Education & Pedagogy

This book examines the promise and some of the perils of the new digital age in higher education. It addresses how cost and affordability impact on universal access, noting that current virtual and distance education options will result in a digital divide. The book advocates removing barriers to higher education in order to make digitized resources more universally accessible. It also examines issues of cost and affordability; and discusses how to maintain higher education's reputation for quality and effectiveness in new technologically-mediated environments. Following an introduction which examines the historical context and politics of instructional technology, sections cover issues of access and equity, of cost and affordability, and of quality and effectiveness. Based on the conclusions drawn, the book offers seven recommendations to address issues of access, cost, and quality. These include: (1) lobbying for state and federal policy reform; (2) developing a reward system that places a high value on teaching and innovative use of technology; (3) promoting universal Intranet access; (4) promoting universal access to the National Information Infrastructure; (5) affirming the social nature of learning; (6) requiring that all students have the generic skills of "mediacy" and numeracy; and (7) preserving the quality and core values that distinguish higher education from corporate training. (Contains approximately 250 references.) (CH)

This report provides an overview of the state of vocational education and training systems in Bulgaria, in the context of the history and the present economic development of the country. The report is organized in nine sections that cover the following topics: (1) political and socioeconomic background information, including economic development, demography, and the labor market; (2) modernization of vocational education and training system, including organization and main features; (3) human resource development of managers and administrators; (4) research on vocational education and training and the labor market; (5) institutions responsible for state policy on vocational education and training; (6) legislation; (7) financing of vocational education and training and continuing vocational training; (8) the contribution of bilateral and multilateral donors to vocational education and training reform; and (9) constraints, challenges, and future needs, among them these key priorities: dissemination of the VETERST pilot school activities, institution-building and training at the regional level, and development of continuing training activities for groups vulnerable to unemployment and social exclusion. The document also contains a list of abbreviations, a bibliography listing 29 references, a glossary defining 14 terms, lists of major organizations in vocational education and training and continuing vocational training, a list of in-depth studies carried out by the Bulgarian National Observatory, a one-page profile of the Bulgarian education system, 20 tables, 7 charts, and a diagram. (KC)

General education and special education inclusion teacher partners share accountability for the instruction served in the general education classroom. The IDEA and state policies set forth procedural and administrative regulations that safeguard the learning of all students. To meet the instructional needs of all students, including those students with disabilities, inclusion teacher partners need professional development, time to plan with their partner, and administrative support. Administrators must be knowledgeable of successful models of inclusion, instructional resources needed to provide a FAPE, and the professional needs of general education teacher and special education teacher inclusion partners to support their effectiveness. Inclusion teacher partners cite caseload, workload, lack of appropriate instructional resources, adequate time to collaborate, and collective expertise of educator partnership as challenges to their efficacy. To explore factors that influence instruction in inclusion classrooms, this study answered two research questions; what do general education and special education inclusion teacher partners need to succeed with inclusion and what support is offered to general education and special education inclusion teacher partners by the administration. Findings of this study suggests low cost-low effort to low cost-high effort recommendations that support needs of inclusion partners and the administrators that supervise them. The need for future research is discussed. [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.]

Special education students are entitled to receive accommodations stipulated in their individualized education program (IEP) based on the individuals with disabilities education act (IDEA) (14 Delaware Code, §310, 2016). Although IDEA regulation does not define accommodations, accommodations are embedded within the students' IEP to provide them an opportunity to finish the same assignments as their general education peers (Lee, 2019). Action research was used in this study. Research for the study focused on special education deficits in English Language Arts (ELA). Students used accommodations, specifically Google Read&Write, aligned to their IEP during ELA. A one-page reference guide was developed for special education teachers to direct students on how to use Google Read&Write as an added accommodation to help progress through instructions with less input from teachers (Playfoot & Clark, n.d.). The findings of this study showed mixed results amongst students using Google Read&Write as an accommodation. The Coronavirus (COVID-19) pandemic disrupted education across the country beginning in March 2020. This study took place from October 2020 to January 2021 in the midst of the Coronavirus (COVID-19) pandemic. [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.]

As more students consistently access the general education classroom as their least restrictive environment (LRE), the responsibility of Individual Education Plan implementation (IEP) is up to the general and special education teachers. Previous studies indicated that communication characteristics between general and special education teachers lead to miscommunication and inadequate IEP implementation in inclusion classrooms. Systems and ecological theory identified barriers between communication systems. Secondary general and special education teachers described the communication characteristics that lead to inadequate IEP implementation in inclusion classrooms. A basic qualitative research design provided in-depth descriptions of communication characteristics from 31 participants. The study's purpose was to explore (a) how secondary general and special education teachers described communication characteristics in the Fort Worth Independent School District in Fort Worth, Texas; (b) how secondary general education and special education teachers describe their ability to implement Individual Education Plans in the Fort Worth Independent School District in Fort Worth, Texas. Data analysis was performed utilizing the ATLAS.ti software program to develop codes and resultant themes. The results identified mostly positive communication characteristics when there is time; however, communication is mostly non-existent or through email, causing miscommunication of responsibilities and inadequate IEP implementation in inclusion classrooms. Education administrators may use findings for positive social changes to better serve students and faculty. [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 comprehensive handbook addresses issues related to anti-discriminatory education as it relates to children, youth, young adults, families, and practitioners across a series of age groups, sectors, communities, and countries. It seeks to map a holistic interdisciplinary overview of the field examining how policies, practices, and initiatives within unique social, political, and cultural contexts have been enacted to advance anti-discriminatory education for improved equity, diversity, and inclusion outcomes leading to thriving school-community ecosystems. The work draws on a range of theoretical frameworks, hybrid perspectives, and research projects to provide multiple examples about the challenges, complexities, and nuances involved in theorizing and doing the work of anti-discriminatory education in local communities and on a macro institutional level. With intentionality, authors from various backgrounds, identities, fields, and positionalities describe and discuss various social justice and equity issues and how they strategize, mobilize, and navigate unique micro and macro dynamics affiliated with power and privilege for the purpose of advancing the field of anti-discriminatory education. Overall, the chapters cover a range of topics and issues from various practitioners and community perspectives around the intersectionality and divergence of navigating micro lived experiences and macro institutional policies and practices to bridge the gap between theory and action with respect to anti-discriminatory education. The book is divided into 4 sub-sections: Early Childhood Education (Early years up to approx. 10 years old), Elementary and Middle School Years (approx. 11 to 14 years old), Secondary Schools (approx. 15 to 19 years old), and Higher Education (Post-Secondary).

This chapter aims to illustrate how and why market-driven education through link-and-match paradigm endangers students' futures in the Indonesian context. To meet market demand, the government endorses such policies to vocationalize various types and levels of education. In vocational education, it is done by proposing vocational school revitalization programs; while for general education, it is through the enactment of competency-based curriculum. By critically analyzing these policies, I argue that vocationalization of education endangers students' future in at least three ways. First, there is a tendency that vocational schools would perpetuate inequity because the main design of the curriculum only gives the students technical skills and narrow or limited knowledge. Second, the design and implementation of competency-based curriculum at schools reduces the main purposes of education into technical skills or competencies. Thirdly, the content of the curriculum is still overloaded, to the extent that teachers are preoccupied with too many administrative tasks, and double standards of competency assessment (both from the school and the Vocational School Certification Agency). A more balanced curriculum design--between knowledge and skills--will be appropriate to reform the existing curriculum that overly emphasizes skills. Education should not merely produce skilled workers, but also transform society to be more democratic, humanist, and socially just. [For the complete volume, "Education in Indonesia: Critical Perspectives on Equity and Social Justice. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 70," see ED675979.]

The paper aims to identify the prospects for innovative development of higher education in the digital economy of the future for young people in Central Asia and Russia by contrasting (and comparing) distance learning with smart technologies in higher education. The research uses the case method regression analysis. The author found that both vectors of innovative development of digital higher education among Central Asian countries are most pronounced in China. It is revealed that in all countries of Central Asia and Russia, both vectors of innovative development of digital higher education are used to benefit young people. The authors show that distance learning and smart technologies in education make almost identical, positive, and pronounced contributions to the popularization of higher education among young people in Central Asia and Russia. The authors recommend providing systematic support for implementing both identified vectors of innovative development of digital higher education in Central Asia and Russia. The comprehensive implementation of both vectors of innovative development of digital higher education will increase the competitiveness of young people in the digital segment of the labor market and slow down the aging of the workforce in Central Asia and Russia. [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.]

Croatia is taking decisive action to modernise its education and skills system, aiming to raise quality, expand access, and better align learning with labour market needs. This push for change comes at a critical time, as rapid demographic shifts have led to a growing number of small schools and a surplus of school teachers, putting pressure on education funding. Gaps in early childhood education and post-school learning limit opportunities for many learners, while a lack of data on student transitions makes it harder to track their pathways through and beyond education, and improve outcomes. Ensuring that education prepares young people and adults with the skills for the evolving demands of the labour market will be essential to support Croatia's aspirations of becoming a more innovative and competitive economy. This report assesses Croatia's policies and practices against those of OECD and reference countries in Central and Eastern Europe, covering the full learning cycle -- from early childhood education and care to lifelong learning. It identifies key strengths and challenges and explores how Croatia can use OECD evidence and international experience to sustain reforms, direct resources where they are most needed, and strengthen data to support policy decisions. The report will be of interest in Croatia and other countries seeking to build a more equitable, efficient, and responsive education system to support economic and social progress.

Special education leadership is a rewarding, dynamic, and complex field; and for those individuals who choose to lead special education programs, the field can also be extremely challenging. Effective special education leadership demands a multi-faceted approach guided by professional standards to meet the challenges of educating students with disabilities in accordance with federal and state regulations. The purpose of this study was to gain perspective into the confidence levels of special education leaders specific to their assigned roles and their daily practice. Determining consequential connections between their specific confidence levels and essential field-centric standards could yield useful insight for the future design and delivery of both pre-service special education leader development programs and continuing education programs developed for current special education leaders. The following research questions guided this study: 1. What is the average perceived self-efficacy/confidence level of special education administrators relative to the Council for Exceptional Children's special education professional leadership standards? 2. What is the average perceived self-efficacy/confidence level of special education administrators relative to individual items within each of the Council for Exceptional Children's special education professional leadership standards? 3. To what extent is there a significant relationship between a special education administrator's years of experience and perceived efficacy to perform the specific skills reflected in the Council for Exceptional Children's special education leadership standards? [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 2012 edition of the "Digest of Education Statistics" is the 48th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities: (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Adult Education. Preceding these 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 three appendices. 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"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 493 tables and 29 figures. Individual chapters contain footnotes) [For Appendices, see ED544579. For "Digest of Education Statistics, 2011. NCES 2012-001," see ED544580.]

"The Wiley International Handbook of Educational Foundations" features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance. The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity. "The Wiley International Handbook of Educational Foundations" offers unique insight into subjects such as: (1) Educational reform in India, Pakistan, and China; (2) The global implications of equity-driven education; (3) Teacher education and inclusionary practices; (4) The Global Educational Reform Movement (G.E.R.M.); (5) Education and the arts; (6) Maria Montessori and Loris Malaguzzi; and (7) Legal education in authoritarian Syria. "The Wiley International Handbook of Educational Foundations" is an important book for current and aspiring educators, scholars, and policy makers. This book contains the following chapters: (1) A Story of Hegemony: The Globalization of Western Education (Alan S. Canestrari and Margaret M. Foster); (2) Community Development: Learning from Popular Education in Latin America (Liam Kane); (3) Educational Reform in India and Pakistan: Successes and Missed Opportunities (Ali Hamza and Divyanshi Wadhwa); (4) Rethinking African Educational Development (Elsa Wiehe); (5) Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity-Driven Education (Gloria Graves Holmes); (6) Linguistic Hegemony and "Official Languages" (Timothy Reagan); (7) National Education in France: From Ideological Rigidity to Identity Flexibility (Samim Akgönül); (8) The Move Towards Inclusive Education in Ethiopia (Alemayehu Tekelemariam Haye); (9) Teacher Education in an Audit Culture (Alexander Bean and Rachel Rush-Marlowe); (10) Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences (Jyoti Raina); (11) Teachers' Work and Teachers' Unions in the Global Education Reform Movement (GERM) (Lois Weiner and Mary Compton); (12) Understanding Japan's Sensei: The Status of Teachers in Japan (Ryan Monahan); (13) Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy (Mariale M. Hardiman); (14) Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education (Marilyn Monks Page and Samantha Painter); (15) Teaching and Learning with Technology (Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos); (16) Advancing Pharmaceutical Health: Education towards Better Global Health (Iman A. Basheti and Bandana Saini); (17) Less Stress and More Well-Rounded Development: Recent Education Reforms in China and Why They Don't Work (Gaoming Zhang); (18) "For a Future Tomorrow": The Figured Worlds of Schoolgirls in Kono, Sierra Leone (Jordene Hale); (19) When More Is Not Necessarily Better: Insights into Romanian Higher Education (Teodora A. ?erban-Oprescu and George L. ?erban-Oprescu); (20) Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi (Nicola S. Barbieri); (21) Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty (Abdulhay Sayed); (22) Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action (Teay Shawyun); (23) Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment (Manuel Hassassian and Edward Kaufman); and (24) Eugenic Ideology and the Institutionalization of the "Technofix" on the Underclass (Ann G. Winfield).

Describes the solar-hydrogen technologies at the East Valley Institute of Technology, the only technology center in the nations that offers this class. Describes its focus on solving the energy crisis. (JOW)

Describes the use of the federal Integrated Postsecondary Education Data System (IPEDS) and how it can be used to make informed comparisons of institutions of higher education. (EV)

Discusses Sanera and Shaw's critique of environmental education and describes the three-part solution they offered for the problems identified in the critique. (Contains 64 references.) (Author/YDS)