Education & Pedagogy

Identifying a special education teacher's primary role has been complicated by competing legislative demands emphasizing every student's academic achievement in the general education curriculum versus some students' needs for individualized instruction that addresses their noteworthy academic achievement deficits. One result is that school administrators have to decide whether a special education teacher's primary role will be to (a) provide accommodations that enable students with disabilities to remain in general education classrooms in accordance with the least restrictive environment requirement in the Individuals with Disabilities Education Act (IDEA) or (b) present the intensive instruction called for by a student's performance in the school's tiered intervention framework. This paper argues that a special education teacher's primary role is to present intensive instruction. The paper (a) reviews the evolution of the current dilemma, (b) explains both accommodations and intensive instruction, and (c) presents a rationale for a special education teacher's primary role as a presenter of intensive instruction. The paper concludes with a brief discussion about how school administrators can establish this primary role for special education teachers while meeting related mandates through the work of other educators. [For the full proceedings, see ED671809.]

This edited volume explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings. Drawing upon diverse theoretical and methodological traditions across the globe including countries in South America, Asia, Australia, and Europe, each chapter challenges and, eventually, troubles the wide circulation of a universal imagery of citizenship based on mathematical competence in not only curriculum, school reforms and policy but also in teaching and learning practices. Troubling the Euro-centric and global notions of citizenship and diversity, the book foregrounds local practices in mathematics education to portray a broader picture for the current problems of equity, social justice, and democracy. The book also engages with critical discussions on how 'citizens' and 'noncitizen' are being fabricated in the context of educational policies and specific mathematical practices. First of its kind, to trouble what is at stake when mathematics education is framed within the discourses of citizenship globally (through challenging and problematising what is understood as 'normal'), this book will be of relevance to scholars, academics, and researchers in the field of sociology of education, anthropology of education, philosophy of education, mathematics education, citizenship studies, and international and comparative education.

"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 April 27-30, 2024, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of information and communication technologies, science education, educational sciences, and mathematics 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 educational sciences, instructional technology, science education and mathematics education. The ICEMST is organized for: faculty members in all disciplines of educational sciences, instructional technology, science education and mathematics education; graduate students; K-12 administrators; teachers; principals; and all interested in education and its related areas. [Individual papers are indexed in ERIC.]

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Collaborating as a team can be a challenge for education professionals. Team members contribute multiple skills to the collaborative process. A factor in the collaborative process is the working relationship between general education classroom teachers and the multiple education professionals assigned to their classrooms. The purpose of this study is to understand the nature of the working relationship between general education classroom teachers and the multiple education professionals assigned to their classrooms in order to guide future interactions toward a more positive outcome for student achievement. This qualitative multiple-case study attempts to answer the question(s) how general education classroom teachers and the multiple education professionals assigned to their classrooms view their working relationship as well as what educational leaders can do to better facilitate these working relationships. The data collection method utilized interviews involving the two homogeneous groups. Understanding how general education classroom teachers and the multiple education professionals in their classrooms relate may provide important insight regarding strategies to increase the effectiveness of all parties involved in the collaborative process. [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 volume focuses on two questions. First, how can education abroad be embedded into undergraduate education so that students experience it as an integral component of their education and something they help shape, rather than as time away from their education and as a commodity to be consumed? Second, how can colleges and universities maximize the educational value of education abroad by forging stronger connections between it and other undergraduate experiences? The volume argues that learning abroad be positioned within the work of the larger institution and students' overall education. Organized within three sections, this volume makes the case that learning abroad must be positioned within the work of the larger institution and students' overall education. In doing so, it questions many current assumptions and stimulates thinking about the power of an integrative approach to education abroad to lead to lasting educative value. An integrative approach requires that students be afforded multiple opportunities and ongoing support to draw connections with their learning abroad with other dimensions of their undergraduate education. Chapters cover topics such as the additive value of integrating multiple HIPs with education abroad to span disciplinary boundaries and promote an array of soft or operational skills; the importance of maintaining the disruptive quality of the encounter with the foreign to enrich study at home; issues of commodification and reciprocity; increasing access to study abroad to community college--particularly adult--populations; facilitating students' social and intellectual development, identity formation, and reflective practice; rethinking orientation programming to emphasize the continuity of learning pre-, during- and post-education abroad; asking fundamental questions about the purpose of education abroad to rethink assessment and its purposes; the faculty role in the internationalization of the curriculum; and developing more intentional relationships with in-field partners and international educational organizations to more effectively connect leaning abroad with other dimensions of undergraduate education. For everyone involved in international education -- whether SIOs, faculty, department chairs or deans -- the critical questions and new perspectives offered here will inform and shape the growing movement to integrate education abroad with the overall undergraduate experience. This book contains the following chapters: (1) Introduction: The Case for Integrating Education Abroad Into Undergraduate Education (Elizabeth Brewer and Anthony C. Ogden); (2) U.S. Education Abroad: Historical Perspectives, Emerging Trends, and Changing Narratives (Anthony C. Ogden and Elizabeth Brewer); (3) Education Abroad as a High Impact Practice: Linking Research and Practice to the Educational Continuum (John P. Haupt and Anthony C. Ogden); (4) Curriculum Integration: Opportunities for Continuity and Disruption Along the Educational Continuum (Elizabeth Brewer, Giselda Beaudin, and Michael Woolf); (5) Toward Decolonizing Education Abroad: Moving Beyond the Self/Other Dichotomy (Roger Adkins and Bryan Messerly); (6) Adults Studying Abroad Through Community Colleges (Rosalind Latiner Raby); (7) Engaging with Self, Others, Space, and Place: Leveraging the Geographic Imagination in Education Abroad (Anthony Gristwood and Darren Kelly); (8) Learning to Navigate: Lessons from Student Development (Paige E. Butler); (9) Using Assessment to Align and Interweave Core Curriculum Objectives and Education Abroad Learning Outcomes (Katherine N. Yngve); (10) Reflection as a Tool in the Educational Continuum (Victor Savicki and Michele V. Price); (11) Why is the Missing Link Still Largely Missing in Education Abroad Preparation?: The Case for Ongoing Orientation (Bruce La Brack and Anthony C. Ogden); (12) The Intersection of Education Abroad and Career Readiness, and the Role of International Educators (Anne M. D'Angelo and Mary Pang); (13) Faculty Roles in Advancing Student Learning Abroad (Joan Gillespie); (14) Local Partners as Teachers and Learners in Education Abroad: Introducing a Local Partner Engagement Process Model (Julie M. Ficarra); (15) From Transactional to Relational: Realigning Partnerships Between Higher Education Institutions and International Education Organizations (Kris Holloway, Lisa Chieffo, Rich Kurtzman, and Anthony C. Ogden); and (16) Future Perspectives on Education Abroad (Elizabeth Brewer and Anthony C. Ogden). [Foreword by Brian Whalen.]

We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. 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. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our 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 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. 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. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain 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. (Individual papers contain references.)

The type of education prevalent in Africa before the coming of Western civilisation was generally known as African traditional education or indigenous education of the various communities. Most recent works on new perspectives in African education, vis-a-vis the role and impact of Christian missions from the West include those of Coetzee and Roux (eds) (1991) and Makgoba (1999). With the penetration of the Christian missions from the fifteenth century, Western culture--notably British and French--had begun to penetrate into various parts of the continent. The Christian missions brought with them Western culture, culminating in the introduction of formal education, with its emphasis on literary and purely academic work. African parents readily accepted this new education and they began to send their children to the schools fashioned after the European curriculum to learn, gradually setting aside the kind of education, the wholistic, lifelong and utilitarian type, which they themselves had received. The utilitarian nature of African traditional education has been realised to the extent that, today, the call in most African societies is for a return to the indigenous education system, albeit in a modified form. The argument is that an education that has the input of all members of the community, and which prepares each individual for a particular profession or occupational activity, should be the norm in many African societies today. The objectives of this paper are to briefly: (1) discuss the concept and general purpose of education; (2) examine the principles and content of African traditional education; (3) contrast the African traditional education with some Western ideas; (4) highlight the weaknesses and strengths of African traditional education with some ideas on education on the basis of the contrast; and (6) suggest some possible areas for further studies.

Higher education is the linchpin of music education in North America. It is primarily in collegiate institutions that music teachers are educated throughout the life cycles of their careers. This begins with preservice programs, typically at the baccalaureate level, and continues with in-service professional development and graduate degree programs. It is in these programs that music teachers develop musical and pedagogical knowledge, skills, habits, and dispositions that guide them throughout their careers. American and Canadian collegiate music education programs have traditionally focused on preparing preservice music teachers for work in schools, providing professional development for in-service music teachers through graduate programs and other offerings, preparing professors of music education, and producing research and scholarship intended to inform and guide the profession. Music education professors operate within a dynamic web of institutions, society, and industry. Each of them has challenges, values, and priorities that affect music education in higher education and K-12 schools. The key issues that challenge collegiate music education programs reviewed in this paper include changing demographics and tastes in music; transformation of the music industry; new technologies that alter the way people interact, access information, and engage musically; cultural and financial changes in higher education; changing expectations for primary and secondary schools; and nonschool providers of music education services. These changes are the result of a continual democratization of society and a globalizing economy. One can expect these areas to continue evolving, with people having increasingly more access to information, music, and other people. In this paper, the author addresses each of them and discusses implications for collegiate music education programs. He then provides some closing thoughts. (Contains 5 notes.)

Despite the fact that African American and other students of color, students labeled as having disabilities, and poor students in urban schools are indisputably linked in terms of the quality of schooling they have experienced, few attempts have been made to examine the relationship between special education and urban education. Both students placed in special education and those who attend urban schools have a long history of being miseducated, under-educated, and treated inequitably by the American educational system, with the American educational system at times excluding these students altogether from receiving a free and appropriate public education. Therefore, the purpose of this article is to provide (a) a historical analysis of special education and the treatment of students with disabilities prior to the "Brown" decision; (b) an analysis of the challenges that students with disabilities, African American and students of color, poor students in urban schools, and students affected by all three have historically experienced in their quest to receive a free and appropriate education in the American educational system; (c) a discussion that illustrates that special education is the new tool for the resegregation of African American and other students of color in special education; (d) a discussion of who the real beneficiaries of failed urban schools are and why they resist providing an equitable education to all children; and (e) specific examples of what it means to go for broke in calling out educational inequities and advocating for African American and other students of color, poor students, students with disabilities, students in urban settings, and students affected by all of these factors and issues.

Background: Asthma is one of the most prevalent chronic diseases in the United States and can be life-threatening. There are a rising number of adults with asthma that cannot be prevented or cured but may be controlled. Self-management education is essential for long-term asthma control; however, the most effective type of education is unknown. Purpose: The study examined and compared effects of an individually tailored (n = 44) and a standardized (n = 44) asthma self-management program on adult asthma control. The individually tailored education utilized an andragogical framework. Methods: A comparative, pretest-posttest design was used. Education curricula were based on National Asthma Education Prevention Program guidelines. Asthma Control Test (ACT) and Peak Expiratory Flow readings were pre and post-test measures. Independent t-test, chi-square, and repeated measure general linear model compared groups. Results: A significant difference in ACT scores between pre and post-test (F = 4.43, p = 0.038) and a decrease in mean number episodes of shortness of breath (F =6.22, p = 0.015), regardless of asthma teaching method was found. Over 50% of participants reported not receiving previous asthma education. Physicians were the primary source of education reported. Discussion: Asthma education is needed. Both the standardized and individually tailored education may improve asthma control. Translation to Health Education Practice: Health educators must take an active role in providing asthma education based on the rising number of adults with asthma and reports of those receiving no education. Practitioners can determine the type of education based on the setting and learner needs. (Contains 3 tables and 1 figure.)

With the policy of opening to the world and economic reform in the late 1970s, China has experienced tremendous socioeconomic changes. To catch up and compete with the advanced countries, the national goals have shifted profoundly from the traditional goal of moral inculcation stressing cooperation, to the economic goal of modernization emphasizing competition, and then to the general goal of revitalizing China through education, science and technology. Concurrent with this shift, education policies and practices also change. To respond to the national goal and to answer the call of Deng Xiaoping that education must be oriented to the four modernizations, Chinese education has undergone a series of reforms, led by the State Education Commission (SEC), since the 1980s. To this end, since the 1980s, quite a few important education documents were issued, including: (1) "The Central Government's Decision on Education Reform", 1985; (2) "Compulsory Education Law of People's Republic of China", 1986; (3) "The Outline of Chinese Education Reform and Development", 1993; (4) "Basic Education Reform toward 21st Century: Quality Education", 1998; (5) "Decision on Deepening the Educational Reform and Improving Quality Education in All-Round Way", 1999; and (6) "The Action Plan to Revitalize the Education Towards the 21st Century", 1999. Most noticeably, since 1996 the most important part of Chinese educational reform has focused on a quality education, which aims to cultivate all-around, well-developed citizens who are more creative, independent, and capable of dealing with challenges in an increasingly competitive world. These educational reforms, as well as the resumption of the university matriculation exam in 1977, have triggered a great change in the educational arena and will continue to generate radical reforms in many other aspects of society impacting the nation's economic growth and competitive competence. (Contains 7 endnotes.)

The urgency of the climate crisis demands not only greater coherence and coordination of education efforts, but also a deep reexamination of the education sector's role in the perpetuation of the status quo. This applies across formal education institutions (primary, secondary, and tertiary school), non-formal programs (often delivered by nongovernmental or community-based organizations), and informal spaces (on the radio, in libraries, museums, or even grocery stores and bus stops). It also demands attention from children, youth, and adults in both high-carbon emitting and low-carbon emitting countries, as well as within and across sectors (e.g., education, energy, transportation, agriculture, and urban planning). As a starting point for critical discussion among education and non-education actors, this paper focuses on formal education spaces where coordinating local efforts across districts, states, and nations can have impact on a global scale. First, the paper illustrates why more attention to and investment in education as a means of reducing risk and increasing informed action to climate change is needed. Second, it describes the current policy landscape for education in climate action, and climate in education. Third, the paper presents five underlying challenges preventing the formal education sector from taking a more proactive role in climate action. These roadblocks can then become entry points for policy and action. Finally, the paper lays out three actions that education and climate actors can take to not only chart a roadmap for the education sector in climate action, but to generate a new set of game-changing rules.

This Policy Paper aims at analysing the most important aspects of Public Responsibility, Financing and Governance of Higher Educations while seeking to formulate a students perspective on the state of play within the European Higher Education Area (EHEA). In doing so it touches upon the very foundation of how and in which socio-political environment educational systems and higher education institutions work nowadays. The European Students' Union (ESU) believes that open access to all levels of education is the cornerstone of a socially, culturally and democratically inclusive society, and a prerequisite for individual and societal development and well-being. ESU sees higher education as a human right, which is guaranteed in the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. How education is seen in society, how it is funded and how it is governed are tightly interlinked areas. This policy paper focuses on: (1) Public responsibility of higher education (fundamental values; institutional autonomy and academic freedom; academic integrity; intellectual property; education for sustainable development; human rights and democratic citizenship education; digitalization, artificial intelligence, learning analytics and privacy; commodification; partnerships between higher education institutions and industry; internships; and internationalisation and international trade); (2) Financing of higher education (financing of higher education; the funding gap; optimisation of funding of higher education institutions; performance based funding; and education free of tuition fees); and (3) Governance of higher education (students participation; working conditions of academic staff; committees and ombudsmans and leadership, intersectionality and training). [For the 2016 version, see ED587168.]

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.