Education & Pedagogy

Provides a list of engineering education studies available to the public. (CP)

This Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1936 includes the annual report from the Commissioner of Education. The Commissioner's portion of this report is divided into three parts. Part I, General Outlook in Education, covers: (1) Developments during the Year (In Public Schools; In the Colleges; and Provisions for Youth); and (2) Participation in Emergency Education Activities (Civilian Conservation Corps; Works Progress Administration; and Public Works Administration). Part II, The Office of Education during 1935-36, includes the topics: (1) New Services (Special Projects; State School Specialist; Conservation Education; New Library Division; and Federal Radio Education Committee); (2) Research (Organization, Administration, and Supervision; Progressive Practices in Rural Schools; Records and Reports; School Health; Financing Education; Education of Exceptional Children; Native and Minority Groups; Programs for Youth; Statistical Studies; Guidance; Educational Measurement; Legislation; Parent Education; and Teacher Training and Personnel Problems); (3) Stimulation and Coordination of Research (Bibliographies, Theses Collection, etc.; and Aid to Students of Foreign School Systems); (4) Policy-Making in Education (Relations with State Departments of Education; Membership on Committees on Policies and Standards; and Conferences); (5) Field Service (Consultative Service; Participation in Meetings; and Cooperation with Professional and Public-Service Groups); (6) Public Information Service (Publications and Publicity; Publications Issued or Prepared for Printing During the Year; Evaluation of Foreign Credentials and Translations; and Library Service); and (7) Administration of the Office (Appropriations; Howard University Report; and The Land-Grant Colleges and Universities). Part III, Vocational Education, includes the topics: (1) Composition of the Federal Board for Vocational Education; (2) Development of National Policy; (3) Cooperative Services to the States; (4) Contribution to Relief of Unemployment; (5) New Problems of the All-Day and Part-Time Vocational School Program; (6) Apprentice Training; (7) Occupational Adjustment Training; (8) Cooperation with Other Agencies; (9) Research and Publications; and (10) Appropriations: 1936 and 1937. Also included is the General Education Board Treasurer's report. [The Commissioner of Education's annual report is on pages 251-307.]

This study explores how institutional practices within a school district limit general education teachers' ability to comply with special education policies. While numerous special education issues exist within the school district studied here, my research examined institutional practices that negatively impacted inclusion of exceptional students within the general education classroom and contributed to the district's compliance issues from its state department of education. More specifically, I sought to examine how teacher's narratives: 1) reveal interdependent ways racism and ableism form ideas of normalcy within the district's special education inclusion practices; 2) reveal teachers' voices on individual, collaborative, and systematic practices that support or arrest special education inclusion; and 3) reveal legal aspects of special education practices within the school district that deny the rights of students of color. Using Disability Critical Studies (DisCrit) as my framework, along with Critical Race Narrative Inquiry, which is the combination of CRT's counter-storytelling and narrative inquiry, as a methodology, I attempted to examine these issues. Through narratives, I provided teachers' revelations of how institutional practices within a school district limit general education teachers' ability to comply with special education policies. Through the usage of story-telling and DisCrit, I analyzed general education teachers' narratives with special education inclusion as a means to "talk back" to majoritarian stories of the school district's special education issues. Teachers' stories revealed similar findings to established research of general education teachers' experiences with inclusion, such as 1) lack of pedagogical training in inclusion and 2) lack of certified special education teachers, as well as additional findings, such as 3) incompetent and inconsistent leadership; 4) lack of knowledge of special education guidelines and legalities; and 5) exclusion of teachers' voices in the IEP process. These stories were detailed in narratives using three of DisCrit's seven main tenets, focusing on codependent ways racism and ableism form ideas of normalcy, the legal and historical aspects of how disabilities and race are used to deny rights, and the use of counter-narratives as a means to highlight marginalized voices. [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.]

Purpose: The purpose of this Policy Delphi Study was to identify the perceptions of California adult school administrators regarding the impacts of the Adult Education Block Grant (AEBG) on the operation of the adult education system, to rate the impacts as to their importance, and to identify strategies for addressing the impacts on existing adult education programs. Methodology: The Policy Delphi method was utilized in order to gather data from an expert panel of Californian K-12 adult education administrators that have been impacted by the AEBG on the adult education system. The Policy Delphi study consisted of three rounds and 15 leading experts in K-12 adult education to gain consensus on the perceptions of expert California K-12 adult education administrators regarding the impacts of the AEBG on the existing adult education system, to rate the impacts as to their importance, and to identify strategies for addressing the impacts on existing adult education programs. Findings: Analysis of the first round of data resulted in expert K-12 adult education administrator participants identifying the impacts that the AEBG has had on the operation of the adult education system, which was narrowed down in the second round to the top ranked 11 impacts. In round three, the expert K-12 adult education administrator participants then identified strategies for implementing the top five identified very strong impacts that the AEBG has had on the operation of the adult education system. Conclusions: According to the expert K-12 adult education administrator participants, advocacy efforts to secure additional funding for adult education; creation of a common system to support transition services; leveraging resources with consortia members and partners; a data and accountability system; and an equalization between the adult education and community college systems is needed to address the impacts that the AEBG has had on the operation of the adult education system in California. Recommendations: Recommendations for further research are described in Chapter V, including studies that search out the perceptions of California community college administrators and K-12 school district superintendents regarding the impacts of the AEBG. [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.]

The purpose of this study was to explore how education stakeholders in Tanzania express and balance their priorities, perspectives, and concerns regarding the expansion of education access on the one hand, and improving quality of education on the other, as a means to enhance educational achievement. The study also explores how each group of education stakeholders (i.e. policy makers, teachers, parents and activists) perceives its respective role in the educational policy process within the context of contemporary policy engagement and influence. Numerous studies attribute quality of education as an inclusive term that contains access, inputs, process and output or outcome of education. Others regard access and input of education as separate but equally important concepts of quality of education. For the latter, quality of education includes process and outcome of education but excludes access and inputs of education. They, however, understand these quantitative aspects as important components of education achievement. Through the use of both quantitative and qualitative data this study contributes to, and provides new insights into the ongoing debate on the access and quality of education concepts. The study was conducted in Tanzania between November 2011 and March 2012. The total number of questionnaires collected was 271 (143 female and 128 male) from 15 districts of Tanzania mainland. Similarly, the total of 27 education stakeholders (13 female and 14 male) in five districts across Tanzania were interviewed. The study found out that while activists based their concerns more on the outcome of education, the other groups of stakeholders--teachers, parents and policy makers--balanced their concerns more on access, inputs and process of education. Despite the differences in their priorities, all groups, however, understand that all aspects of education achievements, namely, access, inputs, process and outcome are important for education achievement. The study further informs that education reform is the policy agenda, which needs all stakeholders' engagement. The measurements of access, inputs, process and outcome are effective only when they are addressed holistically within the contemporary policy framework. Meaningful and broader participation of all stakeholders ensures transparency and efficient use of financial and human resources and that should translate into higher performance and achievement in the overall education sector. [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.]

Distance education--offering courses by Internet, video, or other forms outside the classroom--is a fast growing part of postsecondary education. The Government Accounting Office (GAO) was asked to review the state of distance education at Minority Serving Institutions, which are schools that serve high percentages of minority students, including Blacks, Hispanics, and American Indians. Under Titles III and V of the Higher Education Act, these schools are eligible for grants that can be used for expanding their technology, including distance education. GAO's review focused on: (1) the use of distance education at Minority Serving Institutions; (2) key factors influencing these schools' decisions about whether or not to offer distance education; and (3) steps the Department of Education could take, if any, to improve monitoring efforts of technological progress under Titles III and V programs. There are some variations in the use of distance education at Minority Serving Institutions compared to other schools. For example, while Minority Serving Institutions tend to offer at least one distance education course at the same rate as other schools, they differ in how many courses are offered and which students take the courses. Also, like other schools, larger Minority Serving Institutions tend to offer more distance education than smaller schools, and public schools tend to offer more distance education than private schools. However, Historically Black Colleges and Universities and Tribal Colleges generally offer fewer courses than other schools, and a smaller percentage of minority students take such courses. Minority Serving Institutions consider two main factors in deciding whether to offer distance education. The first is distance education's compatibility with the school's preferred teaching method. Many schools that offered no distance education had a strong preference for a classroom-based approach. The second is resources--schools offering little or no distance education had limited technology and support personnel. Also, Historically Black Colleges and Universities and Hispanic Serving Institutions viewed distance education as a lower priority compared to expanding technology usage in the classroom. By contrast, Tribal Colleges gave distance education higher priority, reflecting the greater geographic dispersion of their students. Education could strengthen its monitoring efforts of the Title III and V programs by expanding its existing system. Currently, the monitoring efforts for tracking the progress of technological improvements are more complete for Hispanic Serving Institutions than for the other Minority Serving Institutions. Education also lacks good baseline information on technology capacity at Minority Serving Institutions. Expanding current efforts to include such data would provide a basis for measuring the progress being made by Minority Serving Institutions. (EV)

This book is aimed primarily at under and postgraduate students pursuing entire programmes or discrete courses and modules in the broad area of physical education and sport in schools. It consists of a collection of what is considered to be essential readings in the sense that they are contributions from eminent authors on a breadth of salient and enduring themes as well as contemporary issues in physical education. At the same time, the book explores contemporary issues in the form of relatively recent debates surrounding topics such as the growth of examinations in physical education and innovations and developments in teaching styles and formats. While, at first glance, the text may appear oriented towards secondary school physical education in the United Kingdom, closer inspection reveals material that has direct relevance at an international level?either because the topics addressed are generic topics (physical activity, health-related exercise and pedagogy, for example) or because they offer comparative study (such as physical education in international context) or involve reference to international aspects of the topics under consideration (model-based teaching and assessment in physical education and the significance of social class for sport and physical education). Similarly, many of the themes and issues discussed are equally relevant to physical education at junior and senior levels of schooling. The book opens with an Acknowledgement, List of contributors, and by Introduction Ken Green and Ken Hardman, and the following chapters: (1) The Nature and Values of Physical Education (Mike McNamee); (2) Policy, Power and Politics in Physical Education (Dawn Penney and John Evans); (3) Physical Education in Schools in European Context: Charter Principles, Promises and Implementation Realities (Ken Hardman and Joe Marshall); (4) Physical Activity, Physical Fitness, Health and Young People (Richard Winsley and Neil Armstrong); (5) Health-Related Exercise and on (Jo Harris); (6) Extra-Curricular Physical Education in Secondary Schools in England and Wales: Reflections on the "State of Play" (Ken Green); (7) Teachers, Teaching and Pedagogy in Physical Education (Susan Capel); (8) Model-Based Teaching and Assessment in Physical Education: The Tactical Games Model (David Kirk); (9) Examinations: A "New Orthodoxy" in Physical Education? (Ken Green); (10) Gender and Physical Education (Anne Flintoff and Sheila Scraton); (11) Social Class, Young People, Sport and Physical Education (Ken Green, Andy Smith and Ken Roberts); (12) "Race" and Physical Education, Sport and Dance (Tansin Benn); and (13) Inclusion, Special Educational Needs, Disability and Physical Education (Andy Smith and Nigel Thomas). The book ends with an Index.