Education & Pedagogy

Given state activism in education reform during the 1980s, a major concern in the development of education policy is whether reform states have increased their financial support for education in order to achieve desired objectives. This paper describes findings of a study that explored the distributive nature of state and local policy choices in education through comparative analyses of their long-term fiscal effort for three distinctive public services--welfare, highways, and police. The study built upon the unitary model of taxation and expenditure policies. The findings imply that policy shifts may have led to changes in educational expenditure patterns. Providing the general structures of state-level distributive effects, multilevel analyses suggest that the first wave of state reform affected not only fiscal effort for education but also distributive tendencies in education expenditures. While state reform appeared to increase the level of resources allocated to public education versus other social services, the distributive effects of state education reform tend to vary among states with different racial compositions. Redistributive tendencies in education expenditures tend to be accompanied by a low level of fiscal effort for education. In addition, developmental versus redistributive tendencies in education expenditures tend to be highly conflicting. One figure, 5 tables, and 13 endnotes are included. (Contains 36 references.) (LMI)

This index lists more than 2,000 business education articles and research studies that were published during 1995 in a selected list of periodicals that have been deemed essential to research and teaching in the broad business education spectrum. Among the subject categories under which articles are indexed are the following: administration and supervision; basic business (accounting, economics, entrepreneurship/small business, finance/investments, marketing); business education (tech prep and adult, career, consumer, cooperative, international technology, and vocational education); communications (business English, computer-based communications, court reporting, multicultural communication); curriculum (colleges/universities, graduate schools, middle schools, community colleges, high schools); document design and processing (desktop publishing, graphics, word processing applications); educational institutions; employment (job satisfaction, performance evaluation); general education; guidance and counseling; human relations (ethics/law, work behavior); information management/processing (data processing, data security, networks, records management); international business; keyboarding/typewriting; legislative issues; microcomputers; minority groups; office management; professional development; research methodology/issues; special needs; standards; teaching (classroom management, instructional strategies, media, student recruitment, teacher education, teacher performance); testing and evaluation; and training and development (instructional design, performance improvement, program evaluation, workplace impact). Articles are also listed by author. (MN)

The term general education has been employed to characterize an array of community college non-vocational programs, from Great Books courses to guidance services. General education at present differs from previous decades in terms of its emphasis on tighter curricular structure, global, gender, and ethnic studies, and the integration of knowledge. Coherence in the general education curriculum is threatened, however, when curricular decisions are made by disparate units. Though chief academic officers claim that their colleges are emphasizing general education, a statewide study conducted in Michigan showed that general education accounted for only 3 of every 10 courses offered. General Education can be envisioned in terms of "habits of thought" which cut across curricular disciplines and which prepare students for the future. To meet learners' future needs, general education should include courses which promote an understanding of the cultural and geographic relationships among people. General education should also help students to become "expert learners" who monitor and manage their own learning. General education should teach students to be expert learners. General education should be appropriate for developmental and occupational students, as well as transfer students, as business needs and technological change are dictating that the skills deficits in the U.S. workforce be remedied. Includes 11 references. (ECC)

This report on special education services in Oregon provides a statement of what has been accomplished and a baseline measure for use in gauging future progress. It offers a long range plan for special education, focusing on secondary and transition programs, severe emotional disturbance, low incidence populations, family involvement, the talented and gifted program, early intervention, and supported education. It describes Oregon's comprehensive system of personnel development and the Oregon Department of Education's responsibility for compliance with federal and state regulations. School-based programs for students with disabilities and students in talented and gifted programs are reviewed. Several state-operated and state-supported programs are examined, including: hospital programs, regional programs, private agency education programs, the Education Evaluation Center, early intervention and early childhood special education, juvenile corrections, Oregon School for the Blind, and Oregon School for the Deaf. Compensatory education services are discussed, such as American Indian education and programs for limited English proficient children. Early childhood education services are then discussed, including parent education, the Head Start Collaboration Project, and health services. The final section describes special projects in the areas of traumatic brain injury, Very Special Arts, Medicaid and Third Party Billing Project, assistive technology, and the National Teacher Examination. (JDD)

Entrepreneurship is a powerful tool that reduces unemployment, boosts economic growth, and promotes innovation and social change. With a focus on the promotion of entrepreneurial intention possessed by higher education institutions offering entrepreneurship education, this study assesses the indirect impact of higher education institutions in developing entrepreneurial intention through passion as a mediator. It also investigates the moderating role of individual differences and innovativeness between the entrepreneurship education in higher education institution and the entrepreneurship educational outcome, namely entrepreneurial intention. Also, the moderated mediation relationship between entrepreneurship education in a higher education institution and entrepreneurial intention is assessed. To conduct the cross-sectional study, data was collected from 636 students perusing an entrepreneurship course at colleges affiliated with Bharathiar University in Coimbatore, Tamil Nadu (India). A questionnaire with 37 items is used to collect the data as ratings from respondents. The moderated mediation model is designed and tested using the bootstrapping method in the Hayes PROCESS macro model. According to the findings, the association between entrepreneurship education in higher education institutions and passion is negatively moderated by individual differences and innovativeness. Further, the study revealed that the combined effect of the higher education institution, individual differences, and innovativeness on entrepreneurial intention is mediated by passion.

Studies on indigenous education have become popular in recent years. In Indonesia, indigenous education studies are carried out to rediscover a distinctive educational identity. This study aims to describe the indigenous education of children in Java during the Dutch colonial period through a study of children's literary novels in Vorstenlanden in 1937. This is a qualitative study. The novel under study is titled "Bocah Mangkunegaran" which is a children's literary novel by a well-known author at that time, namely Jasawidagda. This novel was chosen because of its journalistic style which combines historical facts with fiction. This novel records events in the colonial era from the point of view of indigenous children who are educated with indigenous education. The results of the study show that indigenous education is one of the efforts of the Javanese people to resist colonialism, western education models, and "priyayi" social class. Indigenous education for Javanese children emphasizes feeling, soul and character, not just logic and reason. Indigenous education covers: 1) Economic education for non-"priyayi" people; 2) Character education and schooling for Javanese children; 3) Education on Javanese religiosity ("kejawen"), mythology, and puppets; 4) Regional education; and 5) Scouting education ("padvinder").

The purpose of this meta-analysis was to examine the overall effect and impact of moderators in the context of STEM education. This study first summarized previous meta-analysis studies on STEM education and pinpointed gaps in the current literature, such as inconsistent results and the mixed effects of moderators. It also assessed critical features that should be considered in STEM education. The key inclusion criteria were studies on STEM education that used experimental or quasi-experimental research designs and learning outcome measures to evaluate the effect of STEM education. As a result, 23 eligible journal articles published between 2000 and 2020 representing 9,797 participants from 70 schools in seven countries were meta-analyzed. The results demonstrated that the overall mean weighted effect size was 0.38, indicating that STEM education had a small to medium positive effect on students' academic achievements compared with traditional education. In addition, the mean effect size was affected by education levels, subject domains, school locations, learning outcomes, and hours of instruction, but not by pedagogical approaches. Taken together, the results highlight the theoretical framework that will be of value to future STEM education studies as well as the affordances of various moderators for STEM learning.

This study aims to compare the psychological resilience of children who receive Montessori education with those who do not receive Montessori education(the group attends a school where education is provided according to the Preschool Education Programme of the Ministry of National Education). The study used the Relational Scanning Model Comparison Types to compare the psychological resilience of children who received Montessori education with those who did not. The research involved 99 children aged 3-6 years who received regular preschool and Montessori education during the 2021-2022 academic year. It is reported that no developmental or neurological defects were observed in any of the participants. The study group comprised 50 children aged 3-6 years from a private kindergarten affiliated with National Education in Nilüfer district and 49 children aged 3-6 years from a private Montessori kindergarten in Nilüfer district. According to the study, children who received Montessori education demonstrated comparatively higher levels of psychological resilience than those who did not receive Montessori education. It has been observed that there exists a weak but meaningful correlation between the psychological resilience of children and their social relationships/social performance, particularly in those who have received Montessori education for an extended duration. As a result, it can be inferred that Montessori education positively impacts children's psychological resilience.

Colleges and universities worldwide envision global excellence by providing the best education to their students. The Philippine universities started to implement outcome-based education to fulfill worldwide quality education standards. The purpose of this study is to identify the effectiveness of outcome-based education and the extent of its implementation in a Philippine university through open and distance learning. The effectiveness of outcome-based education and its extent of implementation are measured through the three identified areas such as the presentation of learning outcomes, assessment evidence and teaching and learning activities. The respondents consisted of graduate students for the academic year 2022-2023. Descriptive statistics such as the net agreement rating and the net implementation rating were used. The findings reveal a high agreement rating on the effectiveness of outcome-based education which means that there is an effective and excellent implementation of outcome-based education in open and distance learning. Meanwhile, there is a significant difference in the assessment among programs on the implementation of outcome-based education in open and distance learning. The Philippine University may sustain its effective implementation of outcome-based education and may serve as a model for other educational institutions by providing continuous support to faculty in the form of training and scholarships. These faculties are the major implementers of instructions.

For decades, the Nordic countries have been admired for their inclusive education systems within egalitarian societies, bolstered by PISA studies and global calls to ensure inclusive education as a human right. This paper contrasts idealised perspectives on Nordic education with internal experiences, exploring recent challenges to the relationship between special and inclusive education. Using Sweden as a case study, it highlights internal diversity within the Nordic region, showing differing paths and gaps between research, policy and school realities. The risks of idealising past educational models are discussed, noting that Sweden, once known for its egalitarian education and low special education needs classification rates, now faces higher classification rates and more separate provision due to policy changes. Recent trends have shown a shift towards increased diagnosis and classification, influenced by marketisation and decentralisation policies. The paper focuses on neurodivergence, analysing shifts in government priorities, teacher education, school practices and research agendas. Analysis of recent policies, reports and educational data reveals winners and losers in school participation, providing insights into the implications for educational discourse, the future of the 'Nordic model', and Swedish education in a global context.

Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their current multicultural education practices as well as the challenges they encountered when implementing multicultural education. While the majority of teachers claimed that they implemented multicultural education, a closer examination revealed that most of them used the tourist or contribution approach which focuses on only the outward manifestations of a culture when dealing with multicultural education. The transformation or anti-bias approach was used by only a small number of teachers. The teachers identified some challenges in multicultural education implementation, such as lack of instructional resources and the lack of stakeholder support. Thus, it is important to ensure teachers develop more critical understandings of multicultural education through teacher education training and programs. Other efforts to help teachers overcome challenges in implementing multicultural education include producing and developing more instructional materials and learning aids, which are suitable for young children and appropriate for the local context. Preschool teachers also need stakeholders to give more support and to acknowledge the importance of implementing multicultural early childhood education.

Purpose: This paper aims to provide useful insights into educational under-achievement among Palestinian Arab citizens of Israel (PAI), investigating the perceptions of local educational administrators (LEAs) towards the education system and its "modus vivendi", to uncover difficulties and suggest directions to improve the processes and achievements of the PAI education system. Design/methodology/approach: Qualitative interviews were conducted with 16 stakeholders in local education (mayors, education department managers; school principals and parents' representatives) in four Arab local governments in Israel to elucidate attitudes toward education. Findings: The small random sample cannot claim to be representative however worrying problems were revealed: deficient resources in comparison to the Jewish education system; an ineffective political culture in local government; inferior status and problematic functioning of Arab education department heads and lack of inclusion of professionals and parents in decision-making. These factors negatively impact the education system and its products. Originality/value: The paper suggests local government should determine appropriate local policy, positioning education as a high priority with efficient education departments, more professional staff, and suitable education programs. Additionally state government should provide equal resources for the Arab education system, to lever Arab education in Israel. (Contains 3 tables.)

This guide on marketing and distributive education cooperative education is designed to assist the beginning teacher-coordinator with the resource material he/she will need and to provide experienced teacher-coordinators and administrators with a ready reference on current procedures and practices. General information contained in chapter 1 includes definitions of vocational and distributive education; philosophy, objectives, and benefits of the distributive education program; and a history of distributive education. Chapter 2 considers duties and responsibilities of the distributive education teacher-coordinator, certification, rate of pay, travel allowance, and extended employment. Organizing and administering distributive education is discussed in chapter 3, including steps in starting a new program, minimum standards, community and student surveys, student recruitment and selection, training site selection, placement, coordination, public relations, equipment and supplies, advisory committee, labor laws, grades and credits, training memorandum, state and federal reports, and state-approved textbooks. Chapter 4 is a general guide to the curriculum and suggests units of instruction for one-, two-, and three-year programs. Chapter 5 is a general guide to Distributive Education Clubs of America. Adult classes are discussed in chapter 6. Topics covered are objectives, types of classes, suggested courses, part-time instructors, and class organization. (YLB)

Involvement of agricultural teacher education personnel and programs in international activities during the 1960s and 1970s was assessed in a February 1979 nationwide survey. Experience and interest in international activities among agricultural teacher educators were also investigated. Data, analyzed on a regional and national basis, were obtained from questionnaires mailed to 84 head agriculture teacher educators and 348 agricultural education faculty members listed in the 1978-79 Directory of Agricultural Teacher Educators. Response rates were 80% of the agricultural teacher education institutions and 74% of teacher educators. Major findings were that (1) 50% of the programs had been involved in international activities; (2) most institutions reported no program offerings in international agricultural education; (3) at least 245 students from 44 other nations were enrolled in agricultural education programs; (4) about one in five teacher educators had overseas experience in international agricultural education; and (5) 86% of respondents indicated interest in future assignments abroad in agricultural education. Analysis of findings led to these implications: courses and programs in international agricultural education will become more available, the often different needs and objectives of foreign students must be considered, and activity in international agricultural education will remain high in the Central and Eastern Regions and increase in the Southern Region. (YLB)

The document examines the relationships between multi-ethnic and development education in Great Britain. Multi-ethnic education, initially with a national focus, has a global dimension, and development education, initially with a global focus, has a national and even local dimension. A common interest in human diversity and human inequalities would seem to unite development and multi-ethnic education. Both approaches are engaged in helping the pupil to make sense of an essentially hierarchical world and have adopted a cross-curriculum strategy of education. Were it not for the importance of the concept of "self-image" within multi-ethnic education, its aims would be happily complementary with those of development education. From a multi-ethnic viewpoint, development education is criticized for: inculcating or reinforcing attitudes of white Western superiority; for damaging the self-image of the black or brown child within Western society; for its preoccupation with poverty, disasters, and catastrophes; and for being more successful in formulating questions than in devising solutions. However, it appears that a complete accommodation of multi-ethnic sensitivities would necessarily eliminate the welfare focus of development education. Such a strategy would constitute a futile attempt to disguise the real nature of the contemporary world and could only reinforce complacency. (NEC)