Education & Pedagogy

This article discusses the standards and practice for K-12 physical education in Singapore. A national curriculum (NC) guides instruction in all subjects, including physical education. A Physical Education Syllabus Committee has been formed and tasked with reviewing the physical education curriculum and revising the standards for implementation in 2006. The committee consists of the heads of various physical education departments, teachers, university faculty, school principals, and Ministry of Education (MOE) personnel. This curriculum was last amended in 1999. The main physical education standards are the same across all grade levels. These are: (1) To learn the skills necessary to perform a variety of physical activities with understanding; (2) To know how to develop and maintain physical fitness; (3) To foster self-esteem by developing body awareness and control; (4 ) To participate regularly in physical activity and know the implications of, and the benefits from, involvement in physical activities; (5) To acquire safety skills and habits; (6) To develop an appreciation for concepts of fair play and good sportsmanship; (7) To understand and apply critical thinking skills to physical education.

This article defines media education and places it in the context of contemporary research on the arts, culture, and economic and social development. The author reviews current instructional settings where media analysis and media production activities are now occurring in K-12 education in Pennsylvania. This article then describes how other states have implemented and assessed media education within an arts education framework. Finally, this article makes specific recommendations on policies that could improve media education so that students can build skills of creativity, critical thinking, communication, and collaboration that are so central to life in an increasingly technology-rich and media-saturated society. In constructing this article, the author reviewed documents from the Pennsylvania State Department of Education; national, state, and local arts and arts education associations: and data from the U.S. Department of Education and Department of Labor. She examined syllabi and curriculum materials from a number of high schools and colleges across Pennsylvania and nationwide and conducted interviews with scholars, K-12 educators, media professionals, and artists involved in school-based residency or other outreach programs. Finally, she reviewed the scholarly and academic literature on media education and consulted with professional colleagues who are familiar with media education implementation and assessment in the states of Minnesota, Pennsylvania, and Wisconsin.

Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school-family-community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and explores the relationship of environmental education with science teaching in the K-12 school-family-community ecosystem. Focusing particularly on the middle-secondary level, evidence suggests that the goals of environmental education, since their emergence in the late 1960s, are today strongly evident in science curricula, instructional resources, educational assessment, and teacher education. But the author points out that more must be done and provides some fundamental suggestions. The second part of the lecture, by Sheila K. Bennett, examines the role of distance education in the teaching of science in the postsecondary ecosystem and addresses its value as a viable tool in promoting scientific literacy. The lecture focuses on a successful statewide, interdisciplinary laboratory science course delivered by interactive television, the Internet, and computer network. Now in its ninth year, the course reflects Brandwein's thinking about effective classroom teaching and is based on national standards for scientific literacy.

This essay analyzes the contemporary understandings of, and the aims attributed to, "industrial" education for Africans which came to be strongly associated with "agricultural education" in the Cape Colony between 1890 and 1930. The author first sketches the early history of industrial education from the 1850s to show how this form of education--though partially attempted in an earlier period--was contemplated on a systematic basis for the first time at the turn of the century. The implementation of educational segregation in the Cape Colony is briefly described, since it served as the precurser to steadily widening divergences in the treatment of learners in industrial education settings based on race. Second, the essay draws attention to the links between industrial education and agricultural education with reference to the narrowing window of opportunity for African learners to obtain a non-rural education based on marketable skills. Third, an extended discussion of how the missionary fraternity understood industrial education follows. Finally, it closes with a close analysis of employers?s and landholders? views on how industrial education could affect the labor market of the Cape colonial economy, as these powerful interest groups could influence the evolution of education policy. (Contains 2 tables, 6 photographs, and 76 footnotes.)

There is rising interest paid to how higher education is developing across Asia. This timely volume provides readers with a comprehensive account of the higher education systems in one of the most compact regions in the world. The chapters examine ten country case studies grouped in diverse socioeconomic, cultural, and political ecologies. From the and wealthy state of Singapore to mid-economies and multi-ethnic Malaysia, Philippines, and Vietnam, to the most populous Muslim country in the world, Indonesia. Post-conflict states include Cambodia and Timor-Leste; the non-colonial Thailand and recently government-reformed Myanmar; to the socialist state and sole landlocked country in the region, Lao PDR. The authors delve into the role of higher education for broader development and discuss issues relating to the higher education in each country, such as: quality, access, and equity; the roles of globalisation and internationalisation in higher education; governance; sustainable development; social responsibility; aid in education; the role of culture and religion in education; and more. "Higher Education in Southeast Asia" provides a much-needed new perspective within higher education research, with key findings that have an important impact contextually that are also applicable on an international level. [Individual chapters are indexed in ERIC.]

Using a case study approach, this chapter examines two primary changes to global health education prompted and exacerbated by the COVID-19 pandemic. First, is the acceleration of digital education into the typical global health classroom. Second, is the integration of transnational networks and partnerships between intergovernmental organizations (IGOs), nongovernmental organizations (NGOs), and higher education institutions (HEIs) to create, adapt, and disseminate digital materials in fast-changing information environments. The chapter examines the potential positive and negative impacts of the proliferation of digital content created by IGOs and international NGOs that is being rapidly integrated into use in HEIs for Global Health. The growth of tools and access through these new partnerships may lead to increased access to global health information for professionals. However, these changes may have long-term implications for global health regarding equitable access to culturally appropriate and accurate information. Furthermore, there may be additional implications for equity, as the proliferation of tools may still leave out the most vulnerable that do not have access to digital platforms. [For the complete volume, "Internationalization and Imprints of the Pandemic on Higher Education Worldwide. International Perspectives on Education and Society. Volume 44," see ED674996.]

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Regular and substantive interaction (RSI) between instructors and students is a core component distinguishing distance education from correspondence education. In contrast to correspondence education where students are not in regular and substantive interaction with instructors, distance education is eligible for Title IV financial aid because of the presence of RSI. Although the statutory and regulatory definitions of distance education state, in part, that it must "support regular and substantive interaction between the students and the instructor, synchronously or asynchronously" (Higher Education Opportunity Act, Pub.L. 110-315, 122 Stat. 3078, codified as amended at 34 C.F.R. §600.2), the meaning of the term "regular and substantive interaction" (RSI) has never been clearly defined in either statute or by the Department of Education. As such, institutions offering distance education are held to a standard that impacts financial aid eligibility that remains ill-defined by the Department of Education and Congress. Although much of the recent discussion around RSI has focused on its application to online direct assessment and competency-based education (CBE), it remains a critical issue for all institutions offering distance education and must be clearly defined in such a way that takes into consideration the needs of all distance education modalities and educational innovations.

Data and information are important components of school improvement. They show how schools are changing and how students are progressing. Providing and interpreting data is one of the critical functions of the Iowa Department of Education. The annual Condition of Education report provides valuable data about students, educators and school districts across a number of statewide measures. They include shifts in student populations and demographics, teacher and administrator salaries and characteristics, student achievement results, and school financial information. In addition, the Condition of Education data can be used to help schools and communities move closer to the Future Ready Iowa goal: By 2025, 70 percent of Iowans in the workforce will complete post-secondary education or training. The data for this annual report are presented according to: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the report from the previous year, see ED583725.]

Computer Science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. Based on prior analysis and expert consultation, the authors selected 11 country, state, and provincial CS education case studies that may apply broadly to other education systems. These cases have come from diverse global regions and circumstances and have implemented CS education programs for various periods and with different levels of success. As such, they have examined information to extract lessons that can lead to successful implementation in other parts of the world. This study will focus on how the Canadian province of British Columbia (B.C.) developed its computer science program. B.C. is home to a growing technology industry and is one of the leading Canadian provinces for K-12 CS and computational thinking education (Gannon & Buteau, 2018). Its education system creates opportunities for students to pursue CS education based on their interests, including theoretical and quantitative concepts, practical applications, and problem-solving. Further, the province's approach to teacher professional development and student engagement merits consideration.

The Council on Postsecondary Education (Council) is charged with guiding the reform efforts envisioned by state policy leaders in the Kentucky Postsecondary Education Improvement Act of 1997 and is Kentucky's statewide postsecondary and adult education coordinating agency. To gain better insight into economic conditions and workforce trends, specifically within three targeted sectors, the Council partnered with Emsi, a labor market analytics firm serving higher education, economic and workforce development, talent acquisition, and site selection. In this report, Emsi focuses on the Education sector by providing an overview of education occupations and industries through traditional labor market information and a job postings analysis, conducting a program demand gap analysis of Kentucky institutions' education program offerings, and analyzing migration patterns and other qualitative characteristics that help explain why Kentucky education alumni stay in or migrate out of the state. Emsi also provides an environmental scan of the state's economy to provide context for the Education sector. Data around the Education sector are provided for the state and, where pertinent, by region. The regions are based on Kentucky's Workforce Planning Regions (WPRs). In addition, data for the city of Louisville and its surrounding counties, which comprise the Kentuckiana Local Workforce Area (LWA), are shown distinct from the Central WPR.

The emergence of remote and for-profit universities has provided increased opportunities for adult learners to obtain higher education degrees in a technologically-dependent teaching-learning environment. During the pandemic, for-profit online learning institutions experienced increases in enrollment while face-to-face institutions experienced a decrease. Higher education accreditation bodies have legitimized distance learning virtual universities as sites for adult learners, especially part-time adult learners, and made distance education an accepted way to receive a higher education degree. "Driving Innovation With For-Profit Adult Higher Education Online Institutions" focuses on teaching and learning in distance learning remote universities. This book explores, describes, and questions the role of these institution in the higher education landscape. This publication examines the ideas, programs, student services, and curriculum innovations that created the space for the for-profit distance education university to become a competitive force in the higher education marketplace. Covering topics such as driving achievement, internships, and part-time faculty, this book is an essential resource for university leaders, administrators, faculty, student services leadership and staff, higher education historians and researchers, accreditors and regulators, and academicians.

Teachers' awareness of each other's teaching styles can only enlighten the circumstances children face in the educational arena. There is a need for educators to be understood and appreciated for what they contribute to the learning environment and process. This study measured the perceptions of general education teachers and special education teachers regarding inclusive education and determined if their perceptions affected the overall mainstream setting. The Opinions Relative to Integration of Students with Disabilities (ORI), Teacher Attitudes Toward Inclusion (TATIS) Scale, and the Collaboration Survey were provided to the general education and special education teachers of Grades 3 through 12 at a School District. Data collected consisted of three surveys that scored collaboration, attitudes, and opinions regarding inclusive/mainstream education. Frequency distribution and paired t tests were used to analyze the data collected. This study provided information to determine the perceptions of general education teachers and special education teachers as they pertain to inclusion education procedures and to determine if their perception affects the overall mainstream setting. [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.]

There is a steadily increasing national interest and concern on the part of parents, teachers, administrators, and organized groups to make provisions for a sound education for children under 6 years old. In response to the inquiries from parents, State departments of education, school districts, operators of private schools, and public school personnel for information and materials dealing with current programs and values in nursery schools and kindergarten education, a survey was made of the relevant literature and research findings on preprimary education. This bulletin is designed to supply help to the field by interpreting the objects of education for young children; presenting research on the values of education for young children; interpreting programs and standards; distinguishing between nursery schools and kindergartens and other types of programs for young children; providing guidelines for the establishment and evaluation of nursery schools and kindergartens; and interpreting learning and growth characteristics of young children and their implications for the curriculum. (Contains 50 footnotes.) [Best copy available has been provided.]

Texas is profiting from a diverse, vibrant and growing economy. Yet this prosperity could turn to crisis if steps are not taken quickly to ensure an educated population and workforce for the future. At present, the proportion of Texans enrolled in higher education is declining. Too few higher education programs are noted for excellence and too few higher education research efforts have reached their full potential. Texas must take bold steps for the future success of its people. This higher education plan outlines the goals of closing the gaps in higher education participation and success, in educational excellence, and in funded research over the next 15 years. It is by no means a list of all desirable actions in Texas higher education, but rather outlines the four challenges which are the most critical to overcome for the future well-being of our state. The following topics are covered in this report: (1) Texas Higher Education: Closing the Gaps; (2) A Vision for Texas Higher Education; (3) Goal 1: Close the Gaps in Participation; (4) Goal 2: Close the Gaps in Success; (5) Goal 3: Close the Gaps in Excellence; and (6) Goal 4: Close the Gaps in Research.