Education & Pedagogy

The lifetime of Frontiers in Education (FIE), 42 years and counting, has been a time of many innovations in engineering and computing education. The FIE Conference has become the premiere conference for presentation and discussion of excellent educational research and innovative curricula in engineering education. This accomplishment would not have been possible without the vision and strong leadership of the three sponsoring professional societies - American Society for Engineering Education (ASEE) Educational Research and Methods Division, Institute of Electrical and Electronics Engineers (IEEE) Computer Society, and the IEEE Education Society. The theme of this year's conference is "Soaring to New Heights in Engineering Education." In line with this theme, this proceedings presents over 411 conference papers with a focus on expanding the diverse community of international scholars and enriching the foundation of educational research that FIE has built over its history. Individual papers contain tables, figures, and references. An index is included.

The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study was development of a rubric to be used in evaluating integration of engineering design as a focus for technology education. (Contains 1 table and 2 figures.)

"Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP, high school graduation rates, and access to postsecondary education for black and Hispanic students. [This report was developed by a team of Southern Regional Education Board (SREB) staff members led by Jeff Gagne. Key team members included Michaela de Groot, Matthew Smith, Jenny Hite, Alex Camardelle, and Joan Lord.]

The Higher Education Funding Council for England (HEFCE) presents its second edition of its regional profiles of higher education. The document presents a range of information about higher education in England's nine government regions. The aim of the report is to assist stakeholders in debating the regional role of higher education, and to provide accurate, comprehensive data in support of that debate. The HEFCE aims to support regional higher education by addressing the need for better information, better networks, meeting regional demand for student places, meeting regional employer needs, reaching out to business and the community, and improving access to education. Universities and colleges contribute to the economic development of England's regions, and the report seeks to foster debate about future shaping of that role. Data are presented in charts and graphs for each of the nine regions. Appendix 1 lists data sources. Appendix 2 presents HEFCE regional consultants. Appendix 3 contains useful addresses; Appendix 4 lists the Higher Education Sector Strategy Committee members and terms of reference. (HB)

Since its inception in India in 1962, distance education has grown in popularity. The Distance Education Council (DEC) directs distance learning within India's higher education system. The DEC's promotion, coordination, and maintenance of standards for distance education are its three major roles. Its initiatives include grants, support for technology, quality assurance measures, development of standards and guidelines for degree programs, and technical assistance for new open universities. Collaboration programs at the national and international level also exist, and focus on such topical areas as MBA degrees, B.Ed. degrees, self-assessment of the open university system, and information and data exchange. Areas for future activity are listed and include the development of an open education network, technical assistance to state government, audio-visual support, research project support, Web-based initiatives, quality assurance measures, database support, and transformation of correspondence study programs into distance education programs. A listing of open universities and institutions offering correspondence programs is provided, as well as a map of India indicating locations of open and distance education institutions. (HB)

This collection of scholarly essays on comparative education is divided into four sections. The first section, Viewpoints/Controversies, contains the essay "Educational Policies and Contents in Developing Countries" (Jacques Hallak). The second section, Open File: Education in Asia, contains the following essays: "Some Current Issues, Concerns and Prospects" (Victor Ordonez; Rupert Maclean); "South Asia and Basic Education: Changing UNICEF's Strategic Perspectives on Educational Development and Partnerships" (Jim Irvine); "Education for Gender Equity: The Lok Jumbish Experience" (Anil Bordia); "Financing Higher Education: Patterns, Trends and Options" (Mark Bray); "Schools That Create Real Roles of Value for Young People" (Roger Holdsworth); and "Educational Priorities and Challenges in the Context of Globalization" (Kamal Malhotra). The third section, Trends/Cases, contains the essay "Higher Education, the Social Sciences and National Development in Nigeria" (Geoffrey I. Nwaka). The last section, Profiles of Famous Educators, contains the profile "Benjamin Bloom, 1913-99" (Elliot W. Eisner). (BT)

This document contains the 1998 Florida adult education program courses standards (curriculum frameworks and student performance standards) for major adult and literacy programs, as well as programs for workplace readiness skills, and special programs for the diverse population served in this area. Each program courses standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: purpose, program structure, special note, and intended outcomes. Student performance standards are listed for each intended outcome, and are intended to correspond to competency-based adult education. Program and course standards are based upon competencies required for entry, advancement, and upgrading in basic skills in the following adult education program areas: (1) adult basic education; (2) general education-promotion; (3) general education development preparation; (4) adult life stages; (5) English for limited-English-proficient adults; (6) workplace readiness skills; (7) citizenship; (8) adults with disabilities; and (9) system for applied individual learning. (KC)

School principals are called to be lifelong learners. The advancements of technology require school leaders to participate in ongoing education to remain skilled in and informed about technology usage. This article first provides a literature review, discussing the need for continuing education in technology for school administrators as lifelong learners. Secondly, it discusses the types of technology education principals want, based on data generated from 100 elementary, middle, and secondary school principals from 23 school districts in Texas. Thirdly, it describes the types of software (i.e., word processing, presentation, spreadsheet, database, Internet, and e-mail) available to meet technology needs of school leaders. Lastly, the article discusses the implications of this study in establishing professional development programs in technology education for school leaders. (Contains 21 references.) (Author/AEF)

This guide is aimed at lecturers and tutors providing higher education courses at further education colleges in England. It contains good practice guidelines with examples from more than 50 institutions, information requested by colleges, and suggestions. A companion volume for senior managers addresses policy issues and prospects for higher education in further education colleges. Chapters of this volume are: (1) "The Context for Higher Education in Further Education"; (2) "Developing Higher Level Skills"; (3) "Curriculum Development"; (4) "Assessment"; (5) "Marketing and Recruitment"; (6) "Academic Advice and Support: The Student Life-Cycle"; (7) "Working in Partnership"; (8) "Management and Planning"; (9) "Staffing and Development"; and (10) "Quality Assurance and Enhancement." Four annexes contain lists of institutions contributing to the project, useful Web sites, and additional materials on the Higher Education Funding Council for England Web site and a glossary. (SLD)

This paper is designed to provide college and university presidents with an overview of distance education, e-learning, or what is called "distributed learning," a term preferred here because "distance" is too restrictive a concept. This overview identifies significant issues associated with distributed education and suggests questions to help institutional leaders establish and validate their options. The paper considers these issues: (1) challenging assumptions about distributed learning; (2) student learning; (3) strategic goals; (4) intended audiences; (5) market size and growth of distance education; (6) governance and organization; (7) partnerships; (8) quality; (9) policies; (10) barriers; and (11) leadership challenges. Six appendixes provide supplemental information, including a comparison of target markets among selected providers and guidelines for distance education. Policies designed to remove the barriers to widespread adoption of distance education must come from all levels so that the many benefits of distributed education, particularly for students, can become available. (Contains 24 references.) (SLD)

This document consists of the first six issues of the new quarterly serial "Northwest Education". Each issue has a theme title and typically consists of an opening review article on current trends and research related to the theme, followed by articles on exemplary schools or programs in the Northwest, promising practices, master teachers, or opinions of education leaders. Theme issue titles are: (1) "The Hispanic Child"; (2) "Mid Kids: Learning in the Middle Years"; (3) "Assessment in Action"; (4) "The Early Years: Making Learning Fun"; (5) "Charter Schools: Education Leaders Voice Their Views"; and (6) "Teaching in the 21st Century." Issues also include reviews of books, videotapes, teaching materials, and professional development materials; contact information for resources and technical assistance; short program profiles; letters to the editor; and hot topics from educational listservs. (SV)

This report examines the state of secondary education in Cyprus. It opens with the historical and political background of Cyprus and the system of administration and management under which the country operates. The financing and expenditure involved with education is discussed, as are the aims and content of secondary education. The educational structure is explored in detail along with the timetable of secondary education. Overviews are also offered of secondary technical and vocational education and special education. The secondary curriculum is summarized followed by an explication of the tasks of the pedagogical institute, including a look at inservice training and educational research. Teacher evaluations, the methods for appointing teachers, teachers' working conditions, and how teachers are promoted are also covered. Some of the educational innovations and reforms are described, and Europe's focal position in the curricula of education in Cyprus is examined. The report closes with a description of problems and difficulties, such as the need for improving school buildings. (RJM)

This final report describes major activities and outcomes of a one-year project in Birmingham, Alabama, which attempted to utilize quantitative record linkage methodology and a qualitative family interview to increase the available information regarding risk factors associated with special education placement for young children. The project involved identification of the special education population and random selection of first grade general education students; a computerized retrospective data linkage, linkage of Alabama birth certificate data and Child Count data; qualitative interviews with 42 parents of children in general education and 92 parents of children in special education; development of risk profiles for special education placement; and dissemination of information to local and state early intervention and special education officials. Appendices include the data sharing agreement, the training protocol for training interviewers, the family interview protocol, and results of case control analysis. (DB)

This report describes the activities and developments of the Centre for Adult and Continuing Education (CACE) of South Africa's University of the Western Cape. The following are among the many activities in which CACE staff members were actively involved in 1997: national efforts to streamline the professional development of adult educators and trainers; transition to a delivery system combining face-to-face tuition, resource-based learning, and distance support; study weekends during which rural students examined important issues and strengthened their use of popular education methods; efforts to build tutor capacity and outcomes-based education capacity; the Race, Class, Gender and Culture Project; international educational exchange, and research on adult education. (Contains a draft financial statement and lists of the conferences, seminars, and workshops attended by CACE staff in 1997 and 34 papers, articles, books, and presentations by CACE staff.) (MN)

Markets or market-like mechanisms are playing an increasing role in higher education, with visible consequences both for the regulation of higher education systems as a whole, as well as for the governance mechanisms of individual institutions. This article traces the history of economists' views on the role of education, from Adam Smith, John Stuart Mill, Alfred Marshall, and Milton Friedman, to present-day debates about the relevance of market economies to higher education policy. Recent developments in higher education policy reflect both the rising strength of market mechanisms in higher education worldwide, and a certain ambivalence about these developments. The author argues that despite the peculiarities of the higher education sector, economic theory can be a very useful tool for the analysis of the current state of higher education systems and recent trends in higher education policy.