Education & Pedagogy

This booklet explains how HIV/AIDS affects education. It focuses on how the epidemic has lessened the number of children to be educated, reduced the number of available teachers, and thinned the ranks of available administrators. The text emphasizes two important themes: education's role in informing people about HIV/AIDS and the toll the epidemic has taken on the education system. It opens the discussion by describing the nature and features of HIV/AIDS and the global extent of the epidemic. It measures the impact of HIV/AIDS on development and discusses the shame and silence associated with the condition. The text describes the role of education in HIV prevention and the need for a radical approach in addressing this monumental problem. The booklet then shifts into a discussion of the direct effects of AIDS on the education system. It outlines the impact on pupils and school enrollments, describes the epidemic's effects on potential clientele for education, and discusses how teachers, teaching, and the supply of education are changed, as are the content of education, the process of education, the organization of education, and the role of education. It also measures how HIV/AIDS affects funding and planning for education. (Contains 27 references.) (RJM)

Most children with learning disabilities receive all or part of their instructional programs in the general education classroom. To prepare teachers to meet the needs of these students, the Department of Special Education at West Virginia University designed a course of studies for rural regular education teachers leading to teacher certification in learning disabilities. The program targets the regular educators of entire rural schools and expects program competencies to be demonstrated in the teachers' own classrooms and school, thereby institutionalizing program effects. Parents are involved in training and preparation of training materials. A major program innovation is the integration of applied classroom assignments with coursework. Each course includes assignments that require the application of specific methods or procedures in the general education classroom, thereby enhancing the connection between theory and practice. Applied assignments are briefly described for six courses: Introduction to Special Education, Curriculum and Methods, Assessment in Special Education, Classroom and Behavior Management, Introduction to Learning Disabilities, and Teaching Strategies in Learning Disabilities. Over a 3-year period, the program will train a maximum of 40 rural teachers, who will likely remain in their respective rural counties. (SV)

The Internet is an important resource for K-12 global education teachers. Developments over the past two decades have increased the media exposure of nations and interactions among them in politics, trade, education, science, medicine, entertainment, and athletics. Good global education curriculum encourages understanding of cultural differences and similarities, tolerance, and a globally interdependent view of the world. Curriculum guides, lesson plans, government documents, conference proceedings, databases, photographs, and multimedia files to support the classroom teacher's mission of good global education can be supplemented by a variety of materials available through global education World Wide Web sites. This ERIC Digest provides an annotated list of 15 World Wide Web sites for global educators. The descriptive list features the American Forum for Global Education, CU-SeeMe Schools, Children's International Summer Villages (CISV International), Choices for the 21st Century Education Project, Council of Chief State School Officers (CCSSO) Position and Recommendations for Action on Global Education, Foreign Policy Association, Global Educator's Guide to the Internet, Global SchoolNet Foundation, I*EARN (International Education and Resource Network), Intercultural E-Mail Classroom Connections (IECC), Kidlink, National Council for the Social Studies (NCSS) Position on Global Education, Spice (Stanford Program on International and Cross-Cultural Education), United Nations CyberSchoolBus, and World Wise Schools (WWS). (JH)

Trends in economics in the United States show a strong positive relationship between educational attainment and productivity growth. The earnings differential between those with more education and those with less education reflects the fact that education raises productivity rather than the fact that more productive students go on to pursue more education. Some trends include the following: (1) labor force participation rises with educational attainment; (2) more education translates into higher earnings; (3) the earnings gap has grown larger over time; (4) higher education means lower unemployment, more stable employment, and faster reemployment when dislocated--but education is no guarantee against being dislocated; (5) more education increases the chances of being covered by a pension and of having health insurance coverage; (6) more education translates into receiving more training; (7) lower levels of educational attainment translate into higher poverty rates and more dependence on public assistance; (8) those with higher education use technology on the job, engage in less criminal activity, are more active civic participants, volunteer in more charitable activities, have fewer children and better health; (9) with a more educated work force, business productivity increases and regional economies grow; and (10) new jobs in the future will require more education. (KC)

This theme issue of "The International Journal of Social Education" contains 11 articles all concerned with efforts to promote civic education in post-communist countries, particularly former Soviet-Bloc nations, including Latvia, Poland, Hungary, the Czech Republic, and Russia. Described are international partnerships for civic education and democratic citizenship that have developed. One prominent example is Civitas: An International Civic Education Exchange Program, which is funded by the Office of Educational Research and Improvement of the United States Department of Education. Among the major articles are: (1) "Civic Education and the Advancement of Democracy in Latvia" (John J. Patrick; Valts Sarma); (2) "Civitas: An International Civic Education Exchange Program" (Charles N. Quigley; John N. Hoar); (3) "Education for Democratic Citizenship in Poland" (Richard C. Remy; Jacek Strzemieczny); (4) "Implementing New Civic Education Programs in Indiana and Post-Communist Countries" (Robert S. Leming; Thomas S. Vontz). This collection of articles expresses a global mission, shared by the U.S. contributors with their partners abroad, to act together to spread commonly desired blessings of liberty as extensively as possible among the diverse peoples of the world. (RJC)

This book focuses on redesigning teacher education. Chapter 1, "Composing a Life as a Teacher Educator," examines a teacher educator's early career and how he arrived at certain perspectives that underlie his thinking on what needs to change in the curriculum, organization, and administration of teacher education. Chapter 2, "Common Criticisms and Popular Reform Proposals," analyzes frequent criticisms of teacher education (e.g., that education courses are vapid, impractical, segmented, and directionless) and assesses popular proposals in terms of those critiques. Chapter 3, "Teacher Education by Design," considers the weaknesses of the view that teacher education can be fashioned by implication, noting why the design approach is a better way to conceptualize teacher education reform and discussing the basic elements of design. Chapter 4, "Principles of Conceptual Design," identifies 11 conceptual design principles. Chapter 5, "Principles of Structural Design," elaborates structural design principles. Chapter 6, "Strategies for Change in Teacher Education," examines why propositions about the change process are too abstract to be useful guides for recasting teacher education, proposing four specific change strategies as being more appropriate than propositions. Chapter 7, "Barriers to Change in Teacher Education," discuses factors that impede educational change (e.g., excessive external regulation, low status of teacher educators, and failure to give sufficient attention to the administrative arrangements for teacher education). (SM)

This book examines the impact of cultural and linguistic diversity on the learning of children with disabilities and giftedness, and explores multicultural education and the ways that multicultural perspectives can be taught to children with disabilities. Five major sections discuss: the foundations of multicultural education, multicultural education for students with special needs, pathways to learning, bridges to the curriculum, and ways to promote language and literacy. Specific chapters address: (1) the multicultural nature of our society; (2) the theory and practice of multicultural education; (3) bilingualism and bilingual education; (4) multicultural/bilingual special education; (5) school failure and students at risk; (6) individual characteristics in learning styles; (7) assessment practices in multicultural special education; (8) preparing for the instruction, which discusses the Individual Education Plan (IEP) process; (9) involving parents, families, and communities from diverse cultural backgrounds; (10) modifying the school and classroom climate; (11) learning styles and instructional formats; (12) infusing multicultural content; (13) the language learning environment; and (14) literacy instruction. Each chapter includes brief case histories, learning activities, chapter summaries, and quizzes and questionnaires to test the reader's comprehension. Appendices include a glossary of important terms and resources for instruction. (Contains more than 900 references.) (CR)

In 2005, Alberta's Minister of Advanced Education initiated a comprehensive exercise to establish a new vision for the province's advanced education system. Through the A Learning Alberta initiative, a revised vision and new policy outcomes for Alberta's advanced education system will be articulated. A key question of A Learning Alberta is how to ensure that opportunities are available to every Albertan to advance their education - to maximize their own potential as well as to contribute to their communities and the continued prosperity of the province now and in the future. To explore the issues impacting accessibility, information was gathered on policies and programs, and recent research and consultation reports were reviewed. This paper discusses the multidimensional nature of access; describes learning pathways for youth; summarizes the advanced education system with a focus on foundation skills and basic upgrading; outlines the challenges faced by specific populations; suggests opportunities for increasing accessibility; and concludes with key questions for stakeholders. This paper on accessibility is complemented by a number of other discussion papers including Ensuring affordability, Investing in Alberta's advanced education system, and Advanced education in rural Alberta. [This report was produced by Alberta Advanced Education.]

"The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" for data enrollment trends by age. Changes in enrollment patterns may reflect changes in attendance requirements, the perceived value or cost of education, as well as the time taken to complete degrees. Between 1970 and 2007, children ages 3-4 saw the largest increase in enrollment rates. There was also growth in enrollment rates for those ages 18-19 and 20-24, the periods when individuals are typically enrolled in postsecondary education. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 4 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.]

This report examines the importance of education to women and the effects of tuition, state and federal aid programs, child care, and welfare policies on Michigan women's access to higher education. Sections of the report address the following issues: (1) why the education of women matters, noting that postsecondary education is the primary means of training women for long-term, high-wage employability; (2) the need for an educated work force to help Michigan meet business needs, reduce unemployment, decrease poverty, and strengthen families; (3) education levels of Michigan women, noting that Michigan women enter higher education institutions at a high rate but rank lower in completion rates; (4) who pays for postsecondary education in Michigan, examining scholarships and grant programs; (5) why Michigan tuition is high, reviewing public college revenues from state appropriations; (6) how the availability of child care affects educational opportunity, examining how lack of appropriate child care burdens student parents; and (7) why welfare reform limits poor women's educational opportunities. Policy recommendations regarding education, financial aid, child care, and welfare are offered. (Contains 60 references.) (SM)

Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and resistance to global forces--and in terrorism, especially where it is linked to emergent statehood. This book focuses on the theme of education in an age of terrorism, exploring the conflicts of globalization and global citizenship, feminism post-9/11, youth identities, citizenship and democracy in a culture of permanent war, and the relation between education and war, with a focus on the war against Iraq. This book is organized into the following chapters: (1) The Conflicts of Globalization and Restructuring of Education?; (2) Global Citizenship and the New American World Order; (3) Globalization, Family Terrorism and Feminism Post-9/11; (4) Constructing Youth Identities: Citizenship Education, ICT, and Anti-war Protests; (5) Globalization, the Third Way and Education Post 9/11: Building Democratic Citizenship; (6) Terrorism and the Culture of Permanent War: Democracy Under Siege; (7) Education and War: Primary Constituents of the Contemporary World System; and (8) War as Globalization: The "Education" of the Iraqi People.

Society is becoming increasingly aware of the need for education to play a key role in integrating knowledge and understanding about sustainability into practical, vocational skills which can be used in the workplace. Education for sustainability is now a widely accepted concept which seeks to promote and develop sustainability skills and awareness throughout a learner's educational pathway. This report shows that the vocational education and training (VET) sector has a key role to play in promoting sustainability education by incorporating these skills into training packages. However, significant barriers exist to implementation, including the lack of a shared national vision and adequate resources. The report concludes with suggestions to encourage the adoption of education for sustainability in VET policy and practice. (Contains 1 footnote and 1 figure.) [This document was produced with funding provided through the Australian Department of Education, Science and Training. The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program. For support document, see ED499705.]

The purpose of the National Center's studies and reports, including "Measuring Up, 2006," is to stimulate public policies that will improve the effectiveness and accessibility of higher education. This document is the fourth national report card on higher education in the United States. As in earlier editions, the 2006 report card evaluates the progress of the nation and all 50 states in providing Americans with education and training from high school through the baccalaureate degree. Unlike other evaluations of higher education and college guides that address the effectiveness or prestige of particular colleges and universities, Measuring Up examines the status of postsecondary education and training from a state-by-state and national perspective. This document evaluates, compares, and grades the states on their higher education performance in the following six key areas: (1) Preparation for college; (2) Participation; (3) Completion; (4) Affordability; (5) Benefits; and (6) Learning. (Contains 3 figures and 2 tables.) [For "Measuring Up 2000: The State-by-State Report Card for Higher Education," see ED450633.]

The history of Kansas public education closely parallels that of the nation. It is difficult to understand why events happened in the state environment without some understanding of what was occurring in the nation during the same time period. Therefore, in this report, four questions important to education are asked. Historical answers to the questions are then given: first for the nation and then for the state. At the end of the report, a chronology of important events with a rationale for each event is given. This section is divided into Kansas School Governance, Kansas Teacher Preparation/Certification, Kansas School Accreditation/Improvement, Kansas Special Education, Kansas School Unification/Finance Issues, Kansas Postsecondary Education, National Scene, and Technology. The report ends with an appendix of historical data tables. In the year 2000, one in four Americans was involved in formal education as a student, teacher, administrator, or support staff member. Hundreds of billions of dollars were spent for education. This report attempts to explain why education has been and is valued so highly in Kansas and the nation. (Contains 38 tables.)

The National Institute of Education (NIE) suggests a plan for national leadership and support of more comprehensive research and development (R. & D.) in the field of career education. The draft plan relies heavily upon suggestions from study teams in the development of a conceptual framework for career education, and in outlining strategies for strengthening programmatic efforts. The initial emphasis for the NIE career education R. & D. program will be the responsiveness of career education to the problems people experience in finding the right jobs and advancing within them. In defining career education as the development of knowledge and of special and general abilities to help individuals and groups interact with the economic sector, NIE emphasizes that both economic and psychological incomes from employment comprise the long-term outcomes which will be studied. The limited R. & D. resources available will be directed at two target groups most affected by problems of career entry and progression: youth and mid-career adults, particularly women. The four present career education models are examined for current and projected integration into the overall NIE program, and examples are given of suggested projects for research, policy analyses, program development, experimentation, dissemination, evaluation and/or field studies in career education. (DE)