Education & Pedagogy

"New Thinking, New Scholarship and New Research in Catholic Education" gives a forum to many established and leading scholars to review and critically appraise the research contribution of Gerald Grace to Catholic education. The book demonstrates the way in which the field of Catholic Education Studies has developed under the influence of Grace, to become internationally recognised. This book demonstrates the ways in which Gerald Grace has shaped Catholic education since 1997. This begins with the primacy of empirical study and carefully conducted fieldwork when researching Catholic education. Many contributors focus on the way Grace champions the alignment between Catholic education and what we have come to know as the "option for the poor." The collection also reflects Grace's intention to ensure the voices of women are properly represented in the field of Catholic education. The book is based on an inclusive and open principle that seeks to establish dialogue with educators of different faiths and different religious backgrounds, as well as secular and humanist critics. It will be of great interest to academics, scholars and students of religious education, the history of education and all those interested in the developing field of Catholic Education Studies.

This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers' own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.

This report provides data on the effects of developmental education on students at Colorado's public higher education institutions and aims to inform the ongoing dialogue regarding preparation for college. Specifically, it documents the data gathered by the Colorado Department of Higher Education (DHE) on students from the Colorado High School Class of 2016 who participated in development education during the 2016-2017 Academic Year (Summer and Fall 2016 and Spring 2017). The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. This report summarizes the current developmental education landscape for the Colorado High School Class of 2016, including their enrollment rates and outcomes in developmental education courses and the student and state costs of providing developmental education courses. The report also summarizes reforms to Colorado's traditional developmental education system as well as a number of initiatives across the state targeted at reducing students' need for developmental education courses and decreasing the amount of time they spend taking these classes.

This is the fourth part of a 5-part survey of land-grant college education. Other parts are: (1) History and Educational Objectives of Land-Grant College Education; (2) The Liberal Arts and Sciences and Miscellaneous Subjects in Land-Grant Colleges (3) Agricultural Education in Land-Grant Colleges (including agricultural engineering)(4); and Home Economics in Land-Grant Colleges. This report describes changes in engineering education during a decade that included a war, thus placing a severe strain on educational institutions. The the subject areas of civil engineering, mechanical engineering, electrical engineering, chemical engineering, mining engineering, architecture and architectural engineering, highway engineering, hydraulic and sanitary engineering, ceramic engineering, and textile engineering are covered. Sections on short courses in mechanic arts and industries, training of teachers in the field of industrial education, and engineering experiment stations are included. (An index is included.) [Best copy available has been provided.]

This document contains the first three chapters of the Biennial Survey of Education in the United States, covering the years 1928-1930. These chapters include: (1) Statistical summary of education, 1929-30 (Emery M. Foster); (2) Statistics of State school systems, 1929-30 (David T. Blose with the cooperation of Walter S. Deffenbaugh); and (3) Statistics of city school systems, 1929-30 (Prepared in the Division of Statistics with the collaboration of W. S. Deffenbaugh). Individual chapters contain footnotes. (Contains 9 figures and 81 tables.) [Due to its size, this volume has been processed as two separate parts. The first part includes Chapter I through Chapter III. The second part includes Chapter IV through the Index. For Chapter IV through the Index, see ED543454. Best copy available has been provided.]

Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance education programs. "Reforming Teacher Education for Online Pedagogy Development" creates the argument for more sufficient online teacher preparation in higher education. Geared towards all members of higher education including faculty, administrators, and educational affiliates (including accreditation bodies), this text also offers suggestions and methodologies for implementing and improving training programs for less-experienced institutions. Following a preface, this book contains the following chapters: (1) Introduction; (2) History of Distance Education; (3) Common Standards for Online Education Found in Accrediting Organizations; (4) Examining Guidebooks as an Online Pedagogy Resource; (5) Defining and Evaluating Online Pedagogy; (6) Identifying the Differences Between Online and F2F Teaching; (7) Understanding the Online Learner; (8) Identifying the Impact of Acquisition and Learning on Education; (9) Applying Acquisition and Learning to Online Teacher Training; (10) Developing a Teacher Training Program with Acquisition, Learning, and Technological Literacy Skills; (11) How Can this Program be Adapted for Various Institutions?; and (12) Conclusion. An index is included.

This study provides an overview of similarities and differences in how states and state education agencies define alternative education, as well as which states have alternative education standards and what those standards entail. The study reviewed information on alternative education definitions and programs from state and federal websites and from local school system websites in Maryland. Findings show that 43 states and the District of Columbia have formal definitions of alternative education. The most commonly cited target population for alternative education is students with behavioral problems. The most common services listed in state definitions and policies regarding alternative education programs are regular academic instruction, counseling, social/life skills, job readiness, and behavioral services (e.g., anger management, conflict resolution). The literature suggests that the definition of alternative education should include the target population, services offered, setting (e.g., in school, stand-alone schools), and scheduling (e.g., during school hours, outside of school hours). The following are appended: (1) Methodology; (2) State definitions of alternative education; and (3) Interview protocol for state education agencies on exclusionary criteria for compulsory attendance laws.

This report discusses findings on the shortage of qualified teachers for students with disabilities. Data from the 1990-91 Schools and Staffing Survey and the 1992 Teacher Followup Survey of the National Center for Education Statistics, along with annual data reported by the Office of Special Education Programs and other data collected by the National Center for Education Statistics, were analyzed to reveal the reasons underlying the demand for hiring more teachers in special education at the national level. Results indicate that the number of teaching positions in special education increased steadily during a recent 9-year period and that positions for special education teachers grew at a higher rate than positions for general education teachers. The annual demand for newly hired teachers in special education in 1990-91 was 14 percent of the total teaching positions in this field, a figure that was almost twice the percentage of openings for newly hired teachers in general education. There is also an annual shortage of about 28,000 fully certified teachers needed to replace employed special education teachers who are not fully certified in their main teaching assignment. The report concludes there are more opportunities for teaching positions in special education than in general education. (CR)

This collection of papers presents a historical account of how Latino students experience the U.S. school system from a Latino perspective. The 11 papers are: (1) "Contested Learning: Latino Education in the United States from the 1500s to the Present" (Guadalupe San Miguel, Jr.); (2) "Faces of the Future: Latino Children in Early Childhood Education Programs" (Luis A. Hernandez); (3) "Democratizing Latino Education: A Perspective on Elementary Education" (Lilia I. Bartolome); (4) "The Struggle of Access: The Achievement Trends of Latino Youth in Middle and High School" (Alberto M. Ochoa); (5) "Latino Students in Pursuit of Higher Education: What Helps or Hinders Their Success?" (Alana M. Zambone and Margarita Alicea-Saez); (6) "Bilingual Latino Students: The Contexts of Home and School" (Aquiles Iglesias and Leah C. Fabiano); (7) "Addressing the Needs of Latinos in Special Education" (Alba A. Ortiz); (8) "A Shameful Subject: The Condition of Latino Students in Gifted Education" (Valentina I. Kloosterman); (9) "Ensuring Success for Latino Migrant Students" (Velma D. Menchaca); (10) "Triumphs and Tragedies: The Urban Schooling of Latino Students" (Theresa Montano and Eloise Lopez Metcalfe); and (11) "The Role of Preservice Teacher Education in Serving Latino Students" (Keith J. Suranna). (Papers contain references; the book includes an index.) (SM)

The Maryland Higher Education Commission, with the assistance of a Task Force on Continuing Education, produced this 2001 manual. The manual describes the regulations, policies, and procedures pertaining to the approval for State funding of continuing education courses offered by community colleges. Continuing education in the State of Maryland has expanded rapidly. In FY 2000, the 16 community colleges offered 10,392 state supported continuing education courses to 336,279 students, compared to 810 courses offered by 14 community colleges to 19,576 students in 1970-71. The manual is divided into chapters that address the following issues: (1) Laws and Regulations Pertaining to Continuing Education; (2) Course Evaluation Criteria; (3) Request for State Funding of a Continuing Education Course; (4) Continuing Education Course Inventory; (5) Procedures for Converting to a New Course Numbering System for Continuing Education Courses; and (6) Enrollment Report for (Equated Credit) Continuing Education Courses. The eight appendices are as follows: (1) Operating Guidelines for the Delivery of Contract Training and Service; (2) Standards of Good Practice for Senior Adult Courses; (3) Standards of Good Practice for Instruction Delivered by Distance Education; (4) Enrollment Report; (5) Standards of Good Practice for Partnerships in Continuing Education; (6) Reporting Schedule; (7) Request for State Funding for a Course; and (8) Definitions. (NB)

This paper examines the current state of outdoor education in primary schools in England and Wales and presents arguments to counter current constraints on its provision. Within the national curriculum, outdoor education has been interpreted in the sense of "outdoor and adventurous activities" and, as a result of recent pruning, is now confined to a very small part of the official primary curriculum for children over 7 years of age. Nevertheless, closer scrutiny of the national curriculum reveals real opportunity for outdoor education, and some primary schools have developed effective and imaginative outdoor practices. Examples are given of potential outdoor activities related to math, science, craft and technology, history, geography, art, music, physical education, and English. A sample outdoor education syllabus is outlined for grades 1-6. Six attitudes and misconceptions that constrain delivery of outdoor education at the primary level are discussed and refuted. These are: (1) desires to focus school efforts on passing inspections and to be uncontroversial; (2) perceived lack of outdoor education skills in teachers; (3) perceived need for expensive equipment; (4) fears about the risks of outdoor education; (5) perception that outdoor education is irrelevant; and (6) perception that primary-aged children are too young for outdoor education. (Contains 17 references.) (SV)

Reform of education, training, and human resource development is an integral part of the transition to a democratic society and market economy. The talents, skills, and knowledge base of the Lithuanian population are crucial in this process, motivating the ambitious scale and urgency of the reforms being advanced for education. Lithuania has made progress in all of these areas since reform began in 1990. The challenge for the Ministry of Education and Science has been to promote and support changes that meet the needs of the new economy and society as well as the interests of all young people and adults, in the face of a shortage of financial and human resources. This book gives a brief overview of regional issues and a history of education in Lithuania and describes the development of education in the country since the political changes. The volume presents an analysis of the entire education system and identifies key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents, and students under very dynamic conditions. It concludes with a set of key recommendations of goals of education, learning effectiveness, outcomes and the curriculum, management and governance for flexibility, responsiveness and change and, resources and financing. (BT)

This digest offers a brief discussion about the growth of distance education in the postsecondary arena and summarizes the U.S. Department of Education's progress in evaluating current rules governing financial aid for distance learning. Department of Education statistics show that there was a 72% increase in the number of institutions offering distance education from 1995 to 1998, when 1,680 intuitions offered about 54,000 online courses enrolling 1.6 million students. Rules designed to combat fraud and abuse in education in the 1980s and early 1990s are now hampering distance education students as they limit the number of courses an institution can offer online or set strict qualifications for distance students receiving financial aid. It will be necessary to look at this aspect of financial aid and distance education. Congress has already established a Distance Education Demonstration Program to provide increased higher education through distance education, and this program will test some issues related to student aid. Program waivers and changes in program administration will also assist distance education students seeking financial aid. The new Administration has promised to work with Congress to address the issues that must be considered before crafting new student financial aid regulations. (Contains 14 references.) (SLD)

This report reviews what is known about alternative routes to certification (ARC) in special education. First, it defines ARC and discusses the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education. Factors cited include persistent shortages of qualified personnel, an acute need for multicultural personnel, and the education establishment's hold on entry to the profession. The report then summarizes the available research on ARC in special education, with particular attention focused on the efficacy of the various approaches and programs as well as the process and outcome variables employed to assess program impact. Based on the research, the report discusses the programmatic features associated with successful ARC programs, including meaningful collaboration between institutions of higher education (IHEs) and local education agencies, adequate program length with a variety of learning activities, and IHE supervision and building-based mentor support. The report highlights what remains unknown about these programs and concludes with a series of recommendations for policymakers and the IHE and local education agency-based teacher educators who are developing ARC programs. (Contains 58 references.) (CR)

The No Child Left Behind (NCLB) Act was signed into law on January 8, 2002, by President George W. Bush. Principles and strategies incorporated into the Act include: increased accountability for states, school districts, and schools; greater choice for parents and students; greater flexibility for states and school districts in the use of federal education dollars; and a stronger emphasis on teaching methods grounded in scientifically based research. The President's 2003 budget for education provides new resources to help states, school districts, and schools implement the NCLB Act and improve educational opportunities for all students. He is requesting $50.3 billion in discretionary appropriations for the Department of Education in fiscal year 2003, an increase of $1.4 billion over the 2002 enacted level. The following subjects are covered in this document: the 2003 Budget, and the 2003 Education Budget by Program Area. Program areas include: (1) Elementary and Secondary Education; (2) Special Education and Rehabilitative Services; (3) Vocational and Adult Education; (4) Student Financial Assistance; (5) Higher Education Programs; (6) Education Research, Statistics, and Assessment; and (7) Departmental Management. An appendix includes a table showing total expenditures for education in the United States, and a budget table detailed by program. (RT)