Education & Pedagogy

The aim of this study was to reveal trends of articles related to science education for special education students published in the SSCI journals. For bibliometric analysis, "Education & Educational Research" and "Education Specific" categories and SSCI journals were selected in WoS database and a total of 193 articles were accessed. In addition, content analysis of 100 articles was performed in the present study. The results of the bibliometric analysis showed that the most used keywords were science education, science, instruction, universal design for learning, special education, science instruction, learning disabilities, high school, students with disabilities, reading, dyslexia and inclusive education. The most productive authors were M.A. Mastropieri and T.E. Scruggs. The most cited journals was Remedial and Special Education, On the other hand, the most preferred research methods in the content analysis articles were experimental and literature review. Many of the articles focused on students with learning disabilities and various disabilities. The most preferred sample groups in these articles were middle school students and teachers. The sample size was between 31 and 100 for content analysis articles. In addition, analysis results showed that the sample size of general education students was higher than that of special education students.

This research aimed to determine the opinions of teacher parents about distance education process during COVID-19. The study was designed as a case study which is one of the methods in qualitative research. The sample of the study composed of 83 teacher parents from different branches in Turkey. Maximum variation and criterion sampling methods were used to select the participants. The data of the study were gathered though open ended questions developed by the researchers and were analyzed through descriptive and content analyses. According to the participants, distance education is perceived and accepted as a means of support rather than an alternative to face-to-face education. Participants mentioned the distance education carried out during the pandemic process as a beneficial practice in order to prevent students from breaking off from education but also they stated administrative issues, lack of computer science knowledge and internet-related problems. The inability to disseminate distance education to all students, especially disadvantaged students due to the lack of infrastructure, indifferent parents and the fact that distance education is insufficient in the education of young children/special education students show that distance education has not yet met the expectations to provide equal opportunities for everyone involved.

One of the most important areas of music education is instrument education. Vocational music education, which is within the scope of music education in Turkey, is carried out in Education Faculties, Fine Arts Faculties, and State Conservatories in order to provide individuals with music as a profession. In these institutions, flute education is also included within the scope of "Individual Instrument" courses, where many instruments are available. In the research, the opinions of the lecturers working in different institutions were taken regarding the content of the flute education courses conducted in the Department of Music Education of Fine Arts Education Department and the Music Department of the Faculty of Fine Arts in Turkey. The research is important in order to show whether the students studying flute have achieved the goals of the flute education program, which they must earn in the four-year period, and that the students' success in this regard can be increased. In this context, interview questions developed by the researcher and receiving expert opinions were applied to the study group, and the data obtained were tabulated and presented using the content analysis method, one of the qualitative research methods.

This contribution is situated in the discussion on sex education in the Netherlands, in relation to "Islamic Pedagogy," in particular "Islam 'and' Pedagogy," on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive subject in Dutch primary schools, usually included in the subject of Citizenship Education; in Islamic primary schools, it is included in the subject of Islamic Religious Education. After a short introduction to the Dutch education system, including the compulsory nature of sex education as a subject, this contribution offers a description of an example of developed teaching material, followed by a reflection from the point of view of pupils' (religious) identity development as future citizens of Dutch pluralist society. For future teachers who are responsible for sex education, reflection is recommended--on their cognitive and affective relational positioning regarding Islam and concerning sex education. It is expected that deep reflection will stimulate the development of normative professionalism of sex educators in Dutch Islamic primary education.

A Pennsylvania study analyzed the capability of the existing systems to deliver a comprehensive, articulated program of vocational education. A review of prior studies of vocational education in Pennsylvania found consensus about needed changes in the state's program. Areas of improvement included governance and administration; leadership; research, planning, evaluation, and professional development; program development; and curriculum. Study activities included a description of the current vocational education program in Pennsylvania, identification of problems in the program, identification of promising elements of vocational education in other states, use of a policy Delphi to assist in identifying and prioritizing alternative strategies, analysis of study findings, and development of recommendations. Sixteen study recommendations dealt with the five issues identified in the literature. They included regional governance; a commissioner of vocational-technical education; state board of education advocacy for vocational-technical education; a clear statement of purpose of vocational-technical education; business/industry/labor relationships; public information campaign; enhanced research capacity; enhanced teacher professionalism; accreditation of area vocational-technical schools; compatible databases; technical institutes; vocational-technical education in grades 8, 9, and 10; vocational-technical education in grades 11 and 12; interdisciplinary curriculum; and student educational development plans. (34 references) (YLB)

In response to obsolescence of knowledge and increased need for continuing education, open and distance higher education formats for higher education are being developed in Europe. These formats use technological advances to make continuing education available. Many European Community nations have well organized systems of open university education. However, the investment in continuing education for adults is low. Distance education involves students working alone using materials developed centrally and distributed to home or work place. Open universities are not involved in research and the development of new knowledge. As it has developed, distance education has made use of more divers kinds of media and methods for instruction and an almost industrial approach to knowledge transfer. Much attention is paid to feedback in the design of materials and the organization of student support services. Organizational features are diverse and depend on national decision making processes. Modern technology will facilitate the development of a European network between open universities. Language teaching will receive special attention. A meeting of experts in distance education and training from European Community member nations met in 1990 to discuss their countries' national priorities and agreed at that time to contribute to a survey on priorities. Replies from 11 Member States are summarized in this report. An appendix lists facts and figures on open and distance teaching universities in Europe. (JB)

The course of study for students in upper secondary schools in Japan is outlined in this document. The first of three chapters puts forth the general provisions that a Japanese upper secondary school should seek to follow. Comprising the greater part of the volume, the second chapter outlines the objectives to be achieved in 18 subjects. For each of the 18 subjects (Japanese language, social studies, mathematics, science, health and physical education, art, foreign languages, home economics, agriculture, industry, business, fisheries, nursing, mathematical sciences, physical education, music, art, and English), an overall objective is listed followed by specific objectives and contents for each of the sub-sections that a subject may contain. For example, with lower level art education, each of the various sub-sections (music I, II, III; fine arts I, II, III; crafts production I, II, III; and calligraphy I, II, III) possess its own objectives and contents which are outlined. The third chapter is on special activities, listing objectives to be achieved in the homeroom, activities of students' councils, activities of clubs, and school events. An extract from the enforcement regulations of the school education law is included in an annex. (DB)

This study evaluated the shortage of special education teachers in Oklahoma and presented a long term plan to meet this need. The study examined: (1) teacher shortages by category and geographic location in Oklahoma; (2) availability of individuals with the potential to be special education teachers; and (3) innovative recruitment and retention strategies. Following a chapter that addresses administrative components, the second chapter reports results of a survey of Oklahoma school district special education teacher needs. Results of a survey of special educators on their thoughts about retention and recruitment issues are reported in Chapter III. A survey of students at Oklahoma state universities majoring in general education and possibly interested in special education is reported in Chapter IV. Chapter V presents information received from State Departments of Education and university special education training programs throughout the United States. Chapter VI presents recommendations, addressing retention (at both state and local levels); recruitment (addressed to institutions of higher education and the State Department of Education); and certification (new certification, alternative certification, emergency certification, speech/language certification, undergraduate programs, graduate programs, and local education agencies). Appendices include the survey forms and a literature review. (24 references) (DB)

The further education of adults in Germany has its roots in the 19th century. In a unified Germany, further education and training enjoy a key position in the establishment of free market economy structures. Further education enjoys equal status with all other educational sectors. It is distinguished by the plurality of organizing bodies and diversity of programs offered. The federal government, Laender (States), and local authorities have their own rights and duties. Industry is the main sponsor and spends yearly an amount equal to that provided by all three governmental levels. Adult education centers, trade union education facilities, industry, ecclesiastical institutions, higher education and academic institutes, and the civil service offer further education. Overlapping commitments of further education are key qualifications, special groups, social and political responsibility, and technological change. Vocational further education enables the maintenance, extension, and adjustment of vocational skills as well as employee promotion. Anticipating the European internal market in 1993, employees regard acquisition of "European qualifications" as the objective of their further training. A large number of measures have been initiated in support of the European unification process. The political parties are concerning themselves with further education and training matters, although they have differing objectives. (Appendixes include a 10-item bibliography, glossary, and addresses of organizations.) (YLB)

The California Workforce Literacy Task Force conducted studies and surveyed existing literature to determine the status of literacy and other basic skills in the state's work force. The results are reported with a series of recommendations for a broad-based state strategy to improve worker productivity through better educational opportunities. Ten areas of need are identified, and the task force findings and specific action recommendations are presented for each. The need areas include: (1) a master plan for the education and training of non-college-bound youth and adults; (2) adequate funding of the delivery system for adult literacy education and training; (3) incentives to increase workplace education and learning; (4) education and training in the public sector; (5) skills in English language and literacy as a priority for adult education and training; (6) use of technology to enhance adult learning; (7) work force education in the transition from school to work; (8) breaking the cycles of marginal literacy and marginal living; (9) professionalism and research-based knowledge in work force education and training; and (10) increased awareness about the literacy, education, and training needs of underserved youth and adults. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This document, the second of five volumes that comprise the final report of the National Assessment of Vocational Education examines some major features of contemporary vocational education: students, teachers, classes, and educational and employment outcomes. The first two chapters address student participation and program quality, as measured by a number of indicators. Chapter 1 examines participation and access in public secondary vocational education; postsecondary participation and access are addressed in chapter 2. Chapter 3 discusses qualifications of teachers in secondary and postsecondary institutions, assesses teacher preparation, and considers shortages of secondary vocational teachers. Chapter 4 examines program requirements and courses in secondary vocational education to assess their consistency with Perkins goals, role in preparing students for work, and role in secondary education. Chapter 5 focuses on the relation between vocational education and academic coursetaking, student achievement, high school completion, and educational attainment. Chapter 6 investigates the connection between vocational training and employment outcomes for students who received vocational training in high school and in subbaccalaureate postsecondary institutions. Chapter 7 examines employers' opinions of vocational programs and some ways employers interact with them. Endnotes follow each chapter; data tables and a figure are appended. (YLB)

This study focused on which countries (besides the United States) produced the most doctorates in the education field, based on data provided by the National Research Council. The study combined the baccalaureate origins of education doctorates with the rankings of countries, and considered each country's cultural, social, economic, and political practices. Findings include: (1) the top five ranked countries which produced the most doctorates in education were respectively, Canada, Thailand, Iran, South Korea and Taiwan (tie), and Nigeria; (2) the countries that produced the most men doctorates in education were Canada, Iran, Saudi Arabia, Nigeria, and South Korea; (3) the countries which produced the most women doctorates in education were Thailand, Canada, Taiwan, South Korea, and the Philippines; (4) the top-ranked countries which produced more men than women doctorates in education were Saudi Arabia, Nigeria, Iran, Canada, and Egypt; and (5) the top-ranked countries which produced more women than men doctorates in education were Thailand, the Philippines, Hong Kong, Brazil, and West Germany. The study notes that the U.S. produced more doctorates in education than all the other countries combined between 1980 and 1989, and it hypothesizes that those nations with egalitarian values, booming industries, and stable governments would most likely have more students seeking higher education. An appendix provides complete data for all countries. (Contains 10 references.) (JDD)

Despite an act of Congress encouraging state and local governments and local educational agencies to provide high quality daily physical education programs for all K-12 students, there is no federal law mandating physical education. Each state decides if physical education should be offered and how much time should be devoted to it. This booklet reports on the Shape of the Nation Survey conducted by the National Association for Sport and Physical Education (NASPE) in 1993. The survey, first conducted in 1987, queries Departments of Education in the 50 states and the District of Columbia regarding kindergarten through grade 12 physical education programs in their states. The publication provides survey findings, recaps 1987 results, and gives NASPE recommendations. The main body of the document is devoted to brief descriptions of physical education in each state. For each state the following topics are covered: the availability of and mandate for physical education programs, an overview of who is teaching physical education, examples of special state needs and initiatives, and names and addresses of contact persons. Overall findings suggest that while the number of states mandating physical education has increased to 46 from 42 in 1987, physical educators are under intense pressure to defend their programs during these cost-cutting times. (LL)

The purpose of this report is to promote further development of international education in Colorado through the expansion of foreign language instruction, student and faculty exchanges, enrollment of international students, collaboration with state and private sector entities in international commerce, and the establishment of consortia agreements. It also addresses the need to convince the public that international education is a worthwhile goal, and reviews the current status of international education programs at various colleges and universities in Colorado. The report recommends that: (1) higher education institutions develop more consortial arrangements; (2) institutions put a greater emphasis on international education; (3) the state promote international education; (4) the state provide increased support for foreign language instruction at the elementary and secondary level; (5) regulations on international credit transfer be eased; (6) the Colorado Commission on Higher Education (CCHE) work with other agencies to promote international education; (7) elementary and secondary schools utilize "Model United Nations" programs to promote international education; (8) international exchange programs be expanded; (9) all undergraduates complete at least 1 year of foreign language instruction; and (10) CCHE work with other organizations to increase the number of international education partnerships with the private sector. (MDM)

The nature and problems of American Indian education are quite complex. Factors defining the context of this complexity include differences between schools and standard teaching methods and traditional Indian education; the special federal-Indian relationship; and the small numbers but great cultural diversity of American Indians. A historical analysis focuses on acculturation as the aim of Indian education, the changing role of the federal government, national studies evaluating Indian education, the growing number of Indians in educational leadership positions, and the apparent loss of national interest in Indian education in the face of global problems. An overview of Indian education today highlights enrollment, dropout rates, graduation rates, and educational attainment of Native Americans, as well as data on population, unemployment, and quality of life. Questions about government role revolve around the relative responsibilities of state and federal governments in Indian education, and attempts to transfer Bureau of Indian Affairs schools to public school districts. Other issues in Indian education include the need for cultural relevance, differences between reservation and off-reservation schools, high Indian failure rates in higher education, and the shortage of Indian teachers. National trends that provide opportunities for change are increased attention on at-risk or disadvantaged students, early childhood education, and integrated programs and educational partnerships. (SV)