Education & Pedagogy

Determining the level and distribution of special education funding is an ongoing issue. Attempting to meet the extensive range of students' needs, while balancing funding coming from federal, state, and local sources leads to uneven funding burdens and questions about whether all student needs are being met. Traditionally, funding for special education has focused on providing some form of equity. However, with limited resources for education, especially at the local level, special education is sometimes perceived as being in competition with regular education for funding. Therefore, given the special education mandates, when an increasing portion of local funding is required for special education it may be perceived as encroachment taking funding away from regular education. Conducting a descriptive non-experimental analysis of the distribution of special education funding in North Carolina, I initially analyze levels of inequity, seeking to identify possible causes. I then analyze factors related to increased local funding for special education and therefore potential encroachment of local regular education funding. The findings reinforce prior studies suggesting that North Carolina's flat grant funding mechanism for students with disabilities appears to drive inequity. Moreover, North Carolina's funding cap exacerbates these imbalances. Further, encroachment of funding is occurring in districts with greater percentages of students with disabilities, and specifically those with higher needs. The lack of differentiation based on student needs in the state's flatgrant funding mechanism along with the funding cap suggest possible reasons for this.

The university environment provides a good context for entrepreneurship education. With the vigorous development of entrepreneurship education, educators and scholars have shown increasing interest in the significant role entrepreneurship education plays in higher education. As a result, the effectiveness of entrepreneurship education has quickly become a popular topic. However, it is often not easy to evaluate entrepreneurship education programs, which are designed for medium- and long-term outcomes. It is essential to develop alternative assessment tools that do not traditionally assess only knowledge. The study aims to adapt the multidimensional measurement tool for assessing university students' entrepreneurial skills, knowledge, attitudes, and mindsets. While the scale was translated into Turkish, face and content validity were proved. The data was gathered from 572 university students. Confirmatory factor analyses were employed to assess the construct validity of the measure. The Turkish Entrepreneurship Education Self-Efficiency Scale was obtained with three main dimensions and 38 items. Its Cronbach's alpha, Spearman-Brown correlation, and composite reliability coefficients are 0.95, 0.86, and 0.98, respectively. Furthermore, the study found that the entrepreneurship education scores of the participants were significantly related to their gender, field of education, volunteering, work experience, experience of starting or running their own business, and entrepreneurship education. The effect size of these variables differs, and the experience with self-employment has the greatest influence on entrepreneurship education.

A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence--bombs and guns--was indicative of lack of citizenship education. Central to the League's Covenant was the need to employ "negotiation and arbitration." In addition to the International Adult Education Conferences, UNESCO has used other forums to affirm the imperative of lifelong learning and citizenship education. For instance, in the Faure Report, there is emphasis on "education and society" and on the "complete man" (Faure et al., 1972). The complete man/woman is an "educated" citizen. In "The Fifth Global Report on ALE," UNESCO (2022a) connects citizenship education to the task of empowering adults for change. This article uses the Marrakech Framework for Action (MFA) that resulted from CONFINTEA VII as background to analyze and present active citizenship education as a necessary condition for human sustainability and global transformation. I conceptualize education broadly to include indigenous ways of knowing. In addition, although active citizenship education is the focus of this piece, I argue that there is a symmetric relationship between lifelong learning, adult education, and citizenship education.

Purpose: In recent years, issues related to body image, fat shaming, and societal perceptions of weight have gained more attention in educational discourse (Carmona-Márquez, "et al.," 2023; Dark and Aphramor, 2023; Nutter, Ireland, Alberga, "et al.," 2019; Schorb, 2022). The purpose of this paper is to explore the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Design/methodology/approach: Using a multicultural lens to examine fat phobia in education. Findings: This paper explores the importance of engaging students and educators to critically examine fat ideology in teacher education and P-12 classrooms through the lens of multicultural education. Practical implications: By acknowledging the intersection of body image bias with cultural diversity, educators can foster inclusive environments that challenge harmful stereotypes and promote body positivity. This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Social implications: This paper also provides strategies for integrating discussions on fat ideology within the multicultural education framework, aiming to empower both teachers and students from a multicultural education perspective to think critically and advocate for social justice. Originality/value: The issue of fat phobia is rarely discussed in education.

Purpose: Having a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students' entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature. Design/methodology/approach: We reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions. Findings: We synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students' general skill level. Originality/value: Our framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students' entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.

Background: Youth mental health needs have worsened following COVID-19. Rising demand for school mental health services is straining capacity. Several states have added policies requiring mental health education, yet these vary widely and barriers to operationalization exist. Purpose: This paper explores the onerous landscape of mental health education and makes the case for the education framework of mental health literacy (MHL), derived from health literacy (HL), as the North Star of universal mental health education. Methods: A scan of mental health education policies was conducted, and two state case studies were included. California requires middle- and high-school integration with existing health education, and Delaware requires K-12 mental health education allowing for integration with existing social, emotional, and behavioral wellbeing initiatives within schools' multi-tiered system of supports. Results: Thirty-six state policies were identified, with over 80% explicitly related to health education. Policies varied across multiple dimensions including scope and clarity, target audience, requirement conditions, and resources. Discussion: Barriers and opportunities are discussed, including a national effort, The Mental Health Literacy Collaborative (MHLC), focused on the benefits of MHL education. Translation to Health Education Practice: Findings offer health educator opportunities for planning, leadership, and advocacy toward implementing MHL education in schools.

The role of colleges in adult education is considered in light of the increased demand for adult education, the growing competition among providers of adult education, and the likelihood that the level of competition will be reduced in the future. In addressing the expanded magnitude of demand for adult education, four main determinants are highlighted: demographic factors, particularly the post-war baby boom; the increased educational level of the main consumers of adult education, that is, those aged 25 to 34; the greater demand by women for adult education; and heightened levels of job dissatisfaction. Next, the paper discusses the intensified competition engendered by higher levels of educational demand. The four main competing providers of adult education are identified as the community colleges, proprietary business and trade schools, the corporate world, and the private training consultant, and their roles and the nature of the competition among these agencies are specified. Looking to the future, the paper then argues that competition in adult education is likely to diminish, though not necessarily in a direction favorable to community colleges. The paper points to the unwillingness of taxpayers to finance publicly supported adult education at earlier levels. It urges community colleges to address the question of why and in what areas they should be allowed to provide adult education, and then, having answered this question, to secure appropriate funding to achieve this purpose. (HB)

This service model on special education for bilingual, bicultural handicapped children features the Arizona Task Force recommendations to local education agencies, to colleges and universities, and to human service organizations. A list of Task Force participants, introductory material, and a list of definitions are followed by information and recommendations for local education agencies; these cover: the rights of bilingual/bicultural children and their parents concerning special education services; guidelines for child-centered processes related to the provision of special education services; suggestions regarding parent and community involvement; specific preparation needed by special education paraprofessionals; special education services for children in rural/remote areas; and funding and resource necessities for implementation of Task Force recommendations. Recommendations to the Arizona Division of Special Education cover training of school personnel, services for bilingual/bicultural handicapped children in rural/remote areas, and the role of the Division of Special Education in providing needed services. Recommendation to colleges and universities concern the institutional role in meeting training needs of teachers and supportive personnel who work with special education students. Recommendations to human service organizations involve creation of school child advocate positions to protect the rights and interests of bilingual/bicultural students. Appendices contain supplementary information. (CM)

This book identifies how consensus on vocational education and training (VET) policy is sought in a number of countries where interesting models have emerged. The focus of the book is on the principles of stakeholding and consensus applied to policy formulation and implementation in vocational education and training. The international case studies provide examples of practical strategies that have been successfully implemented. The following nine articles are included: "Stakeholders, Consensus, Participation and Democracy" (Ian Finlay); "Stakeholders and Partners in Vocational Education and Training in Scotland" (John Fairley); "A Consensus Approach to Policy-Making: The Case of the Republic of Ireland" (Jim Gleeson); "Transformation and Reform of Vocational Education and Training in Taiwan, Republic of China" (Dar-Chin Rau); "Developmental Corporatism and the Process of Change in Vocational Education and Training: The Singaporean Experience" (Johnny Sung); "Change and Consensus in Vocational Education and Training: The Case of the German 'Dual System'" (Willi Brand); "Process Owners and Stakeholders in VET Reforms in Finland" (Olli Raty); "The Process of Change in Vocational Education and Training in the United States" (Betsy Brand); "The Process of Change in Vocational Education and Training: The South African Experience" (Ian Bellis). The book includes 26 drawings and 7 tables. (KC)

This is an executive summary of two long-range higher education planning reports completed at the outset of the 21st century by the California Postsecondary Education Commission. They are "Providing for Progress: California Higher Education Enrollment Demand and Resources into the 21st Century" and the companion "Policy for Progress: Reaffirming California Higher Education Accessibility, Affordability, and Accountability into the 21st Century." This document draws upon these reports and their respective resources, collecting the major conclusions and recommendations of both to address: California's continued burgeoning growth in higher education enrollment demand and the state's ability to respond; economic trends that will affect both the ability to finance higher education growth and the types of learning and training opportunities offered; how to retain educational excellence while maintaining access for an increasingly diverse student body; and the growing importance of technology in the classroom and education environment. Specific topics covered in this report include a discussion of present and past long-range planning reports, factors influencing the future of California higher education, enrollment projections and capacity, capital outlay costs, economic and fiscal forecasts, and three sets of recommendations: for elected officials and policymakers, for higher education leaders, and for postsecondary oversight agencies. (SM)

The authors of this chapter focus on the development of comparative education in 10 countries of Eastern and Central Europe. A historical approach is applied to the study of the main characteristics of comparative education. The first part of the chapter is devoted to the origin of comparative education studies in this region from the fifteenth to seventeenth centuries till the end of the nineteenth century. The second part of the chapter examines the process of establishment of comparative education as a science and the appearance of the first lecture courses on comparative education in some countries of this region from the beginning of the twentieth century till the end of World War II. The third part presents the state of comparative education during the years of socialism -- from the end of World War II to the fall of the Berlin Wall. The fourth part surveys the modern development of comparative education in Eastern and Central Europe from the beginning of democratic changes in 1989 to the present day. While presenting comparative education in each historical period, the authors first show the most prominent comparativists, then emphasize on comparative education as a university discipline, and finally synthesize the main characteristics of the development of comparative education during the period of view. The chapter concludes with some generalizations on the four periods. [For the complete volume, "Comparative and International Education: Survey of an Infinite Field. International Perspectives on Education and Society. Volume 36," see ED661540.]

Providing a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions. This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical 'turns' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum. The handbook is organised into the following key parts: (1) Theoretical Framework; (2) Funding Models and Structures for Equity and Inclusive Systems; (3) Exclusion and Discrimination; (4) Bridging Health and Education; (5) Agency and Empowerment; and (6) Outreach and Engagement. "The Routledge International Handbook of Equity and Inclusion in Education" will be of great value to academics operating in the areas of education, psychology, sociology, social policy, ethnography, cultural studies; researchers in university research centres and in policy institutes pertaining to education, poverty, social inclusion as well as international organisations involved with inclusion in education.

The report, overseen by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) on behalf of the European Commission and of the European Education and Culture Executive Agency is the second report in the series dedicated to promoting inspiring practices in digital education from the 27 European Union member states. Similar to the 2023 Report, two inspiring practices have been selected and described for each country. However, information was not equally available across all 27 EU countries, thus certain elements have been slightly differently analysed, interpreted and presented. These national inspiring practices, merely constitute a snapshot of digital education initiatives, which can serve as inspiration for the community nurtured under the European Digital Education Hub and beyond. Various digital education initiatives are explored, discussing the relevance and replicability across sectors and countries, in light of the broader goal of enhancing digital literacy and competency across the European Union member countries. Indirectly, the report underlines the importance of ongoing investment in digital education and the need for collaboration between member states. Not least, the report can serve as a resource for policymakers, educational providers, and other stakeholders involved in shaping the future of education in Europe. [This report was prepared by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI).]

This study investigated reasons special education teachers leave their current position and ways campus administrators can promote special education teacher retention. The persistent issue of special education teacher shortages has a negative impact on the success of students receiving special education services. Research surrounding supports necessary to retain special education teachers has been sparse. There is a gap in literature detailing demands encountered by special education teachers that give rise to attrition and resources that increase retention. This study focused on factors that present as overwhelming demands for special education teachers and vital resources for special education teachers. Theoretical frameworks employed for this study include Brownell and Smith's Conceptual Model and the Conservation of Resources Theory. A qualitive exploratory case study was utilized to address research questions. Results of the study revealed overwhelming paperwork and insufficient planning time as burdensome demands for special education teachers, while assistance with paper, additional time for preparation, and various aspects of support were identified as vital resources for special education teachers. Study findings generated guiding principles for campus administrators to promote special education teacher retention. Research results can contribute to the body of knowledge concerning the retention of special education teachers. [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 pandemic underscores the need for a blended approach, combining in-person and online education post-crisis. The lessons gleaned from the experience of pandemic-era education highlight the importance of emphasizing blended education in the post-pandemic context, which combines both in-person and online educational approaches. Effective use of blended education requires a clear understanding of students' perceptions of learning in such education and their needs for support. Therefore, in this study, we aim to explore what are the students' perceptions of learning and what are the sources of support when students seek help in blended education. This exploratory study was carried out at a Dutch university, involving 537 students. Students' data regarding their perceptions of learning and their sources of help in blended education were collected through an online survey. The analysis of data regarding students' perceptions of learning in blended education revealed that, overall, a majority of students reported experiencing a high perception of learning in blended education compared to the previous academic year with mainly online education. In addition, a majority of students often search for answers in online resources when they seek help in blended education contexts. The results can provide insights into the effective implementation of blended education in higher education. [For the full proceedings, see ED652261.]