Education & Pedagogy

Intended for New York State school board members, the guide outlines the responsibilities of board members regarding education of handicapped students. An overview of state and federal rules and regulations is followed by sections on the board's role in the following areas: working with the Committee on the Handicapped, identifying children in need of special education, developing individualized education programs, assuring nondiscrimination and access to special education in the least restrictive environment, providing due process of law, and monitoring and training. An evaluation format for assessing local policies in light of state and federal mandates is included. (CL)

Citations to 73 journal articles and 37 documents, pamphlets, and monographs comprise this annotated bibliography on the subject of Area Health Education Centers (AHECs). The topics covered by these items include the general nature, purposes, and functions of AHECs; discussions and descriptions of specific AHEC programs; AHECs and medical education; nursing and AHECs; libraries and learning resources within AHECs; AHECs and pharmacies; the allied health professions, continuing education, and the role of AHECs; health careers in AHECs; dentistry and AHECs; and health education in the community setting. A list of indirectories and reference tools relevant to Area health Education is also provided. (JL)

This report presents Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance results in Texas public schools for the 2022-23 school year. Data are provided by student characteristics, including race/ethnicity; gender; and economic, at-risk, dyslexia, Emergent bilingual student/English learner, foster care, homeless, immigrant, migrant, and military-connected statuses. Data also are provided by participation in bilingual education or English as a second language, career and technical education, gifted and talented, Section 504, special education, and Title I programs.

This edited volume argues for positioning students at the centre of higher education, drawing from the concepts of student agency and self-formation. The volume highlights that higher education has broader and more important purposes than what a neoliberal human capital approach would suggest, and explores how students exercise their agency and realise self-formation as inherently connected concepts throughout university education. With disciplinary, cultural, and contextual diversity, this volume will provide international perspectives to readers interested in higher education theories, policies, and practices.

Transforming education systems to be fit for the 21st century is the common thread for creating inclusive and equitable societies resilient to conflict, climate change and economic crises. Now is the time for increased investment in African education systems. This paper describes: (1) the state of Africa's educational landscape; (2) innovative approaches to increase education financing; and (3) what can be done to put education back at the forefront of Africa's policy agenda while sparking improved outcomes across the entire education spectrum. [Additional collaborators for this paper include the African Development Bank and the African Union.]

"Multicultural Education Policies in Canada and the United States" uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems. This will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity. Following an Introduction: Cross-Border Dialogue and Multicultural Policy Webs (Lauri Johnson and Reva Joshee), the book is divided into 6 parts. Part 1: Historical Context, contains: (1) Past Crossings: US Influences on the Development of Canadian Multicultural Education Policy (Reva Joshee and Susan Winton); (2) Diversity Policies in American Schools: A Legacy of Progressive School Leadership and Community Activism (Lauri Johnson); and (3) We Are Already Multicultural: Why Policy and Leadership Matter (Yoon K. Pak). Part 2: First Nations and American Indian Education, contains: (4) First Nations Education Policy in Canada: Building Capacity for Change and Control (Jan Hare); (5) Policy Issues in the Education of American Indians and Alaska Natives (John W. Tippeconnic III and Sabrina Redwing Saunders); and (6) What We Know about Native Participation in Higher Education (Augustine McCaffery). Part 3: Immigrant and Language Education, contains: (7) Canadian Policies on Immigrant Language Education (Tracey M. Derwing and Murray J. Munro); (8) Language Education in the Conflicted United States (Carlos J. Ovando and Terrence G. Wiley); and (9) A Critical Examination of Language Policies and Practices in Canada and the United States (Karen M. Gourd ). Part 4: Race-Based Policies contains: (10) Race-Based Policies in Canada: Education and Social Context (Adrienne S. Chan); (11) Education, American Style: Race-Based School Policies and Practices in the United States (Christopher M. Span, Rashid V. Robinson, and Trinidad Molina Villegas); and (12) Canadian and American Race-Based Education Policies (Njoki Nathani Wane). Part 5: Employment Equity and Affirmative Action contains: (13) Canada's Employment Equity Act: Perspectives on Policy and Implementation (Carol Agocs); (14) Critical Race Theory and Interest Convergence in the Backlash against Affirmative Action: Washington State and Initiative 200 (Edward Taylor) and (15) Dialogue across Borders on Employment Equity/Affirmative Action ( Michelle Goldberg). Part 6: Extending the Dialogue, contains: (16) Institutional Racism in Education Policy and Practice: A View from England (David Gillborn); and (17) Multicultural Policies and Practices in North America: A Dialogue with the View from England (Catherine Cornbleth, Rinaldo Walcott, Carlos J. Ovando, and Terezia Zoric).

Center-based community early childhood programs are essential options for pre-kindergarten care and education. Consistent with federal legislation (IDEA, 2004), these settings should be accessible so that young children with disabilities can receive their special education services there. In the United States, fewer than 50% of children who receive early intervention and early childhood special education services are provided with these services in a community early childhood education program. Not all factors that influence inclusive education are within the control of the community ECE to change (i.e., state policy). However, program-level factors are malleable by community ECE administrators and staff. This study explored how program-level exosystem factors (i.e., factors that occur outside of the child's immediate environment) that are malleable by administrators and staff support inclusive education in center-based programs. This exploratory, multiple case study aimed to better understand the phenomenon of inclusive education in the context of three center-based community early childhood programs by answering the following research questions: 1. What are administrator and staff's perceptions of malleable exosystem factors that facilitate the inclusive education of children with early intervention and early childhood special education service needs in their center-based community early childhood education programs? 2. How do those exosystem factors facilitate inclusion in their center-based community early childhood education program? 3. What local education agency (LEA) actions support inclusive education at center-based community early childhood education programs? Data were collected through semi-structured interviews with program administrators, staff, and artifacts. Consistent with Lieber and colleague's (2000) findings of factors that facilitate the initiation of inclusive education, participants discussed the following malleable, program-level exosystem factors: (1) vision for inclusion, (2) program-level policies, (3) resources, (4) family involvement, and (5) intra- and interagency collaboration. This study found that different factors were described as facilitating inclusive education in each of the three center-based community early childhood education programs. Yet, participants in all cases described a desire for increased collaboration with their school district's special education service providers. These findings indicate a need for an improved collaborative relationship between the school district and the community's center-based early childhood programs. This exploratory study yielded important insights into how members of community early childhood education programs can promote inclusive education in their centers. Specifically, the study identified program-level variables that can be modified to facilitate inclusive education. Additionally, administrators and staff from community early childhood education programs shared valuable knowledge on how they modify program-level exosystem factors to facilitate inclusive education in their programs. [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.]

Guided by the Technology-Organization-Environment (TOE) framework, this study investigates how digital leadership, digital resource construction, employee digital literacy, and organizational culture collectively impact industry-education integration. An analysis of the survey data from 354 faculty at Chinese higher education institutions indicates that digital leadership serves as the crucial factor. It not only directly promotes industry-education integration but also indirectly facilitates it through the digital resources construction and the enhancement of employee digital literacy. Moreover, digital resources alone do not directly impact industry-education integration, their effect is fully mediated by employee digital literacy. Contrary to expectations, while both digital leadership and digital resource construction positively shaped organizational culture, the culture itself did not significantly influence industry-education integration. Collectively, these contributions constitute an integrated theoretical and practical framework that deepens academic understanding and provides actionable guidance for the promotion of industry -- education integration.

A critical requirement of the Individuals with Disabilities Education is that school personnel and parents collaborate in the development and implementation of students' special education programs. Collaboration has been a crucial requirement of the IDEA since 1975. Collaboration is necessary in formulating student's special education services and implementing programs that meet students' needs. In this article, we examine the critical importance collaboration plays in special education law. To do so we examine (a) the history, evolution, and language of the IDEA; (b) rulings of the U.S. Supreme Court and other courts addressing issues in collaboration; and (c) regulations and policies from the U.S. Department of Education. To meet the mandates of the IDEA, school districts need to employ general education teachers, special education teachers, and building-level and district-level administrators with skills in collaborating to support the education of all students and to meet the requirements of the IDEA.

Long regarded by the vanguard of America's universities as antiquated and even dangerous, civic education is suddenly fashionable again. With the publication of "A Crucible Moment," a long battle in the culture wars appears to be winding down. It appears that everyone supports civic education today. For the past three decades, the ideal of civic education was the purview of the academic Right, a response to left-wing academic accusations against the West generally and America specifically for purported endorsement of racism, sexism, and colonialism. Now that civics has largely been expelled from the academy, the author opines that America's educational vanguard is suddenly eager to restore "civic education" to a place of pride within the universities. Yet this idea of civic education--certainly as articulated in "A Crucible Moment"--is neither civic nor educative. In light of the traditional understandings of civic education, what is altogether striking about "A Crucible Moment" is how radically it departs from all of the traditional desiderata of civic education--indeed, how very little it actually addresses any of these aspects of civic education, properly understood. (Contains 4 footnotes.)

Social, economic, and environmental issues facing 21st century societies compel a transformative shift towards sustainability in all spheres of life, including education. The challenges this holds for outdoor education programs and practices is significant. If outdoor education theory and practice is to make a greater contribution to sustainability education it must explore both alternatives and alterations to approaches based on adventure pursuit activities and personal development doctrines. For over a decade there have been calls from across the world to include greater emphasis on human/nature relationships, place, social justice, and ecological perspectives in outdoor education. This article adds to those calls through advocating for a pedagogical approach to outdoor education that promotes sustainability education. Drawing from recent doctoral research this article introduces a model which describes a change process towards sustainability focused pedagogy. The model suggests change can take place in three areas for educators: first, in philosophy, values, and understandings, second, in infrastructure, resource use, and programming, and third, in teaching and learning strategies. It is at the nexus of these three areas that the most effective pedagogical change can be found.

This student survey was a response to the French youth unrest in 2005 and 2006. It considers the degree to which French higher and secondary education institutions create social cohesion. Focusing on three distinct higher-education institutions: "L'institut d'etudes politiques de Paris" (Sciences Po), "Ecole Normale Superieure," Paris 8, and a "lycee" in the outskirts of Paris, it asks students their opinions on pressing national issues. It reflects on how the French education system was developed to create French citizens and the post-war use of quotas created for Algerians in the employment and education sectors. It draws comparisons with the controversial 2001 separate-admissions policy at Sciences Po and the more recent agenda to institute 30% set-asides for higher-education scholarship students. (Contains 10 tables.)

Policymakers in England have recently, in common with other Anglophone countries, encouraged the provision of higher education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision. This article draws on a study of part-time higher education students in a college, a group whose perspectives, identities and voices have been particularly neglected by educational research. Respondents' narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between further education and the university. These distinctive processes illustrate both possibilities and constraints for future higher education provision within colleges.

Purpose: This study explored how physical education-specific technology courses within physical education teacher education (PETE) programs address students' Technological, Pedagogical, and Content Knowledge (TPACK), given that successful technology integration in PETE remains unclear. Method: A case study design was used to examine six PETE programs' physical education-specific technology courses within the United States. Semistructured interviews with course instructors and course materials (e.g., syllabi, assignments) were inductively analyzed to explore how they addressed TPACK components and PETE technology standards. Results: All courses addressed varying components of TPACK and PETE technology standards. Additional thematic analysis showed that all courses encouraged (a) hands-on practical experience, (b) technology exploration, (c) empowering teachers, and (d) digital citizenship advocacy. Discussion: PETE programs currently with or those considering a physical education-specific course should ensure they enhance students' TPACK by specifically addressing technology use in lesson planning, lesson delivery, assessment, and advocacy in program and course experiences.

In Western Europe, especially in Germany, private higher education is generally perceived as an alternative to public higher education for students from relatively affluent families; more broadly, there is a general perception that attending a private higher education institution is correlated to wealth. This perception is influenced by private higher education in the US, which is the world's most visible private system, but also probably the most atypical. In this article, we will analyse the relationship between private higher education attainment and the wealth of nations as reflected by their per capita GDP. We will try to relate the indicators in models that use cross-sectional transnational data as well as time series analysis for four contrasting countries (Chile, Germany, Romania, and the US). We will address two questions: (1) do wealthier nations have a higher percentage of enrolment in private higher education? and (2) does enrolment in private higher education grow with economic growth? Our analysis shows that a simple general relationship between enrolment in private higher education and the wealth of nations does not exist.