Education & Pedagogy

First published in 1974, this book was the first full-length study of federal Indian education policy. This revised edition brings the material up to date with the addition of analysis and interpretation of trends and policies that shaped Indian education in the 1980s and 1990s. Chapters are arranged chronologically and cover specific eras such as the administration of education directors of the Bureau of Indian Affairs (BIA). Chapter titles are: (1) "Introduction"; (2) "Background: Federal Indian Education, 1870-1926"; (3) "W. Carson Ryan: From the Meriam Report to the Indian New Deal"; (4) "John Collier and Willard Walcott Beatty: New Deal Architects of Education"; (5) "New Deal Innovations: Progressive Education and Anthropology"; (6) "Theory Confronts Reality: Cross-Cultural Education"; (7) "Training Teachers for Cross-Cultural Education"; (8) "The Johnson-O'Malley Act: Indian Children and Public Schools, 1928-1945"; (9) World War II and the Postwar Years"; (10) "Hildegard Thompson: Education for an Urban, Technological Society"; (11) "New Directions in Federal Control"; (12) "Indian Organization and Leadership"; and (13) "Indian-Controlled Schools." Appendices include acronyms and abbreviations, colleges and other institutions of the American Indian Higher Education Consortium, Executive Order 13096 (August 1998) concerning American Indian and Alaska Native education, BIA and U.S. Department of Education administrators, and BIA schools. (Contains references in notes, a lengthy bibliography, photographs, and an index.) (SV)

The increasing emphasis on entrepreneurship and self-employment training in vocational education and training (VET) worldwide was examined. Special attention was paid to the following themes: (1) the content and various concepts of entrepreneurship, including the distinction between external and internal entrepreneurship; (2) trends in entrepreneurship education in different countries, the implications of entrepreneurship and entrepreneurship education, and the necessity of broad occupational skills and occupational mastery to education and learning in general; (3) the societal and education system contexts of entrepreneurship education; (4) problems of access to training and entrepreneurship as exemplified by the position of women; and (5) the future of entrepreneurship education in light of a critical examination of the emphases, contents, and goals of entrepreneurship education and a brief consideration of the challenge that entrepreneurship and entrepreneurship education present to educational institutions and the operation and organization of the public sector. It was concluded that, in general, the existing goals of entrepreneurship training place too much emphasis on the instrumental value of learning and knowledge and economic and material values. It was recommended that pedagogical approaches in VET be adjusted so as to enable teaching and learning fostering creative and innovative citizens who are able to employ themselves. (Contains 21 references.) (MN)

Technical and vocational education and training should be considered within the more comprehensive concept of human resources development. To ensure that both the human and the professional aspects of vocational education are addressed, two major dimensions should always guide the design of training and human resource development: education and work. The educational dimension caters to individual needs and human aspects, whereas the work or economic dimension caters to societal needs and labor market requirements. The challenge to vocational education practitioners is to integrate these two dimensions. Three major factors are involved in the economics of vocational education systems: funding; costs, efficiency, and effectiveness; and evaluation and assessment. The social status of vocational education in any society is, to a great extent, a reflection of the status of work values in that society. A rational and balanced approach can be realized if work activities are assessed both by their material and economic returns on the individual and society and by their social and humanizing influences. Although approaches to and systems of vocational education have developed along national lines, vocational education is no longer only a national concern. Globalized economies make the provision of vocational education a worldwide concern, and the integration of the human and market-driven aspects must be assessed in each culture. International agencies in the field of vocational education need to address the issue of the two perspectives of vocational education so that preparation of workers and citizens can be as integrated as possible. (KC)

This report aims to address concerns regarding the need for developmental education in mathematics in the higher education institutions in Texas. Fifty-three million dollars of the $93 million appropriated for developmental education in Texas in 2002 went to mathematics. About 40% of new students in two-year colleges and 20% of new students in universities require developmental education in mathematics. While developmental education is often considered a program mainly benefiting minority students, the requirement for developmental education in mathematics cuts across racial and ethnic lines. Forty-six percent of students requiring developmental education in mathematics in Texas are white. This report finds gender differences to be a minor issue. The report also suggests that older students are not driving the need for developmental education, contrary to popular opinion. In fact, after age 24, the percentages of students requiring developmental education decrease with age. Eighty-three percent of students requiring developmental education in mathematics are 21 or younger. This report offers brief summaries of four external studies of developmental education and makes recommendations for future studies. Appended are the following two tables for Fall/Prior Summer 1999 First-Time-in-College Students Tracked Through Fall 2001: (1) Institutional Profiles of Students Requiring Developmental Mathematics Education; and (2) Math Developmental Education by Characteristics of Institution, Program, and Student. Also included are: (1) Addendum 1: A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students (Agenda Item IX-D(1), January 2003); and (2) Addendum 2: The Relationship between Initial TASP Test Scores and Performance of Mathematics Developmental Education Students (Agenda Item IX-D(1), January 2003). (NB)

This publication represents a basic analysis of state correctional education data collected in 1992. It presents six summary tables that capture key data collected in 1992-1993 for adult and juvenile facilities as well as profiles of the states that responded to the survey. Forty-three states responded to the survey and one was eliminated because of missing data on key variables. Almost all states offer Adult Basic Education and GED preparation courses, and 23 of the 40 states offering such education offer it at every facility. An average of 62% of facilities within states offered high school coursework, with 10 states offering high school coursework in all facilities. An average of 69% of correctional institutions offered some type of vocational education, and vocational education was offered at every facility in 10 states. Only an average of 39% of correctional facilities within each state offered special education, but life and social skills training was offered at an average of 79% of correctional institutions within the states. Most inmates were enrolled in Adult Basic Education or GED instruction. Thirty-nine states responded to the survey about juvenile correctional education, but only 36 states provided a complete set of data. Almost all juvenile facilities offer elementary and secondary academic instruction, GED preparation, special education, and life and social skills training. Vocational education is offered at an average of 86% of juvenile institutions within a particular state. Appendixes contain profiles of education in adult and juvenile facilities. (SLD)

Reform of education, training, and human resource development is an integral part of the transition to a democratic society and market economy. Latvia has made progress in all 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 first gives a brief overview of regional issues and a history of education in Latvia and describes the development of education in the country since the political changes. The book then 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. Chapters in the book are: (1) "Context"; (2) "Latvian Education System"; (3) "Compulsory and General Education"; (4) "Vocational Education and Training"; (5) "Access and Equity for Latvian Children"; (6) "Higher Education"; and (7) "Strategic Policy Development for Education in Latvia." Each chapter includes data tables and notes. Contains a 38-item selected bibliography. (BT)

Education is a fundamental right of all people but, for the Canadian Aboriginal community it is particularly critical for overcoming historical disadvantages. This document reports on a review of barriers to equal education for Aboriginal people. Key barriers to educational equity include issues of control, keepers of knowledge (teachers versus community), the role of curriculum in reproducing social and cultural inequalities, poverty, and overrepresentation of Aboriginal students in special education. The report makes recommendations for achieving educational equity and social justice in the public school system. Shared decision making is needed in the areas of jurisdiction and control of Aboriginal education programs, and for effective Aboriginal parental involvement in the public education system. A forum for Aboriginal youth to have input into their education should be created. The underrepresentation and role of Aboriginal teachers and support staff in the public education system warrants discussion. The impact of the current curriculum and ways of incorporating Aboriginal knowledge, languages, and traditions into formal and hidden curricula should be examined. Cross-cultural and anti-discrimination education for all staff and students is needed. Addressing adverse socioeconomic conditions that create unfavorable learning environments for Aboriginal children is an immediate priority. Finally, there should be a critical examination of why Aboriginal students are disproportionately represented in all special education categories except the gifted category. (Contains 59 references.) (TD)

The growing importance of education in overall economic growth and individual opportunity has necessitated that education reformers address the need for the additional and better human capital needed to foster overall growth in the new knowledge-based economy. Education reformers must also work to reduce the growing differences in family incomes by closing the gap between the nation's education-haves and education-have-nots. Addressing these challenges requires strengthening the relationship between education and work requirements and focusing more strongly on the years when academic and applied learning overlap between the completion of basic academic preparation and the completion of occupational or professional training. Although jobs requiring an associate degree are expected to grow the fastest, a sizable number of jobs will still be available for less-skilled workers. The shift in the U.S. economy's structure to a knowledge-based economy has increased the need for workers with reasoning, problem-solving, and behavioral skills; a positive cognitive style; and specific occupational and professional competencies. Although policy goals are well defined in elementary and higher education, the middle sections in the K-16 education pipeline needs revision to provide the appropriate mix of academic and applied curricula for the transition years from high school to college or high school to training and work. (Contains 83 references.) (MN)

Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2008 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it and how education systems operate and at the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students' performance in key subject areas to the impact of education on earnings and on adults' chances of employment. The Excel[TM] spreadsheets used to create the tables and charts are available via the StatLinks printed in Education at a Glance. (Contains 135 tables.)

This paper discusses the role that culture and language can play in American Indian education, as well as some challenges of incorporating culture in education. The movement toward incorporation of language and culture in school curricula emerges out of a tattered educational history. This history shows how the use of Native languages and cultures in school has fallen on a continuum from English-only instruction to language and culture used only to achieve an ultimate goal of assimilation. Since the federal government funds most reform efforts in Indian education, it also determines the purpose and judges the success of such efforts. In contrast to assimilationist models of education, a bicultural education model expects that both the community and school will decide the purpose of education. In moving toward authentic incorporation of Native languages and cultures through a bicultural model, Indian educators must address challenges involving the diversity of understandings of language and culture, the diversity of understandings of culturally appropriate education, and the diversity of experience and tribal affiliation. The first step in overcoming unequal positioning of Native languages and cultures is to identify the power structures determining the purpose of education. Native efforts to reform education require guidance from educational research that seeks to preserve Native languages and cultures and to create opportunities where Native people can succeed in education. A research agenda should consider theoretical models, historical research on Indian education, practical studies on classroom teaching and learning, and related research on other minority groups. (Contains 29 references.) (SV)

Distance education systems are being used in along with the traditional education systems in order to respond to the demand for higher education. Technological advancements, interactive learning possibilities are forcing the traditional universities to make more use of the distance education systems and technologies. Most of the traditional universities to create the opportunity for their students to be independent learners and learners who can organize their learning processes by using distance education systems and technologies. It is thought that students who can learn on their own and who can organize their learning processes will be more likely to use lifelong learning opportunities. In Turkey where there is a great demand for higher education, the use of distance education systems and technologies in traditional universities is not common. These traditional universities can make use of the distance education systems and technologies in certain lectures and cope with the pressure of the increasing number of students. Successful implementation of the distance education applications in traditional universities will affect the mega Turkish education system in a positive way. In this study, the views of the doctoral students at traditional universities on the use of distance education systems and technologies and independent learning are determined. Findings indicate that doctoral students do not have a positive attitude towards the use of distance education systems and technologies, and they do not agree with the idea that distance education systems can support independent learning.

Policymakers and educators are paying increased attention to determining how best to prepare those in adult education programs not only for immediate employment, but also for career advancement and further training or postsecondary education. This focus echoes current efforts among secondary educators, particularly those in career and technical education (CTE), to ensure that high school graduates are ready for both college and a career--not one or the other. Are there strategies currently in use in high schools that could inform efforts in adult education to prepare adults for both work and further education? The authors examine one strategy--the integrated curriculum--now being implemented in various forms in high schools to see if adult education might benefit from a similar approach. The integrated curriculum combines academic and technical content in programs that focus on problem solving, active engagement in projects and real-world applications of the knowledge and skills taught. This paper reviews several types of curriculum integration and examines research on its effects, primarily in K-12 education, since research in adult education is sparse. After discussing two curriculum integration models in detail--the multiple pathways approach promoted by ConnectEd: The California Center for College and Career, and the Ford Partnership for Advanced Studies (PAS) program--the authors describe several efforts to incorporate integrated curricula in adult education. They conclude that three approaches have promising prospects for expanding integrated curriculum efforts already under way in adult education: (1) course integration; (2) cross-curriculum integration; and (3) program integration. (Contains 15 footnotes.)

This annual report contains postsecondary data that has been collected and analyzed using the New Mexico Higher Education Department's Data Editing and Reporting (DEAR) database, unless otherwise noted. The purpose of the DEAR system is to increase the reliability in the data and to make more efficient efforts by institutions and the New Mexico Higher Education Department staff in the reporting process. The Adult Basic Education data in this report is collected by the Literacy and Community Education System (LACES) which is the database system for Adult Basic Education programs across New Mexico. LACES is the web-based product from LiteracyPro Systems, Inc. and has been in use by New Mexico Adult Basic Education since July 1, 2006. The dual credit data in this report is a data-matching effort between the New Mexico Higher Education Department's DEAR database and the New Mexico Public Education Department's Student-Teacher Accountability Reporting System (STARS) database. STARS is a comprehensive student, staff, and course information system that provides a standard data set for each student service by New Mexico's public education system. The faculty salary data in this report is provided by the New Mexico Council of University Presidents. The Council supports New Mexico's seven public universities through information sharing, collaboration, strategic planning, policy development, and community outreach. (Contains 51 tables.) [For "Helping Students Succeed. Annual Report, 2009," see ED510239.]

This book consists of 19 selected papers that focus on the broad topic of education in the South Pacific. All the papers were originally presented at the Fifteenth Annual Conference of the Australian College of Education, which was held in May 1974. Titles of the papers include "Educating for Self Reliance (the Buntine Oration for 1974),""The Need for a Cultural Programme: Personal Reflections,""Education for What?""Cognitive Development and the Papua New Guinean Education System: Some Findings,""Monitoring Educational Development in a Foreign Culture--Spotlight the Problem Areas,""South Pacific Educational Resolve,""Curriculum Development in Primary Education: The Papua New Guinea Situation,""Devils or Angels? Pupil Misdemeanors in Papua New Guinea Primary Schools,""A Study on Mathematics in Papua New Guinea,""Secondary Social Science in Papua New Guinea--Dvelopmental Success, Implementation Failure?""The Place of Agriculture in the School Curriculum,""Power over the Environment--An Attitude to the World,""A Relevant Technical Education,""Difficulties in Improving the Quality of Teachers in Papua New Guinea,""The 1971 Report on Higher Education in Papua New Guinea--A Look Backwards and Forwards,""Theological Education in Papua New Guinea,""Selecting and Training Papua New Guinea Educational Administrators,""W.G. Groves: His Work and Influence on Native Education Especially in Papua and New Guinea," and "Nicholai N. Mikluho-Maklai (1846-1888), Pioneer Educator in New Guinea and Melanesia." (JG)

This report consists of excerpts from manuscripts and oral presentations, summaries of group work and individual evaluation forms, quotations from taped interviews, and editorial paraphrases that highlight the American Association of Colleges for Teacher Education (AACTE) institute program on higher education's role in inservice education. Eight topics are presented. The first presentation analyzes the different, but effective, approaches to the inservice education of teachers and offers a rationale for the wide range of practices that exist. It is followed by a reaction paper. The second presentation attends to the circumstances of inservice education in higher education and suggests some changes to be considered by members of the higher education community. It, too, is followed by reaction comments. The third selection offers some views of teaching and teacher education that require serious examination, if not outright rejection, according to the author, and is followed by reaction statements. The fourth presentation is a summary of small group discussions on definitions and purposes of inservice education and higher education's role in inservice education. The fifth section presents resumes of state--Alabama, Florida, Georgia, North Carolina--plans for inservice education. Sixth, resumes of university and school inservice education programs are presented. The seventh section consists of participants' comments about the institute program and suggestions for improving future institutes. Eighth is a memorandum addressed to the faculty of the College of Education at Wright State University that serves as an example of the impact of the institute on its participants. Appendix A lists the roster of program personnel; Appendix B is the program's schedule of events. (MM)