Education & Pedagogy

This publication presents the papers presented at the Proceedings of the National Citizens Conference on Education held at the Washington Hotel, Washington last May 19-21, 1920. The purpose of the conference is to capitalize for the new era the interest in education that is springing up in all parts of the country, and to organize it for effective action, to the end that it may come out of this conference Nation-wide in extent and influence. This publication contains the following papers: (1) Aims and purposes of the conference (P. P. Claxton); (2) Some facts about the schools and their teachers (Leonard P. Ayres); (3) Adequate preparation for an adequate number of teachers to fill the schools of the United States (William C. Bagley); (4) The source of supply of teachers (David Felmley); (5) Selling the idea of good schools to the people (William Harding); (6) Meeting new tests of rural and urban life (Albert Shaw); (7) A practical program for the development of the rural school (Thomas E. Finegan); (8) An adequate program of public education (Frank Spaulding); (9) Economies in education (Charles H. Judd); (10) Education and agricultural production (Raymond A. Pearson); (11) Education and the Army (William G. Haan); (12) Education and the wage earner (Matthew Woll); (13) Education in relation to invention and research (Charles R. Mann); (14) Conference on highway engineering and highway transportation education (Albert F. Woods); (15) The new interest in education in Great Britain (Auckland Geddes); (16) The new interest in education in France (G. Chinard); (17) The new interest in education in Latin-American countries (Jacobo Varela); (18) Education as a national interest (Horace M. Towner); (19) The rural school and the rural teacher (Robert A. Cooper); (20) Education for citizenship (Carl E. Milliken); (21) The interest of the churches in education (Robert L. Kelly); (22) Education and the suffrage (Maud Wood Park); (23) Education for citizenship (Thomas J. Shahan); (24) Education for human culture (Enoch A. Bryan); (25) Training the teachers for the rural schools (John A. H. Keith); (26) Cooperation of business and industry with the schools (H. E. Miles); (27) How women's clubs can help (Philip North Moobe); (28) The interest of patriotic societies in the promotion of education (George Maynard Minor); (29) The program of the national committee on chamber of commerce cooperation with the public schools (James T. Begg); (30) What musical organizations can do (Frances E. Clark); (31) Health education a duty of the schools (Emmett Holt); (32) A new policy necessary in dealing with the salary situation (George Drayton Strayer); (33) Will the people respond? (Hugh S. Magill); and (34) Extracts from Letters and Statements from governors of States; from State superintendents of public instruction; from heads of educational institutions; and from prominent persons to the United States Commissioner of Education. An index is included. [Best copy available has been provided.]

This document contains the proceedings of a 1999 conference on adult, continuing, and community education held in St. Louis, Missouri. The following 39 papers are included: "Program Effectiveness Evaluation: Recertification and Job Upgrading for Adult Refugees" (Non-Native Speakers of English) (Adelman); "Rethinking the Linkages between Higher and Adult Education: Implications for Graduate Education" (Beach and Kovan); "Creating Effective Non-Profit Volunteer Training Programs by Utilizing Adult Education Principles" (Bengels); "Empowering Women for Development through Regionally Planned Community Education Strategies: A Southern African Perspective" (Braimoh and Lekoko); "Children of Abraham Sit Down Together To Learn: Initiating Interreligious Learning with Muslims and Jews" (Charaniya and Walsh); "Voices of Job Loss: From Disorienting Dilemma to Perspective Transformation" (Coleman-Hoeppel); "Experiences of Faculty Members Who Interact with Students in an Online Environment" (Conceicao-Runlee and Reilly); "'Goin' Down the Road': Learning at the Edge of Social Movements for Cultural and Ecological Sustainability" (Curry, Liao, Outlaw, and Woodhouse); "An Exploration of Electronic Discussion as an Adult Learning Strategy" (Daley); "Learning and Context: Connections in Continuing Professional Education" (Daley and Carlsson); "Context in the Contextualized Curriculum: Adult Life Worlds as Unitary or Multiplistic?" (Dirkx, Amey, and Haston); "An Examination of the Relevance of Doctoral Study to University Continuing Education Practitioners in the USA" (Donaldson, Bailey, Russell, and Pearce); "Learning Styles" (Droegemueller); "Multiple Intelligences and Adult Learning" (Ferro); "Improving the Reading and Writing Skills of Deaf Adult Learners" (Flynn and Davis); "On a Collision Course: Distance Education and Team Leadership Skills" (Frantz); "Mentoring and Women's Adult Development: Implications for Female Faculty" (Gibson); "Federalization of Adult Education in Oklahoma under Governor 'Alfalfa' Bill Murray, 1933-1941" (Ice and Nolan); "The Impact of the Internet on Research-to-Practice in Adult, Continuing, Extension, and Community Education" (Isenberg and Titus); "'Dance to Learn': Reaffirmation of Cultural Rituals in Instructing Adult Learners in Formal Settings" (Kamen, Kassinger, and Jefferson); "Professionals' Workplace Devaluation" (Klunk);"Symbolic Representations as Mediators for Meaning Construction: An Exploration of Transformative Pedagogy within a Professional Development Context" (Kritskaya and Dirkx); "Transcending Boundaries: Building Community through Residential Adult Learning" (Lawrence); "Self-Directed Professional Development in the Continuing Education of Adult Educators" (Levine and Hikawa); "Exploring the Theory and Practice of Feminist Business" (Magnuson); "Urban Workforce Development: A Collaborative Planning Framework for Improving Basic Skills" (Martin and Sykes); "The Adult Education Implications of 'Work-First' Welfare Reform Policy on Welfare Recipients" (Miller); "ESL [English as a Second Language] Program Evaluation: Lessons from outside the U.S." (Nolan); "Framework To Identify In-Service Education Needs of Extension Practitioners" (Radhakrishna, Spalding, and Smith); "'Aren't You Glad You're Not Stupid?' The Experiences of Adult Students with Invisible Disabilities and Higher Education" (Rocco); "A Piece of the Puzzle: John Ohliger, 'Music Director' of Basic Choices" (Rocco and Rowland); "Adult Learning through Religious Music in an African American Church Choir" (Rowland); "Music in Adult Education" (Rowland); "Expanding Educational Programs: Assessing Business and Community Members' Needs and Support for Community Education" (Suvedi and Lapinski); "A Critical Review of Teaching Belief Research: Implications for Adult Education" (Taylor); "Women 'Teaching across Borders' for Social Change in Adult Education: The Interconnecting Role of Culture and Spirituality" (Tisdell); "A Multi-site Case Study Examining Mentoring Practices" (Merkt); "Understanding Overloaded Adults' Readiness Level for Learning: McClusky's Theory of Margin Refuted" (Wolflin); and "Keynote Address: 'The Accidental Tourist'" (Berlin). The papers include abstracts and references. (KC)

"Efficiency in Higher Education" is a sub-system within the total education system in a country. Higher Education contributes a major role in the national development, enriching the human potential. At the same time, climbing on the pinnacles of higher education and enjoying its benefit is not an easy task to achieve for a large number of people in the country. The objectives of the national education system is the attainment of competency of large majority of the people, appropriate skills and desirable attitude that ensures establishment of a viable socio-economic base for consolidating national freedom and advancement in the quickly progressing world. Hence, the issue of excellence, equity and efficiency assume great importance in higher education. Higher education worldwide is in a period of transition, affected by globalization, the advent of mass access, changing relationships between the university and the state, and the new technologies, among others. Global Perspectives on Higher Education provides cogent analysis and comparative perspectives on these and other central issues affecting postsecondary education worldwide. A good higher education system is required for overall development of a nation. A remarkable growth in the higher education sector had made the administration of higher education institutions intricate. Many researches reveal that the integration of technologies helps to reduce the intricacy and enhance the overall efficiency and effectiveness of higher education. Effectiveness, relate mainly to the relevance of higher education to the labour market. Efficiency, concerned mainly with quality and throughputs. Efficiency as the functional aspect which is defined as obtaining the maximum possible performance for any given expenditure of resources. An education system may be called efficient what it attains the maximum level of results for a minimum level of investment. Investments and results in this context must be evaluated, aggregated, measured, and marked. Efficiency has been perceived and measured in different yardsticks. The efficiency of the higher education depends on the efficiency of the higher educational institutions. Excellence, equity and efficiency are interlinked and go hand-in-hand to the extent that one affects the other, in its positivity and negativity. In the present education system, there are so many reasons challenging and thwarting this smooth-sailing process. This book offers an international and comparative view on efficiency in higher education, ranging from policies to practices, mainly based on research results and empirical evidence, aiming at questioning the concept and its uses which are not only social constructions but also political ones. Far from being a neutral or technical concept, efficiency is heavily infused with values which must be traced, analysed and made critical to understand its impacts, backlashes and unintended outcomes on higher education systems, institutions, academics and students. The book is addressed to an international audience and in particular to higher education scholars and professionals. Those who are involved in higher education assessment, members of professional bodies and organizations in the higher education field, students in education, but also policy makers and the public opinion at large will profit from the works of a selected group of scholars coming from a variety of countries. A sense of disquietude seems ever present when discussing new digital practices. The transformations incurred through these can be profound, troublesome in nature and far-reaching.

Ensuring the attainment of inclusive basic education is a goal of many countries and organisations. Goal 4 of SDG indicates that achieving inclusive, equitable, quality education guarantees youths access to lifelong learning opportunities. This study intends to synthesise various literature to discover approaches the Tanzania government uses to ensure inclusive basic education is accessible to all and the challenges it encounters. Specifically, the study intends to find out approaches used in implementing inclusive basic education for sustainable development and hurdles obstructing the achievement of the goal. The study reviewed 22 publications on inclusive education and sustainable development from 2010 to 2022 from various reputable databases. The study found that common approaches implemented in multiple places to achieve inclusive education for sustainable development include aligning policies and programs, a community-based approach, gender empowerment and teachers' preparation and professional development. Despite these efforts, policy enactment and implementation, business-as-usual practices, and sociocultural factors are the main hindrances to achieving inclusive education for sustainable development. The results imply that achieving inclusive education for sustainable development goals is difficult if authorities set appropriate guidelines and strategies without having firm monitoring strategies for the implementation procedures.

Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida's spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to liberate education from its present enclosure. This rereading of the field of education in the light of an account of the fundamental ontology of its key institution problematizes all rhetorics of education as social salvation. Education, it proposes, cannot be conceived as the ideal soul of a corrupted or as yet defective body, the school. Education--having taken on the character of an ontotheological principle--has become a governmental instrument as much as its specific institutions. This ontological condition can be understood within various accounts of the nature of contemporaneity. This paper considers the monstrous proposal that education be abandoned as the grounds for social, ethical and cultural redemption. The good news is that this abandonment opens the possibility for thinking beyond education, a beyond that is also beyond the strictures of instrumental rationality.

Background: Health educators are critical members of the health care team who may be called upon to provide nutrition education. However, are health educators prepared for this task? What have scholars concluded regarding this pertinent topic? Purpose: This study has three purposes: (1) to determine the definition of and criteria for nutrition education among allied health professionals, (2) to identify commonalities across health professions for nutrition education definitions and training requirements, and (3) to determine if there are criteria for nutrition education and training for health educators. Methods: A comprehensive review of the literature. Results: Twenty-three articles addressed how researchers conceptualize nutrition and their rationale for nutrition's inclusion into the respective allied health discipline's curriculum. None of the studies examined nutrition education or the advocacy of nutrition for pre-professional or professional health educators. Discussion: Scholarly literature is currently silent on the topics of nutrition education provided by health educators, the ability of health educators to deliver nutrition education, and the advocacy of nutrition by the health education profession. Translation to Health Education Practice: This study represents the first step towards addressing the limitations associated with the role of nutrition educator and identifying possible changes needed for the health education profession. (Contains 2 tables and 1 figure.)

In a 1974 report presented to the Organisation for Economic Co-operation and Development (OECD), Martin Trow laid out a framework for understanding large-scale, worldwide changes in higher education. Trow's essay also pointed to the problems that "arise out of the transition from one phase to another in a broad pattern of development of higher education, a transition--underway in every advanced society--from elite to mass higher education and subsequently to universal access" (Trow, 1974). While the shift from elite to mass higher education is well understood, Trow's prediction of the move to universal access is not. As Internet technologies began to have a significant impact on higher education, Trow extended his view of universal access to include a wide range of informal learning. One profound change that the new technologies have enabled is the emergence of the Open Educational Resources (OER) movement. "Open," or free higher education, is both a product and facilitator of universal access to education. Governments have become major supporters of OER; their aim is to increase access and degree completion while reducing costs. While technology has facilitated the growth of open education and hence is an important enabler of universal access, learners' eagerness to make use of these resources has social causes, not to mention a number of consequences.