Education & Pedagogy

Explored how preservice elementary teachers incorporated technology into a microteaching activity that was a component of their science education, mathematics education, and educational technology courses. Participants displayed varied levels of technology use. Four uses emerged: knowledge source, data organizer, information presenter, and facilitator. The article discusses microteaching as a tool in teacher education, sharing preservice teachers' efforts to integrate computers and other related technologies in their science teaching. (SM)

Many states (18 of 39) use revenue generated by lotteries to help fund higher education. The revenue is generated as a regressive tax disproportionately collected. As such, do state lotteries contribute toward facilitation of equal access to higher education for low-income and minority citizens? Given population trends, college enrollment, and graduation rates, lower income and minority groups do not have proportionate access to postsecondary education for which they help pay through purchasing lottery tickets.

We use cohort data from 11 European countries to study whether experience-earnings profiles differ by educational attainment. We find evidence that employees with tertiary education have steeper experience-earnings profiles than employees with upper secondary or lower education. Hence, education provides not only an initial labor market advantage but also a permanent advantage that increases with time in the labor market. We also find that differences in earnings growth by education are higher in countries which have experienced faster labor productivity growth.

The American Association for Higher Education (AAHE), is busy planning the 2005 National Conference on Higher Education. At one national conference in the late 1980s, a major topic of discussion among participants was the perceived and deeply felt lack of public recognition of higher education's achievements. The common wisdom in those days was that higher education leaders were not doing enough to persuade fellow citizens and the media to pay attention to higher education and appreciate its contributions to society. This document briefly compares higher education in the late 1980's to higher education now in 2005.

Based on the author's over two decades of association with the World Bank, this paper reviews the institution's policies and practice on education. It describes why education policy, as revealed by operations, shifted dramatically since the early Bank projects on education and identifies the reasons for such a shift. The paper argues that the multi-agency Education for All initiative is unrealistic and unlikely to be reached in this century. Also, the paper discusses the Bank's lack of concrete policies and priorities, especially regarding the trade-off between primary and tertiary education.

This article examines what teachers believe is the most important teaching approaches in physical education teacher education. Kindergarten through twelfth grade physical education teachers from Wisconsin, Oregon, Washington, Idaho, and California were surveyed. Data were examined by way of descriptive statistics. Results suggests that a lifetime activities approach was viewed as significantly more important than other teaching approaches listed. Twenty four percent of the respondents selected physical fitness and only nine percent suggested an interest in adventure education. (Contains 2 tables and 5 figures.)

This policy brief draws on the 2024 National Academies of Sciences, Engineering, and Medicine (NASEM) report on K-12 STEM Education and Workforce Development in Rural Areas to examine how place-sustaining partnerships--among schools, communities, higher education, and industry--advance rural education and workforce development. Through examples of state-led initiatives and community-driven models, the brief illustrates how cross-sector collaboration rooted in local context can develop college and career pathways that equip rural learners to thrive and sustain the long-term vitality of rural communities.

Federal and state education laws have not changed since the COVID-19 outbreak. Because they were not meant to be implemented during a pandemic, schools and parents are facing barriers in implementing IEPs and 504 plans with remote learning at home. More than ever students will need strong advocates to express concerns and collaborate with school staff.

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Timor Leste's: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion.

The paper reviews the Mexican reforms to basic education during the last decade of the last century as well as the first of the new century in relation to the implications that they have for the teacher education system. After a brief description of the system, the paper examines the modernization reform in the government of Carlos Salinas and the educational reform of the President Enrique Peña. [For the complete Volume 12 proceedings, see ED597979.]

The emphasis on science, technology, engineering, and mathematics (STEM) education in recent times could be perceived as business as usual or as an opportunity for innovation and change in mathematics classrooms. Either option presents challenges for mathematics educators who are expected to contribute to the foundations of a STEM literate community. A greater understanding of the implications of a STEM education for mathematics education is needed. This paper seeks to add to conversations about the implications of STEM education for the learning and teaching of mathematics.

This report summarizes the results of the AISD CTE Program Analysis Scorecard for the 2020-2021 school year. The CTE Program Analysis Scorecard results focus on three components of program outcomes: (a) program alignment, (b) quality of instruction, and (c) access and equity. Program outcomes provide information about program effectiveness and help to facilitate decisions about program implementation and improvement.

Despite the obvious benefits derived from education, governments face difficult trade-offs when balancing the share of public and private contributions to education. Understanding how private expenditure is sourced, through public transfers or through private funds, can make a difference in enabling access to education and provide insights into how the cost of education shifts between public and private sources of funding over time.

Evidence shows that early childhood education leads to the development of cognitive, social and emotional skills at a young age as well as to better school performance later on. It also creates conditions for lifelong learning and better future professional achievement. Furthermore, efforts to ensure quality early childhood education programmes may help to decrease the level of inequality between students and reduce the impact of socioeconomic differences in education.

This Promising Practices report explores the civic learning and engagement efforts of Massachusetts' public higher education system in five areas: vision of Preparing Citizens as a core educational commitment, development of a state higher education Policy on Civic Learning, creation of civic engagement and service-learning course designations, progress in statewide assessment accountability for civic learning, and policies to align civic learning across the K-16 education continuum.