Education & Pedagogy

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 10-13, 2022, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Despite long-standing efforts to address and eliminate disproportionality in special education, inequities remain and continue to negatively impact Black, Indigenous, and other students of color with Individualized Education Programs. This brief from the Western Educational Equity Assistance Center (WEEAC) supports state education agencies, local education agencies, offices of special education, providers of technical assistance and professional development or professional learning, and other education leaders to rethink and reimagine how to address disproportionality in special education by addressing inequities in the entire system. In this brief, education leaders will find actionable steps that help to address disproportionality, including: (1) Reimagining Disproportionality in Special Education: The brief encourages a shift from a compliance-focused approach to a more transformative one, emphasizing the need to address disproportionality in special education by confronting the systemic inequities that perpetuate it; (2) Centering Race and Culture: The brief stresses that acknowledging and understanding the impact of race and culture is essential for effective change; (3) Using Data to Uncover Root Causes: The brief highlights the crucial significance of using data to uncover the root causes of inequities and implement effective strategies to disrupt disproportionality; and (4) Fixing Educational Systems, Not Students and Families: The brief emphasizes improving educational systems rather than placing blame on students and their families. [This report was produced with Western Educational Equity Assistance Center.]

This bulletin presents the results of a study on the special problems of education for Indians in Oklahoma. During the months of April and May of 1922, a committee of Oklahoma educators, under the direction of the Bureau of Education, conducted a series of educational tests and measurements in public schools in various parts of the State. The following chapters are included: (1) Introduction; (2) Historical background; (3) Problems of financing public schools; (4) Financial and accounting procedure; (5) Organization and administration; (6) Higher education; (7) The rural schools; (8) Village and city schools; (9) Education of Indians; (10) Education of Negroes; (11) Educational tests and measurements; (12) Summary of conclusions and recommendations. Three appendixes present: (1) Legislation Affecting City School Systems; (2) Untaxed Indian Lands in Oklahoma; and (3) A Plan for Distribution of Aid from the Julius Rosenwold Fund. Appendixes have been omitted from this bulletin. An index is included. (Contains 11 figures and 1 footnote.) [Best copy available has been provided.]

The links between the characteristics of teacher education institutions, their programs, and teacher effectiveness as measured by scores on teacher licensure examinations were studied for the Southeast United States. Four sources of data were used: (1) data on 39,140 prospective teachers who took the Praxis II examinations for teacher licensure; (2) data on the 152 postsecondary institutions these teachers attended; (3) data on 76 of the 152 teacher education programs at these institutions; and (4) SAT scores for 9,078 of the Praxis test takers who had also taken the SAT. Data indicated that higher education institutions that have teacher education programs vary greatly in background characteristics and average licensure scores of their students. Five characteristics of institutions and programs were identified as conducive to higher teacher licensure scores. Private institutions outperformed public ones, and universities outperformed colleges. Teacher education programs with a higher number of traditional students outperformed those with fewer such students. Teacher education programs with ethnically diverse students outperformed those with overwhelmingly white faculties. Institutions with large proportions of education majors and minors and large proportions of their budgets devoted to teacher education performed worse than institutions with small proportions of education majors and minors and small proportions of their budgets devoted to teacher education. Findings show that teacher education programs are neither uniformly successful nor uniformly unsuccessful. (Contains 9 figures and 25 references.) (SLD)

Florida's Workforce Development Education (WDE) Program was subjected to an evaluation and justification review to determine its benefit to the state and evaluate its systemwide performance. The following components of Florida's WDE program were evaluated: career and technical education (CTE); adult education programs; and continuing education programs. The review established that Florida's WDE program provides a public benefit and should continue. It was credited with meeting local and state workforce needs and helping Florida compete in a global economy. In fiscal year 2000-2001, the WDE program met most standards for the number and percentage of associate in science degrees and college credit certificate program completers placed in jobs or continuing their education. The program's performance for its remaining legislative measures could not be evaluated for several reasons. Associate in science degree program completion rates tended to be low; however, CTE programs generally improved program completers' earnings. Nine exhibits are included. The following items are appended: Florida requirements for justification reviews; descriptions of the activities of the three divisions assigned WDE program responsibilities; descriptions of Florida's career and technical education, adult education, and continuing workforce education programs; earnings over time for students in the 1995-1996 cohort; and the Florida Department of Education's response to the study. (MN)

The Office of Educational Research and Improvement funded nine projects exploring whether partnerships could help improve teacher education and induction. It created consortia of state education agencies, state agencies of higher education, teacher education colleges, and local school districts to collaborate on improving teacher education and induction. Projects identified lessons learned regarding impact, models of teacher education, arts and science faculty engagement, teacher education curriculum, clinical experiences, standards, recruitment, retention, and professional development. Respondents considered experiential learning invaluable for student teachers. They considered the post-baccalaureate effective, also noting the effectiveness of an undergraduate minor in education and programs that deliberately linked undergraduate study to community and classroom experience in graduate license preparation. They had difficulty engaging arts and sciences faculty. Change in teacher education programs did not occur rapidly, and statewide partnerships were most successful in strategies to modify curriculum. Student cohorts, early exposure to the classroom, Professional Development School experiences, and careful preparation of mentors and cooperating teachers contributed to more successful teachers. Projects spanned the spectrum of standards, focusing on content standards. Personal attention by faculty contributed to successful student recruitment and retention. More sophisticated, customized approaches to induction and professional development addressed barriers to teacher retention. (Contains 70 references.) (SM)

Mexico and Guatemala are undergoing changes in their educational systems due to a paradigm shift that replaces ethnic assimilation with pluralism. Both countries' governments have legally recognized the linguistic and cultural diversity of their countries via amendments to their constitutions. Both countries face tremendous obstacles in implementing bilingual-bicultural education programs. Many teachers have a weak understanding of indigenous languages because they were taught under an assimilationist model, and many parents see Spanish as a language of social and economic power for their children. In Guatemala, a 36-year civil war has slowed down implementation of major educational reforms. To help implement successful reforms, more active participation of Indian groups is needed, as in Chiapas with the San Andres Agreements. Second, the importance of teaching Indian languages and culture must be valued by all, but especially by parents and the community who are the key stakeholders in education. In addition, partnerships need to be developed between local communities and universities to expand teacher training in bilingual education and develop bilingual-bicultural materials. Finally, the greatest recommendation that can be made to these countries is that more money be allocated toward preprimary and primary education, and especially toward the education of indigenous people, neglected for far too long. (TD)

This paper outlines how shared decision making among teacher education faculty, PK-12 educators, and mathematics and science faculty lead to the preparation of quality educators within Wright State University's (WSU) "Partners Transforming Education: School-University-Community" program. This program was designed to simultaneously renew preservice and PK-12 education. It involves a newly designed teacher education curriculum, a conceptualized postbaccalaureate professional school model for middle and high school teachers, and four partnership PK-12 school sites. College faculty, school teachers, and community members collaborate in the renewal process. An important part of the University's efforts to build bridges within the institution and more effectively integrate the separate pieces of teacher education, is the interaction between the College of Science and Mathematics and the College of Education and Human Services. This effort works to ameliorate institutional barriers which have traditionally impeded intercollegiate collaboration toward improved preservice and inservice professional development and pedagogical practice. This paper describes WSU's integration of science and mathematics using the Praxis III model; presents a historical perspective on the process of developing collaborative teaching programs at WSU; and reflects on tenure and promotions within this collaborative model. (Contains 19 references.) (SM)

This annual report describes the actions of the Missouri Coordinating Board for Higher Education and the activities of the Missouri higher education community. The "Blueprint" of the Coordinating Board has guided statewide planning for Missouri higher education. This report takes a final look at the Blueprint as Missouri moves into its new Continued Plan for Higher Education, a new strategic plan that will continue some of the initiatives of the Blueprint as it sets the proprieties for higher education in Missouri for the next several years. The strategic initiatives undertaken under the Blueprint examined in this report include: (1) the institutional review and enhancement process at individual institutions; (2) MOSTARS, which provides resources and assistance for postsecondary education to Missouri families, including administering financial aid programs; (3) technology-based delivery systems; (4) postsecondary technical education; (5) the Funding for Results initiative that is a results-oriented performance funding strategy; and (6) efforts to look to the future by the Missouri Commission on the Affordability of Higher Education, the Missouri K-16 Coalition, and the Knight Higher Education Collaborative/College and University Presidents Roundtables. Six appendixes discuss academic affairs, funding, legislation, statistics, statewide planning, and the proprietary school certification program. The report also lists public and independent colleges and universities in Missouri. (SLD)

Career technical education is an essential component of the total educational system in the United States and is critical to the country's ability to compete in a global economy. Career technical education is provided in a variety of settings and levels and provides students and adults the technical skills and knowledge necessary to succeed in occupations and careers as well as workplace basic skills, life skills, and enhancement of academic skills and general education. The Association of State Directors of Career Technical Education believes that five key principles are essential for Career Technical Education. They believe that career technical education: (1) draws its curriculum, standards, and organizing principles from the workplace; (2) is a critical and integral component of the total educational system, offering career-oriented benefits for all students; (3) is a critical and integral component of the work force development system, providing the essential foundation for a thriving economy; (4) maintains high levels of excellence supported through identification of academic and workplace standards, measurement of performance (accountability), and high expectations for participant success; and (5) is robust and flexible enough to respond to the needs of multiple educational environments, customers, and levels of specialization. (KC)

To address the shortage of special education teachers in rural areas, Indiana University Southeast designed the Electronic Enhancement of Supervision Project (EESP) to integrate technology with supervision training of special education teachers. The goal of EESP is to strengthen the supply and quality of special education teachers through better training of special education cooperating teachers, the critical partners in teacher preparation. Master special educators cooperate with the university to revamp training and support for classroom supervising teachers. Phase 1 prepared three master teachers to supervise/mentor special education cooperating teachers. Phase 1 included training in technologies such as Webcams and discussion listservs. Phase 2 developed a Web site for the program, piloted the technology in schools, and identified six cooperating classroom teachers for Phase 3. Phase 3 will be completed during Spring 2001 as the six cooperating teachers are mentored via listservs by the supervisor-mentors. Phase 4 will develop final conclusions and recommendations. Beneficial aspects of the project focus on the importance of using the expertise of master special education teachers to adapt traditional supervision models to situations specific to special education. Challenges arose surrounding the mismatch of equipment between the university and individual schools and dealing with the technology bureaucracies imbedded in both systems. (Contains 17 references.) (TD)

The education systems that are in place throughout the world were created for a society different from the one that exists now. These outdated educational systems lead to a lack of motivation on the part of teacher and student and stifle new initiatives. Actions to improve this situation include the following: (1) revising the current amount and methods of communication between the teacher and the student, with the goal being to achieve a more active student role in the classroom; (2) building teachers' capacity and leadership qualities; (3) breaking the tradition of teaching in a straight line in order to allow creative solutions and critical thinking; (4) integrating new technologies; (5) developing partnerships with the private sector to tackle the challenges of education; and (6) integrating educational needs with teaching methods. Challenges to the education system of the future include linking education to employment, improving vocational training, increasing student support systems, developing partnerships between education and business, addressing the rural-urban divide, eliminating corruption, and committing to youth education and employment. (KC)

This hearing examined federal and private sector programs that provide assistance to schools and libraries to ensure that telecommunications technologies are being used effectively by schools. Topics include: local, state and national information infrastructures; program development; the role of technology; increase in funding; access to the Internet and technology "haves" and "have nots"; the E-rate; teacher training; partnership projects; corporate support; evaluation efforts; and technological advancement and the future of education. Included are the statements of: Forrest J. Fisher, Director, Education Technology Support Center, Education Service District 105; Brent D. Frey, Supervisor of Computer Services, West Shore School District; Carlotta C. Joyner, Director, Education and Employment Issues, General Accounting Office; Jane J. Prancan, Executive Director, US West Foundation; Marilyn Reznick, Vice President, Education Programs, AT&T Foundation; Linda Roberts, Director, Office of Educational Technology and Special Advisor to the Secretary on Technology, Department of Education; Tom W. Sloan, Delaware State Librarian; Joseph W. Waz, Jr., Vice President, External Affairs, Comcast Corporation; and Nancy M. Mitchell, Director, Education Market Group, Pacific Bell. (AEF)

This book, written from the policymaker's perspective, examines key issues facing education ministries trying to find the optimal size of and curricular emphasis for their secondary-education systems. It sets out the principle choices to be made and the dilemmas encountered regarding the scale and thrust of the sector. The work first looks at key definitions and gives a brief historical overview of the secondary-education system. It sets out basic parameters of understanding secondary education and its role in the overall education system and analyzes the different types of secondary schools. It then goes on to examine the development of secondary education in the developed world and in developing countries. It then introduces the concept of positioning, that is, finding the correct balance between access and curriculum emphasis that allows the secondary-education system to satisfy a particular set of criteria. It also examines the case for diversified education and points out that overall context within which education systems function is changing. Finally it sets out the different policy options and pinpoints important strategic decisions to be taken into account when designing a curriculum. They are grouped into three overlapping areas: organization, content, and control. (Author/WFA)