Education & Pedagogy

What does "education" mean? According to the dictionary, "to educate" means "to bring up and train the mind and way of thinking." Education is an important thing which can brighten people's minds and expand their knowledge. To some degree, the educational systems of two big countries in the world, the United Kingdom (UK) and China, are very complicated. They both have advantages and disadvantages in each phase of education. This document provides a brief comparison of the educational systems in the UK and China relating to the following levels of education: (1) Primary Education; (2) Secondary Education; and (3) Higher Education. It provides suggestions for how the educational systems in each country could be improved, concluding that education is one of the most basic, yet most important elements in a society, thus countries need to try to improve their educational systems to the extent possible. [Abstract modified to meet ERIC guidelines.]

In the field of education, information and communication technologies and multimedia tools have become more prevalent then ever that almost all schools can obtain. Physical education which is not only very important component of formal and informal education but also an important part of lifelong learning has been affected by these developments and physical education teachers has begun to use educational technologies and multimedia. On the other hand, because of some reasons like lack of technical facilities and inadequate in-service training, educational technologies and multimedia tools are either not used in physical education classes or used ineffectively. In this study, how often and which educational technologies and multimedia tools are used by physical education teachers and--if there are--the reasons for ineffective use of these tools are investigated. Moreover, based on the findings of the study, some suggestions for physical education teachers to use educational technologies better are made. (Contains 6 tables.)

Adult education standards are the cornerstone for quality teaching, quality learning, and quality lives. The Arizona Adult Education Standards Initiative (Standards Initiative) represents a proactive effort by Arizona's adult education community to ensure rigor and consistency in program content and student outcomes for adult learners throughout the state. The Initiative is sponsored by the Arizona Department of Education, Adult Education Services and the products of the initiative have been developed and revised by an outstanding cadre of the state's adult educators. This third edition of the Arizona Adult Education Standards describes the state's standards in citizenship, English language acquisition for adults (ELAA), mathematics, reading, science, social studies, technology, and writing. Sample activities and glossaries are presented in each section. These standards support instructors in developing learning opportunities that prepare adult learners for successful transition to higher education, vocational and career development, and effective involvement in their communities as individuals, parents, workers and citizens.

This study examines the similarities and differences between the US and India in their approaches toward gifted education programs. Beginning with a look at the evolution of gifted education in America and the subsequent programs created under the Jacob K. Javits Gifted and Talented Education Program, American efforts to promote gifted education programs are investigated. Indian efforts at promoting gifted education programs will also follow a similar analysis. Beginning with an overview of the Indian educational system and culminating in the landmark National Policy on Education of 1986 that sparked national interest in promoting a unique gifted education program, Indian efforts toward gifted education will also be investigated. By comparing and contrasting both country's efforts, this study attempts to uncover common global themes in gifted education which will further the equity of gifted education throughout the world. [Master's Thesis, Dominican University of California.]

This paper explores some of the implications on teacher education of the increased use of ICT (Information Communication Technology) in the delivery of curricula. The paper argues that, if ICT is going to become an integral part of instruction in elementary and secondary schools, changes need to be made in preservice and inservice programs for education students and practicing teachers. The initial section describes the assumptions used to limit the scope of the paper. The next section presents a discussion of potential uses of ICT and some concerns/myths about the use of ICT in education. The third section is a discussion of teacher education and professional development for practicing teachers, including some ideas about distance education. The final section is a proposal for a research facility (an instructional sending studio and receiving classroom) at the University of Regina (Canada) to further the study of ICT in teaching and learning in elementary and secondary classrooms. (MES)

This guide, designed for families of children with disabilities and educators in Washington state, is intended to provide a shared understanding of special education and encourage partnership for the child's benefit. Each section specifies what families and educators should expect, their responsibilities, possible questions to ask, and their differing perspectives. A summary of federal and state laws and regulations includes highlighted themes of the 1997 reauthorization of the Individuals with Disabilities Education Act. Next, referral procedures are addressed and a timeline of the special education process is provided. Other sections address the following aspects of special education: evaluation; the individualized education program; special education services; placement and least restrictive environment; transition services; and procedural safeguards. Five appendices include: (1) products available from the Washington State special education office; (2) a list of acronyms; (3) definitions and resources about specific disability categories; (4) a list of Washington State resources; and (5) a list of national resources including Internet sites. (DB)

Many states have created professional development systems to support the ongoing and increased education and training needs of early care and education professionals. This guide describes lessons learned in Massachusetts about conducting a study of the capacity of institutions of higher education (IHEs) to prepare the early education and care workforce. The guide presents the components of a capacity study, and provides guidance in defining and understanding the early education and care (EEC) system being studied; describing the workforce; consulting data sources; conducting a survey of IHEs (including identifying EEC higher education programs, survey development and distribution, report writing and distributing finding); and getting the message out. The role of an advisory board is also described. [Funding provided by the National Institute for Early Education Research, with additional funding from Strategies for Children, United Way of Massachusetts Bay, and The Boston Foundation.]

This two-page fact sheet is introduced by Department of Education Secretary of Education Margaret Spellings, who states that she recognizes the contribution that nonpublic schools make towards the educational excellence and strength of our society, and that the Department is committed to ensuring that private school students and teachers participate equitably in Federal education programs. The fact sheet presents data on who attends private schools and who receives their education through home schooling. It addresses the relationship between No Child Left Behind (NCLB) and private schools, noting that there are 12 major programs under NCLB that require the equitable participation of students and teachers in private schools. This publication also discusses who is eligible to apply for grants, supplemental educational services, and protections for private and home schools. It also describes the Individuals with Disabilities Education Improvement Act of 2004 provisions that address private schools, and the D.C. School Choice Incentive Act of 2004. (Contains 2 footnotes.)

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama", as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) New TV Show Helps Students Explore Career Opportunities: Former "Survivor" Contestant Hosts Show; (2) Alabama CTE Teachers Named National Teachers of the Year; (3) February Is Alabama Career and Technical Education Month; (4) Another Step Added to the Adequate Yearly Progress (AYP) Ladder for 2008; and (5) Random Acts of Kindness Spotlight Character Education. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities and Professional Development; (3) Calendar; and (4) Teacher of the Month.

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama", as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Career/Technical Education; (2) Board Briefs; (3) Presidential Awards for Excellence in Mathematics and Science Teaching; (4) The Annenberg/CPB Channel Collection: Professional Development Resources At Your Fingertips; (5) Hurricane Katrina Education Aid Package Approved: Systems Receive in Excess of $30 Million; and (6) Black History Month. Regular features include: (1) Good News in Alabama Schools; (2) Calendar; and (3) Teacher of the Month.

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama", as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Alabama Math, Science, and Technology Initiative Plays a Starring Role in Boosting Student Achievement; (2) 2004-2005 Teacher of the Year Named; (3) Power the Classroom with APTPLUS: Free Online Media-Rich Resources to Enhance Teaching!; and (4) What's Juicy and Sweet and Fun to Eat? Alabama's New Official State Fruit, The Blackberry. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month.

The National Center for Education Statistics (NCES) fulfills a congressional mandate to collect and report "statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education." The "Quarterly" offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. Topics covered include: NCES Programs and Plans; Early Childhood Education; Elementary and Secondary Education; Postsecondary Education; Lifelong Learning; Libraries; International Statistics; Crosscutting Statistics; Methodology; and Data Products, Other Publications, and Funding Opportunities. (Individual articles contain notes, references, tables, and figures.)

In January 2000, the Commission on Higher Education initiated discussions regarding the critical role of colleges and universities in preparing and sustaining effective preschool-to-grade-twelve teachers, and those discussions subsequently resulted in four different Commission programs focused on teacher quality. New Jersey's long-range plan for higher education, "A Blueprint for Excellence," recognizes the continuing need to address issues related to teacher quality and calls for the Commission to review and assess the outcomes to date of its 2001, 2002, and 2003 teacher education grant programs to inform future policy and planning. An assessment of the outcomes of the four grant programs through spring 2004 was initiated in March of this year, and the findings are presented in this document. The following sections are included: (1) Introduction; (2) Background; (3) Overview of Grant Programs; (4) Assessment Process; (5) Findings; and (6) Conclusions and Recommendations.

The purpose of this document is to provide a brief overview of how links are being developed between the rapidly expanding field of neuroscience and the practice of special education. The first part of the document introduces definitions and terminology, provides an overview of how findings from neuroscience are being applied to the field of special education, describes outcomes from the limited research bridging the two disciplines and discusses how institutions of higher education (IHEs) and other organizations are creating interdisciplinary links between neuroscience and education/special education. The second part of the document profiles three programs currently serving students with disabilities that base their curriculum in part on findings from the field of neuroscience. Project Forum at the National Association of State Directors of Special Education (NASDSE) completed this document as part of its cooperative agreement with the U.S. Department of Education's Office of Special Education Programs (OSEP). (Contains 14 footnotes.)

In this testimony, Patricia Whitefoot talks on behalf of the National Indian Education Association (NIEA) with regard to President Obama's Fiscal Year 2011 budget request. She describes how Native education still faces enormous challenges, including severe underfunding. Far too many students and schools continue to experience abject failure. NIEA strives to ensure that the federal government upholds its treaty and trust responsibilities for the education of Native students through the provision of direct educational services. It is imperative that the federal government recognize and support the cultural, social, and linguistic needs of these groups to guarantee the continuity of Native communities. As such, Patricia Whitefoot asks the Senate Committee on Indian Affairs to provide the funding for education that Native communities deserve. (Contains 11 footnotes.)