Education & Pedagogy

This volume summarizes projects funded by the Fund for the Improvement of Postsecondary Education, examining the various lessons learned. The 39 reports are organized in nine sections titled: (1) "Preface"; (2) "Access and Retention"; (3) Improving Teaching and Learning"; (4) "Curriculum and Instruction"; (5) "General Education"; (6) "International Education"; (7) "Teacher Education"; (8) "Performance Funding and Reporting in Colleges and Universities"; and (9) "Disseminating Proven Reforms." Each project report describes its purpose, innovative features, evaluation and project impact, lessons learned, project continuation and dissemination, and contacts for further information. Overall, most projects were deemed successful. Lessons gleaned from the projects include the fact that holding students to high standards works; passionate, creative teaching is crucial; difficulties will arise and can be surmounted; and excellent work eventually brings recognition and reward. (SM)

This book provides a comprehensive and practical resource for raising the expectations and level of instruction for gifted minority students. The volume contains case studies of multicultural gifted education in practice, suggests methods for "best practice" for classroom teachers, supplies sample activities, and provides guidelines and a checklist to evaluate multicultural education programs. The chapters are: (1) "Racially and Culturally Diverse Students and Families"; (2) "Historical and Legal Perspectives on Educating Gifted and Minority Students"; (3) "Multicultural Education and Gifted Education: Goals, Objectives, and Theoretical Perspectives"; (4) "Assessment: Multicultural Considerations"; (5) "Multicultural Curriculum and Instruction"; (6) "Counseling Students from a Multicultural Perspective"; (7) "School Personnel Preparation in Gifted Education and Multicultural Education"; (8) "Minority Families and Gifted Education"; (9) "Research and Evaluation from a Multicultural Perspective"; and (10) "Case Studies and Scenarios for Reflection." Appendixes contain a bibliography of multicultural and gifted resources, sample multicultural activities, and multicultural program evaluation guidelines. (Contains 15 tables, 16 figures, and 264 references.) (SLD)

This report investigates whether higher education systems across Europe recognise and validate learning outcomes from non-formal and informal learning. Specifically, the report looks at whether non-formal and informal learning can enable alternative access to higher education; the extent to which non-formal and informal learning can contribute to the fulfilment of higher education study requirements by substituting formal degree courses; the type of learning that can be validated; and the quality assurance mechanisms underpinning validation practice. The report finds that the validation of non-formal and informal learning for the fulfilment of higher education study requirements is more common than the validation for accessing higher education studies. At the same time, permissive regulations cover very diverse realities. The report covers 37 European higher education systems (all EU Member States, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye).

The notion of "inclusive education" represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with "inclusive education" situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education. [For the complete volume, "Annual Review of Comparative and International Education 2018. International Perspectives on Education and Society. Volume 37," see ED667018.]

While a lot of research has been done on the role of philanthropy in the United States' higher education system, there is considerably less literature on U.S. and non-U.S. foundations that have funded international scholarship and fellowship programs that focus on social justice, particulary in the last two decades. This study shares findings and reflections about recent initiatives and offers recommendations on what we know is working effectively in this growing landscape. This paper aims to investigate three key questions: (1) Why are U.S. and non-U.S. foundations increasingly interested in investing in international higher education?; (2) Why are philanthropies currently focusing on higher education as a form of international development for social change?; and (3) What can we learn from recent higher education programs that have brought about positive change in social justice through scholarships and fellowships?

Every student receiving special education services in a school must have an Individualized Education Program describing all supports and services needed to support the student. An IEP is the avenue for students with disabilities to have access to education. Ensuring that special education teachers are competent in writing and implementing sufficient IEPs is crucial. The literature has shown that the quality of written IEPs for students with disabilities is low. This study explored the effect of Special Education professional development on 30 Special Education teachers' ability to align Present Levels of Educational Performance to Measurable Annual Goals, write Measurable Annual Goals, and collect data to progress monitor Measurable Annual Goals. [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 book provides a scientific foundation for the design of physical education and movement education in early childhood, focusing on the key development stage between 3 and 6 years of age. Drawing on cutting-edge contemporary research, the book examines physical education as a process for promoting holistic development and well-being of children from 3 to 6 years old and introduces developmental milestones across motor, cognitive, social, and emotional competencies. It examines the evidence base in core areas including teaching strategies for each of the main competencies, health, and inclusion, and explores advanced topics in early years education as applied to movement, including the use of technology and artificial intelligence in early childhood. This book is important for teacher educators, trainee teachers, and in-service practitioners with an interest in early years education, in general, and in physical education in early childhood, in particular.

Immigrants and refugees often face a complex landscape of challenges and opportunities when pursuing education in their host countries. Language barriers, economic constraints, and cultural adjustment can hinder access to quality learning and limit academic achievement. Education offers a powerful pathway for integration, social mobility, and economic participation, fostering community engagement. By addressing systemic inequities and leveraging culturally responsive practices, educators and communities can transform these barriers into opportunities, creating inclusive learning environments that empower newcomers to thrive both academically and socially. "Barriers and Opportunities in Education for Immigrants and Refugees" explores the dynamics of educating immigrants and refugees. This book aims to make a significant contribution to the fields of migration studies, education policy, and human rights. Covering topics such as educational leadership, cultural education, and language barriers, this book is an excellent resource for educators, policy makers, and international organizations.

This book records the history of Japan's international cooperation in education from the 1950s to 2020. It provides a crucial overview of the nearly 70 years since Japan began engaging in international cooperation in education in order to record and document these efforts that range from basic to higher education to technical and vocational education and training, and the large numbers of people involved in their respective areas of activity and specialization. The book provides useful indicators for exploring new forms of education cooperation in this age of global governance and beyond. The authors include not only researchers but also field practitioners, such as personnel from the Japan International Cooperation Agency and NGOs. [Individual chapters are indexed in ERIC.]

This report analyses inequities in opportunity to access and complete higher education in Portugal arising from differences in individuals' socio-economic background and presents recommendations for policy action to address these inequities. Specifically, the report focuses on the opportunities for secondary education students to transition to public higher education, and on the opportunities for students who do enrol in higher education to succeed. Wider access to, and success in, higher education helps young people to navigate and thrive in a changing labour market and allows governments to optimise the use of public funds in building a high-skilled workforce. The report takes stock of three key overarching factors that shape opportunities to access and complete higher education in Portugal: prior achievement, financial support and access to information. It also provides an overview of innovative approaches to address drop-out rates using advanced analytics.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 2 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of Projects and Trends and Organizational Issues. [For Volume 1, see ED622189. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]

From the founding of Harvard College in 1636 as a mission for training young clergy to the landmark 1968 Supreme Court decision in "Epperson v. Arkansas," which struck down the state's ban on teaching evolution in schools, religion and education in the United States have been inextricably linked. Still today new fights emerge over the rights and limitations of religion in the classroom. "The Oxford Handbook of Religion and American Education" brings together preeminent scholars from the fields of religion, education, law, and political science to craft a comprehensive survey and assessment of the study of religion and education in the United States. The essays in the first part develop six distinct conceptual lenses through which to view American education, including Privatism, Secularism, Pluralism, Religious Literacy, Religious Liberty, and Democracy. The following four parts expand on these concepts in a diverse range of educational frames: public schools, faith-based K-12 education, higher education, and lifespan faith development. Designed for a diverse and interdisciplinary audience, this addition to the Oxford Handbook series sets for itself a broad goal of understanding the place of religion and education in a modern democracy. This book contains the following chapters: (1) Religion, Privatization, and American Educational Policy (Janet Bordelon); (2) Secularism and Religion in American Education (Jonathon S. Kahn); (3) Pluralism in Religion and American Education (Diana L. Eck and Brendan W. Randall); (4) Religious Literacy in American Education (Benjamin P. Marcus); (5) Religious Liberty in American Education (Charles C. Haynes); (6) Democracy, Religion, and American Education (Emile Lester); (7) Faith Development (Sharon Daloz Parks); (8) Moral Education (Larry Nucci and Robyn Ilten-Gee); (9) Religious Education in the Traditions (Mark A. Hicks); (10) Religious Education Between the Traditions (Eboo Patel and Noah J. Silverman); (11) Private Religious Schools (Charles J. Russo, Kate E. Soules, Adina C. Newman, and Susan L. Douglass); (12) Religion and Homeschooling (Milton Gaither); (13) Public Funding of Private Schools (Steven K. Green); (14) Religiously Affiliated Charter Schools (Nathan C. Walker); (15) Law and Religion in American Education (John Witte, Jr. and Brian Kaufman); (16) Religious Expression in Public Schools (Kevin R. Pregent and Nathan C. Walker); (17) Religion and the Public School Curriculum (Walter Feinberg); (18) The Bible and American Public Schools (Mark A. Chancey); (19) Religion, Extracurricular Activities, and Access to Public School Facilities (Charles J. Russo); (20) Religious Freedom, Common Schools, and the Common Good (Erik Owens); (21) Religion in Mainline and Independent Private Higher Education (Douglas Jacobsen and Rhonda Hustedt Jacobsen); (22) Evangelical Higher Education (P. Jesse Rine); (23) Catholic Higher Education (Michael Galligan-Stierle and Paula Moore); (24) Religion and Spirituality in Public Higher Education (Michael D. Waggoner); (25) Theological Education (Daniel O. Aleshire); (26) Religion, Spirituality, and College Students (Alyssa N. Rockenbach and Julie J. Park); (27) Religion, Spirituality, and College Faculty (Jennifer A. Lindholm); (28) Teaching Religious Studies (Eugene V. Gallagher); (29) Teaching About Religion Outside of Religious Studies (Robert J. Nash); and (30) Campus Ministry (John A. Schmalzbauer). [Forward written by Martin E. Marty and an introduction written by Michael D. Waggoner and Nathan C. Walker.]

In this thirteenth annual report, the Commissioner of Education discusses the Bureau of Education's work, with a list of its publications from the year. The Commissioner also presents summary data of institutions, instructors, and students; school age, population, enrolment, and attendance; legal school ages in the United States; teachers employed in the public schools and their average monthly salaries, annual income and expenditure for public schools. The following are also included and discussed: summary of per capita expenditure; statistical generalization by years and topics; compulsory school laws; summary of the educational condition of the States and Territories; comparative statistics of education in the South, with figures respecting the education of the colored race; Peabody fund; summary of school statistics of cities; school population, accommodation, and attendance in cities; truancy in cities; tendencies in urban school instruction; grading in city schools; evening schools in cities and city school finances; school system of Washington, D.C.; summary of normal school statistics; appropriations for normal schools; observations of Dr. McLellan, inspector of high schools in Ontario, respecting normal school instruction in the United States; normal instruction in New York State; pedagogics in universities and colleges; provision in other countries for training teachers; summary of statistics of commercial and business colleges; summary of statistics of Kindergarten; charity work of Kindergarten; public schools and Kindergarten; French view of American Kindergarten work; summary of statistics of pupils receiving secondary (including preparatory) instruction; summary of statistics of preparatory schools; secondary instruction in Great Britain; overwork in secondary schools in Germany; summary of statistics of institutions for the superior education of women; higher education of women in Great Britain and on the continent; summary of statistics of universities and colleges; summary of statistics of schools of science; preparation for industrial arts; education in agriculture; instruction in practical mechanics; manual training schools; electrical engineering; Rose Polytechnic Institute; institutions needed for industrial education; summary of statistics of schools of theology; summary of statistics of schools of law; summary of statistics of schools of medicine, dentistry, and pharmacy; review of progress in medical education; medical schools for the colored race; medical school of Harvard University; summary of statistics of degrees conferred; summary of statistics of public libraries; summary of statistics of training schools for nurses; summary of statistics of institutions for the deaf and dumb; summary of statistics of schools for the blind; visit of Dr. Wm. Moon; summary of statistics of schools for the feeble-minded; summary of statistics of reform schools; protection of foreign-born children; summary of statistics of orphan homes and asylums; summary of educational benefactions; summary of educational publications; summary of patents for improvements in school furniture; education in foreign countries; technical instruction in Europe; Public Industrial Art School of the City of Philadelphia; congresses and exhibitions; forestry; forthcoming publications of the Bureau of Education; and recommendations. Abstracts and an index are included.

The landscape of music education in the UK is constantly shifting and developing. This book provides a timely and unique overview of this restless sector by considering the achievements of music education, analysing its current performance and setting out aspirations for the future. "Music Education in the 21st Century in the United Kingdom" addresses the power of music to influence and change human behaviour, analyses current and future issues in music education and casts a spotlight on particular areas of education, including early years, the primary school, the secondary school, further education, universities and conservatoires, music services, the music studio and the role of music leaders and community musicians. Written by experts in the field of music education, the book provides an authoritative account of the current status of music education in the UK. While essential to understand the current and future context in the UK, the book will be invaluable to those involved in music education internationally, as it includes chapters on the provision of music education for all children, listening, the role of singing, playing an instrument, creativity, the role of technology, issues of performance and assessment, learning through the lifespan and the initial and ongoing education of music teachers. It also includes a range of case study examples and evaluations of practice. The book is a landmark publication in the field of music education and will be essential reading for policy-makers, practitioners, music students, trainee music teachers and those who provide music services in the UK and internationally. This book contains three parts. Part I, "Introduction", contains: (1) The power of music: its impact on the intellectual, personal and social development of children and young people (Susan Hallam); and (2) Contextualising music education in the UK (Pauline Adams, Hilary McQueen, and Susan Hallam). Part 2, "Current Issues in Music Education", contains: (3) Music for all (Graham Welch and Adam Ockelford); (4) Listening (Susan Hallam); (5) The role of singing (Jo Saunders, Maria Varvarigou and Graham Welch); (6) Learning to play an instrument (Susan Hallam and Andrea Creech); (7) Creativity (Susan Hallam and Lynne Rogers); (8) The role of technology (Evangelos Himonides and Ross Purves); (9) Issues of assessment and performance (Ioulia Papageorgi and Susan Hallam); (10) Learning through life (Hilary McQueen and Maria Varvarigou); and (11) The initial and ongoing education of music teachers (Colin Durrant and Kate Laurence). Part 3, "Contexts of Learning", contains: (12) Music in the early years (Andrea Creech and Jessica Ellison); (13) Music in the primary school (Jessica Ellison and Andrea Creech); (14) Music in the secondary school (Hilary McQueen and Susan Hallam); (15) Music in further education colleges (John Conlon and Lynne Rogers); (16) Music in universities and conservatoires (Helena Gaunt and Ioulia Papageorgi); (17) Music Services (Lynne Rogers and Susan Hallam); (18) The music studio (Andrea Creech); (19) The role of music leaders and community musicians (Andrea Creech); and (20) Where now? (Susan Hallam and Andrea Creech). This book also contains: Acknowledgements; Preface; Notes on contributors; and Index.

The 2010 edition of the "Digest of Education Statistics" is the 46th 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. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: (1) children's reading, mathematics, and the fine motor scale scores at kindergarten entry, by age of child and selected characteristics; (2) average number of Carnegie units earned by high school graduates in advanced mathematics and advanced science and engineering courses, and percentage distribution of graduates by number of units earned, by selected student and school characteristics; (3) total fall enrollment in private for-profit degree-granting institutions, by attendance status, sex, and state or jurisdiction; (4) retention of first-time degree-seeking undergraduates at degree-granting institutions, by attendance status, control, and type of institution; (5) percentage of the population 25 to 64 years old who completed high school, by age group and country; and (6) percentage of the population 25 to 64 years old who attained selected levels of postsecondary education, by age group and country. Appendices include: (1) Guides to Sources; (2) Definitions; and (3) Index of Table Numbers. Individual chapters contain footnotes. (Contains 28 figures and 446 tables.) [For the companion report, "Mini-Digest of Education Statistics, 2010. NCES 2011-016," see ED518029. For "Digest of Education Statistics, 2009. NCES 2010-013," see ED509883.]