beliefs about the potential efficacy of the RTI framework. The finding suggested that training may be the leading factor to foster teachers' belief in the RTI framework and their confidence to implement the change. [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.]

This exploratory study addresses special education related services and the requirements when a school-aged student with a disability attends school using synchronous distance education tools to access the least restrictive environment. The researcher examines these placements to explore the implications virtual schooling has on students receiving special education and related services. This study involved interviews of the related service providers of two home-bound students with disabilities, the students parents, classroom teachers, and para educators. The students were accessing their public middle school through the window of technology. These students, when placed in typical classroom least restrictive environments, required special education and related services to access a free and appropriate public education. The study reveals the importance of a well defined infrastructure, and the need for thorough examination of the least restrictive environment by the individual education planning (IEP) teams for special education. Common issues that require further exploration when designing home-based programming for students with disabilities accessing their education virtually included developing a communication system, defining attendance, recognizing fear, redefining the least restrictive environment, and identifying equipment ownership. The findings in this study indicate areas of important discussion that should be considered by the IEP team prior to the implementation of a program using video conferencing and home-based education for students with disabilities. [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 21st annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA) is divided into four sections organized around a model that views educational results as products of three sets of factors: the context and environment in which the education is provided, student characteristics, and school programs and services. Section 1, on context/environmental factors, discusses parent involvement, access to the general education curriculum, and developing a highly trained workforce. Section 2, on student characteristics, focuses on special education in correctional facilities, states' progress in implementing comprehensive early intervention services and special education services for preschool children, and changes in the child count data. Section 3, on school programs and services, addresses paraprofessionals in the education workforce, educational environments for students with disabilities, federal policies on discipline, and the population of students served by visual impairment specialists. Section 4, on student results, discusses graduation requirements and high school completion, state improvement and monitoring, progress on the implementation of transition requirements at the state and local level, and participation of students with disabilities and the use of accommodations in the National Assessment of Educational Progress. Extensive appendices provide data tables. (Individual sections contain references.) (CR)

The adult general education programs administered by the Division of Workforce Development in Florida's Department of Education were subjected to a justification review. To assess the programs' performance, the number of literacy completion points (LCPs) earned by each program and system and the number of LCPs earned per enrollee were analyzed. The analysis established that both community college and school district adult education programs have demonstrated measurable improvement in literacy completion. Both the community college and school district systems attained higher numbers of LCPs and generated more LCPs per student in the academic year 1999-2000 than in that of 1998-1999. Both systems also improved in LCPs per student in adult high school and adult basic programs, and both systems produced comparable numbers of LCPs per General Education Development student in the 1999-2000 school year. However, school district job and education placement rates remained low for adult basic education and English for speakers of other languages programs, department guidelines for assessing and documenting student progress were not being consistently applied among institutions, and school district adult education programs lacked a clearly defined and enforced statewide residency requirement. Nine exhibits are included. A list of community colleges and school districts in each of Florida's workforce development regions is appended. (MN)

The Technology Education Graduate Research Database (TEGRD) was designed in two parts. The first part was a 384 page bibliography of theses and dissertations from 1892-2000. The second part was an online, searchable database of graduate research completed within technology education from 1892 to the present. The primary goals of the project were: to highlight the history of research within technology education, to provide a springboard for researchers, and to help scholars build upon past research and create diverse new research. The database was compiled by the editor and built upon previous work by David L. Jelden (1981) and W. Tad Foster (1992). The December 1981 index from Jelden's Abstracts (1981) was scanned and converted into a Microsoft Word document. Foster's (1992) bibliography (n=563) was imported into this document. Then, Dissertation Abstracts (DA) Online was used to fill in the citations from Jelden's Abstracts and to search for entries before 1910 and from 1992-2000. Search terms were industrial arts, industrial education, technology education, industrial education, trade and industrial education, manual training, and industrial vocational education for a total of 2,050 citations. Citations highlighted this information: complete name of author/editor; date; title; type of document and degree granting institution, and DA Online Accession Number, DA International reference, or unavailability from University Microfilms International. The document was converted into a Microsoft Access database and placed on the Council of Technology Teacher Education web site. Findings included 5,259 entries between 1892-2000; a mean of 59 studies per year; 4,781 doctoral dissertations; 298 masters theses; and 4 specialist theses. (YLB)

Denmark has a uniform, nationwide vocational education and training (VET) system that provides qualifications that are valid throughout the country and recognized by employers and trade unions. Initial VET (IVET) includes the following components: VET, including commercial and technical training; basic social and health care training; agricultural training; and maritime training. All IVET programs teach the vocational skills necessary for a trade or profession and give access to higher education. Periods of school IVET alternate with periods of in-company training based on apprenticeship contracts. Continuing VET is provided primarily through Denmark's labor market training system (arbejdmarkedsuddannelserne [AMU]), which is designed to give, maintain, and improve participants' vocational skills in accordance with enterprises' needs and background. AMU courses take place exclusively at vocational schools and 24 independent AMU centers. Tertiary VET, consisting of short, vocationally oriented programs, and open education programs are also offered at vocational schools. IVET and tertiary VET are under the auspices of the Ministry of Education, whereas AMU is under authority of Denmark's Ministry of Labour. Active participation by social partners is a central element of Denmark's VET system. A list of acronyms, the addresses of 9 relevant organizations, and a bibliography of 32 online and print resources are appended. (Contains 15 figures.) (MN)

This document proposes a comprehensive education and lifelong learning program for Wales through 2010. The primary goal of the proposal is to transform Wales into a learning country where high-quality, lifelong learning provides the skills people need to prosper in the new economy, liberates talent, extends opportunities, and empowers communities. The proposal places strong emphasis on partnership with local communities to meet locally determined needs and priorities more flexibly and precisely and on promoting lifelong learning with consistent commitment to the following goals: realize sustainability; tackle social disadvantage; promote equality of opportunity; and sustain an environment that celebrates diversity and makes genuine progress toward realizing the benefits of bilingualism. Chapters 1-10 discuss the following aspects of developing a comprehensive education and lifelong learning program for Wales: (1) differences between England and Wales that necessitate different educational policies and practices; (2) solid foundations in the early years; (3) the vision of comprehensive education and lifelong learning; (4) learning and equality of opportunity; (5) progress and practitioners; (6) beyond compulsory education; (7) access and the future of higher education; and (8) outcomes. Contact addresses and a list of abbreviations are appended. The Learning Skills Development Agency's response to the proposal is also included. (MN)

Case study-based teacher education has been advocated since the mid-1980s. The evolution of technology-facilitated, case study-based professional development for adult education professionals may be traced by examining three projects involving the National Center on Adult Literacy and the International Literacy Institute at University of Pennsylvania's Graduate School of Education. The International Literacy Explorer (ILE) is a multimedia teacher-training tool for basic education that is designed to give an overview of literacy and basic education issues and practices in an international context. The ILE offers ideas, discussions, and activities to enrich the thinking of teachers/practitioners, policymakers, and researchers and is available in CD-ROM and Internet versions. Captured Wisdom is an interactive resource that informs educators of successful practices in integrating technology into adult education instruction by presenting seven 20-minute videos of authentic adult education classrooms on 2 CD-ROMs, companion discussions, and a short instruction booklet. The Professional Development Kit (PDK) is a multimedia resource for adult educators that use print, video, CD-ROM, and the World Wide Web. It is organized into three main sections titled as follows: the PDK Community; Investigating Practice; and the Knowledge Databases. These tools combine available instructional technologies in a seamless, unobtrusive fashion to support the growth of adult basic education teachers. (Contains 6 references.) (MN)

State governors have an immense stake in building a workforce training and education system capable of producing the skilled workers needed to secure the country's economic future. In doing so, states must face the following challenges: (1) many state workforce systems do not reflect market needs; (2) public education is falling short in preparing individuals for the new economy; (3) workers must navigate a more uncertain career path; (4) many low-wage workers need supports to advance; and (5) effective governance and accountability structures are missing. Governors can implement the following policy changes to overcome these barriers: (1) connect workforce development to economic needs through education; (2) build a stronger education pipeline to produce trainable graduates possessing strong foundation skills; (3) expand/create incentives for continuous learning; (4) enhance workers' ability to manage their careers; (5) strengthen work supports (including education and training) to promote employment retention and career advancement; and (6) strengthen governance and accountability in the workforce system. Specific actions to strengthen the education pipeline include ensuring that all levels of education from prekindergarten through postsecondary education are connected and that they build students' skills, working with the higher education system to contain costs, and modifying financial aid policies to promote greater participation and choice. (Contains 26 endnotes.) (MN)

This resource is designed to provide Ohio labor market information for use with advisory committees to stimulate and inform dialogue about the current evaluation and future planning of programs. It provides reports for 23 career fields in 6 career clusters. Each report highlights careers and occupations in the field and answers these questions: how many jobs; how fast employment will grow; how many job openings are expected; what education and training are required; how much the jobs pay; where the jobs are; and where more information can be found. The report concludes with data sources and descriptions of education and training levels. These career clusters (and career fields) are included: environmental and agricultural systems (horticulture; agricultural services and engineering, natural resources and environmental services); business and management (marketing; hospitality and tourism; food service; administrative support; finance, insurance, and real estate); health services (nursing and dietetics, health care technology, health care therapy); human resources/services (education and training services, legal and protective services); arts and communication (arts and entertainment, media and journalism); and industrial and engineering systems (auto and truck transport; transportation systems design and management; manufacturing engineering and technology; precision production; production maintenance setup and operation; engineering; architecture and drafting; construction). (YLB)

Policies exist in every aspect of people's lives from the landlord's policy on pets to the government's policy on literacy. As such, policy becomes the ideal place to begin to examine the articulation of distance education because policy inevitably marks the site where different kinds of political discourses and social practices intersect. By examining the rhetoric of distance education policy, this paper traces the questions of power that lie behind the rules and norms of distance learning within higher education. Noting that in the 1980s public funding for higher education began to decrease, the paper states that shifting notions of the role of higher education form the contextual stage for the re-entry of distance education. With the increasing use of computer technology, distance education emerges in the 1990s as the means for improving access to higher education while containing the cost. The paper cites Indiana's creation of a policy for delivering degree programs through distance education technology; the policy's first purpose is to "ensure that distance learners have access to the same quality of instruction available on campus," while another purpose is to "use taxpayer dollars efficiently." The paper finds that the rhetoric of the policy translated institutions and faculty into producers, students into consumers and markets, and higher education into an instructional marketplace. It also states that research literature suggests that the use of computer technology in composition increases rather than reduces the interaction between students and between students and faculty. It concludes that if educators want to play a role in how they are constructed as subjects within distance education, they will need to begin with policy. Contains 24 references. (NKA)

The impact of globalization on vocational-technical education (VTE) and human resource development (HRD) in Sudan was examined. Special attention was paid to the following issues: the purpose of education in the 21st century; learning for the workplace; national culture and technological advances; the globalization of education; education and quality control; and future challenges for educational institutions. The following were among the nine recommendations offered to individuals interested in improving VTE and HRD in Sudan: (1) develop closer bilateral agreements between national, regional, and international institutions to facilitate education, enhance independent learning, transfer and exchange technology, and meet the challenge of globalization; (2) strengthen collaboration between educational institutions and industry to maximize use of available resources; (3) launch investment programs in education to compete in the technological market and world trade; (4) establish councils of professional and technological education to set targets and strategic education policies, promote national training, and develop links between educational institutions at all levels and industry; (5) emphasize national language to protect culture, ethnic roots, and Islamic values; (6) increase emphasis on opening competent polytechnics and VTE institutions to meet business and industry training needs; and (7) stress advances through research to enlighten and strengthen policy, practice, and experience. (MN)

This report discusses the education and empowerment of Hispanic Americans, stressing the importance of expanding access to educational opportunity from preschool through graduate and professional school. The report focuses on closing the educational and opportunity gap faced by Hispanics in the United States. After an introduction, "A Hard Look at Where We Are Now," the first section discusses "Education and Hispanic Economic Opportunity." The next section presents "Where the Jobs Are," examining various types of jobs. The third section discusses "Earnings and the Hispanic Education Gap," examining educational achievement and attainment, education and earnings, job types, immigration and the economy, education and unequal pay, the importance of academic skills, the educational domino effect, and the importance of nonacademic skills. The fourth section examines "Skills and the Hispanic Employment Outlook through 2006," discussing the various skill levels and noting policy implications. The fifth section examines "Hispanic College Participation, 1995-2015," discussing challenges and increased access for traditional and nontraditional students. The sixth section highlights "Policy Priorities," including money matters, affirmative action and beyond, reinventing assessment, and supporting bilingual education. The seventh section discusses "A Strategy of Engagement," including enhancing social capital, reaching out to Hispanic students, encouraging community-based postsecondary institutions, and introducing new policy priorities. An appendix presents additional data on educational attainment and educational opportunity. (Contains 74 references, 16 tables, and 32 figures.) (SM)