Education & Pedagogy

The Aurora Institute's new broad-based policy agenda issues a call-to-action for state education policymakers and provides twelve recommendations informed by the wisdom and expertise of more than 8,500 members in its community. Taken together, the policy priorities challenge lawmakers and education decision-makers to wield their influence and take advantage of existing opportunities to disrupt the traditional one-size-fits-all model of K-12 teaching and learning and unleash learning from the confines of place and time. The priorities include: (1) Establishing a statewide profile of a graduate; (2) Modernizing state education funding; (3) Advancing racial equity in education; (4) Increasing educator workforce diversity; (5) Modernizing the educator workforce; (6) Advancing competency-based education policies; (7) Establishing innovation zones; (8) Investing in COVID-19 learning recovery; (9) Transforming systems of assessments; (10) Rethinking next generation accountability; (11) Expanding access to broadband; and (12) Creating competency-based pathways across K-12, higher education, career and technical education and the workforce.

This is a comparative study focused on the internationalization of teacher education in three countries--Bulgaria, Switzerland, and South Africa. The authors stress on the fact that on the one hand, teacher education is exposed to the increasing imperative to internationalize but on the other hand, teacher education is traditionally to a very large extent nationally shaped. The classical fields of internationalization of teacher education--individual mobility of students and staff, program and provider mobility, internationalization of the curriculum, internationalization of the campus, international cooperation--are used as a basis for constructing the chapter. The authors present these fields in teacher education in Bulgaria, Switzerland, and South Africa. Then, comparing the three different national contexts, some common features, similarities and differences between the countries are analyzed. Finally, the study ends with synthesizing two main challenges that illustrate how an appropriate internationalization of teacher education is still to be developed. [For the complete Volume 15 proceedings, see ED574185.]

The Australian Institute of Health and Welfare developed a national data standards strategy and implementation plan to enhance the comparability, quality and coherence of information across the Australian education and training sectors, including early childhood education, school education, vocational education and training (VET) and higher education. This project report summarises the activities and process undertaken in each phase of the project to develop the national data standards strategy and implementation plan for the education and training sectors, and the finalisation of the project. The following are appended: (1) Stakeholder consultation; (2) Data mapping; (3) Description of data collections and data items mapped; (4) Questionnaires; (5) Stakeholder and data custodian consultation; (6) Summary of policy priorities; (7) Data collection review time frames and processes; and (8) Data flows. [The Australian Institute of Health and Welfare (AIHW) would like to acknowledge funding provided under the 2013-14 Transforming Education and Training Information in Australia (TETIA) Forward Work Program.]

Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.

This regional dossier aims to provide a concise description of the European minority language, Aragonese, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided serves as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.

The most significant change in this edition of "Leisure Education Program Planning" is the infusion of information gleaned from writings by some of the leaders of the positive psychology movement. These readings provide valuable perspectives and insights about concepts related to leisure and leisure education. The book is organized into five sections. The first section contains six chapters designed to increase understanding of principles related to leisure and leisure education. The second section provides recommendations and research on leisure education, reviewing previous efforts to implement and understand leisure education programs. The third section provides considerations for developing the content (what to teach) of leisure education. The fourth section addresses the process (how to teach) of implementing leisure education programs. The final section of the book contains specific leisure education programs associated with six possible leisure education components (appreciate leisure, be aware of self in leisure, be self-determined in leisure, interact socially, use leisure resources, and make leisure decisions). The author has field-tested and evaluated various components of these leisure education programs.

Introduction: For some time now the field of medical education has been criticized by many of its stakeholders. Countless debates have been presented in the literature regarding the quality of medical education research, adequacy of methodological rigor, and other concerns. Methods: At present, the views expressed have largely come from physicians and individuals with less familiarity with education science. Results: As prolific educational researchers with Ph.Ds in Education and Psychology, we offer a critique of medical education's apparent identity crisis and address what we believe are some of the most significant problems continuing to impede the field of medical education from catching up with the broader field of education. We close with specific recommendations for improving the overall state of medical education. Conclusion: Finally, both editors and reviewers for medical education journals need to abandon the hegemonic views regarding research design. Thus, research designs that many in the clinical sciences often perceive as "weak" are entirely appropriate in education research fields.

"PreK-3 Alignment in California's Education System: Obstacles and Opportunities" by Rachel Valentino and Deborah J. Stipek reviews the opportunities and challenges that must be addressed to better align PreK-3 education in California. The report describes policies and practices that districts have implemented to strengthen alignment, and identifies the main barriers that districts and schools encounter when attempting to align preschool and the elementary grades. The report is based on interviews with individuals who play key roles in early childhood education (ECE) in California, including foundation representatives and state-, county-, and district-level personnel. Participants defined PreK-3 alignment as a "continuum" with "shared goals and expectations" across grades. This brief summarizes the study in the full report, and discusses the following: (1) best practices across districts; (2) state and district policy implications; and (3) implications for teacher preparation. [For the full report, "PreK-3 Alignment in California's Education System: Obstacles and Opportunities," see ED574785.]

The statistical survey in this bulletin includes a general summary of the statistics showing the enrollment in public and private schools and institutions of various types, the estimated expenditures for those schools in 1919-20, the distribution of teachers among those schools, and certain combined statistics of public and private high schools reported separately to the bureau by the high schools. Also included are tables showing the total enrollment by States, distributed in public and private elementary, secondary, and higher educational institutions. Graphs have been added to portray certain statistical material from several bulletins. (Contains 12 tables and 29 figures.) [Best copy available has been provided.]

Supported Education is a promising practice that helps people with mental illnesses who are interested in education and training return to school. Current research shows that Supported Education has demonstrated results. While more research is needed, Supported Education services show promise of becoming an evidence-based practice. Education specialists can help: (1) Choose an education program; (2) Complete enrollment and financial aid forms; and (3) Secure supports to help consumers stay in school. "Using Multimedia to Introduce Your Promising Practice" is a collection of educational tools to help in introducing Supported Education to a variety of stakeholder groups, including the following: (1) Mental health authorities; (2) Community members; (3) Consumers; (4) Families and other supporters; and (5) Agency-wide staff. Anyone who is trained in the Supported Education model (including program leaders, education specialists, and advisory group members) should be able to use these tools during inservice training meetings or for community presentations to educate stakeholder groups. Appended are: (1) Sample Brochure; and (2) PowerPoint Presentation.

This chapter on the "Biennial Survey of Education in the United States, 1928-1930" covers the following topic areas as they relate to hygiene and physical education: (1) White House conference; (2) A septennium of school health work; (3) Buildings and sanitation; (4) Heath examination; (5) Dental disease and treatment; (6) Ultra-violet light; (7) Nutrition; (8) Anthropometry; (9) Health education; (10) Mental hygiene; (11) Athletics; (12) Physical education; (13) Research in play; (14) School playgrounds; (15) Community use of school property; (16) Planning ahead; (17) The summer camp in higher education; (18) Land-grant colleges; and (19) Legislation. [Best copy available has been provided.]

Intended for Minnesota legislators, this report compares special education requirements under Minnesota special education legislation and federal legislation. It is divided into two parts. Part 1 compares Minnesota special education law and federal special education requirements under the Individuals with Disabilities Education Act (IDEA). Part 2 deals with similar comparisons for Minnesota education rules. Each part of the report is page numbered independently. The first page of each part lists those laws or rules for which Minnesota requirements are consistent with the federal requirements. No further reference is made to those sections. Each page of the body of the report contains three columns: column 1 is the exact text of a state statute or rule; column 2 contains the citation for the matching federal requirement; and column three contains either a brief description of the difference or a statement that there is no analogue in the federal requirements. Provisions discussed include special education eligibility, procedural safeguards, Individualized Education Programs, mediation, and definitions. (CR)

Teacher training across the world has typically assumed a functionalist role in preparing individuals to stand in front of children in classrooms and impart acceptable knowledge. The limitations of this approach have led, in recent years, to the development of new kinds of teacher education which reorient the role of the teacher in powerful ways. This article introduces several transformative approaches to teacher education internationally. It also seeks to extend the notion of transformative teacher education. Building on the aspirations of the Culture of Peace Program initiated by UNESCO (United Nations Educational, Scientific, and Cultural Organization), the paper discusses how teacher education might make a more deliberate contribution to the development of a culture of peace. The paper presents the characteristics of three innovative teacher education programs (in Bolivia, Namibia, and Egypt). Grounding the discussion in the movement from a mechanistic to a holistic world view, the paper uses insights from peace education, conflict transformation, and social capital theory to suggest potential ways in which teacher education might become a peace building enterprise. (Contains 35 references.) (Author/SM)

The 1990s saw the outdoor education community undergo a process of critical redefinition as it attempted to address multicultural issues. This digest defines multicultural education, reviews the current status of multicultural diversity in outdoor education, poses questions for researchers and practitioners, and offers suggestions for relevant change strategies. Among the various types of multicultural education programs, socially oriented programs that reduce bias have the most in common with outdoor education. The power of outdoor education resides in providing opportunities for diverse participants to cooperate in problem solving, to exercise critical thinking skills, and to develop communication skills within the group. Despite the potential importance of multiculturalism in outdoor education, the issue has received limited attention from researchers. Research is needed in the areas of culturally diverse pedagogies that could reshape basic theories and practices of outdoor education, respectful and accurate use of cultural elements in outdoor programs, incorporation of multiculturalism into outdoor environmental programs, and impacts of outdoor education on diverse participants. Ten strategies and principles are listed to help organizations and programs move toward multiculturalism. (Contains 17 references.) (SV)

These curriculum materials are intended to supplement classroom resources for teaching high school students the roots of U.S. heritage and the responsibilities of American citizenship. The materials are divided into 14 sections: (1) "Purpose"; (2) "Letter from Superintendent"; (3) "Forward: Miracle of America"; (4) "Preface: From Oppression to Freedom"; (5) "American Heritage Themes"; (6) "1622 Mayflower Compact--Responsibility" (HISD Character Education Focus October); (7) "1776 Declaration of Independence--Freedom" (HISD Character Education Focus November); (8) "1787 Federalist 47--Responsibility" (HISD Character Education December); (9) "1791 First Amendment--Unity" (HISD Character Education Focus February); (10) "1794 Entrepreneurs in History--Progress" (HISD Character Education Focus April; Cornelius Vanderbilt, Andrew Carnegie, James Hill, John D. Rockefeller); (11) "1916 American's Creed--Responsibility" (HISD Character Education Focus January); (12) "1976 U.S. Flag/Federal Flag Code--Freedom" (HISD Character Education Focus March); (13) "1998 Religious Expression in Public Schools--Unity" (HISD Character Education Focus May); and (14) "2000 What Is an American?--Responsibility" (HISD Character Education Focus May). (BT)