Education & Pedagogy

Although research demonstrates the positive impact that inclusive environments have on academic and post-school outcomes for students with intellectual disability, this population of students continues to experience wide variability in access to general education environments. For example, in New York, the variation of placement of students with intellectual disability in inclusive environments ranges from 0% to 90%, with a statewide average of 5.6%. In order to explore factors impacting this variability, the researchers conducted a survey of how district special education directors in NYS interpret and implement federal and state education policies that govern the educational environments for students with intellectual disability. We will present results related to administrator characteristics, responsibilities, and barriers to and attitudes toward inclusive practices.

This document presents statistics about higher education in Maryland for 2019. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty and Staff; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2018. Creating a State of Achievement," see ED589950.]

The National Technical Assistance Center on Transition (NTACT) assists State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. As a part of these efforts, NTACT creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. This document describes 10 resources as some of the most useful for both general education and special education teachers.

This chapter explores the theorising practices of successful researchers in higher education. The biographical case studies use teaching and learning as their focus to provide four succinct accounts of how the researcher's thinking around their signature concepts evolved over time. They analyse the narrative that surrounds these signature concepts to understand what successful researchers do with their ideas to maximise their symbolic capital in the higher education research field. The researcher's experiences of theorising highlight the contextual factors that have influenced them as they tried to explain how they achieved the outcomes of their research. The chapter concludes with an overview of the beneficial strategies used in these four cases, so potential researchers can appreciate the approaches to theorising that are compatible with higher education research traditions. [For the complete volume, "Theory and Method in Higher Education Research II. International Perspectives on Higher Education Research. Volume 10," see ED600728.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), other health impairments represent chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and adversely affect a child's educational performance. The chapter is organized around definitions, prevalence, etiologies, intervention strategies, and teaching considerations for selected disabling conditions in this disability category. [For the complete volume, "Special Education for Young Learners with Disabilities. Advances in Special Education. Volume 34," see ED596193.]

This book aims to capture the current innovation and emerging trends of digital technologies for learning and education in k-12 sector through a number of invited chapters in key research areas. Emerging Patterns of innovative instruction in different context, Learning design for digital natives, Digital learning resources for personalized learning in both formal and informal educational settings, e-leadership and teacher's digital capacity will be covered in the book. This book intends to provide reference for the innovation in K-12 schools. Researchers, policy makers, school administrators and also teachers could benefit from this book on researchers and methods for innovation in K-12 schools all over the world.

Various constellations of school-university partnerships (SUPs) have long been part of the initial teacher education (ITE) landscape in Ireland. This situation is especially true in the context of ITE school-based work. While SUPs have been largely informal and unsystematic, recent policy changes have introduced structured roles and responsibilities for schools and for universities. This chapter explores schools' and universities' responses to these policy changes. Research from the field provides case studies, which explore some of the complex contestations around SUPs in addition to the structures, processes and relationships that facilitate and sustain effective collaborations for the institutions, the students and the teaching profession. [For the complete volume, "Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education. Teacher Education, Learning Innovation and Accountability," see ED595068.]

OSERS published updates to "A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities, August 2020" to advance the office's efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to achieve their post-school and career goals. In this updated transition guide, OSERS added information about dual enrollment and the ABLE Act. OSERS also hopes this transition guide will help students and youth with disabilities and their families to better understand how the state education agencies (SEA), the local education agencies (LEA), and the vocational rehabilitation (VR) agencies work together to facilitate improved outcomes for students and youth with disabilities. [This report was initially issued in January 2017.]

Development of any nation solely depends on the quality of human resources and good human resource is produced through quality education. Education provides people with an opportunity to reflect on the social, cultural, moral, economic, and spiritual issues and contributes towards the development through propagation of specialized knowledge and skills. Higher education is a relative term expressing that in the progression of learning, where the utility of a skill cannot be achieved without the acquisition of previous skills, or previous knowledge, which was derived, and proven through theories, to become 'higher' knowledge. Here we discuss about some past Five Year Plan and 11th FYP (2007- 2012) on Higher Education in India. And also criticize of this plans and present problems. Lastly, I suggest some point of view to overcome these problems.

To better understand the intersection of digital equity and culturally responsive education (CRE), and what it will take to use this moment as a catalyst for change, a roundtable of 11 educators, scholars, and instructional technologists convened virtually in the fall of 2020 from different backgrounds: PreK-12 classroom educators, professors of teachers colleges, K-12 school leaders, and subject specialists. The goals of the conversation were to unearth the challenges, needs, and opportunities educators are experiencing around digital equity and CRE, and to understand how they have changed or have been affected during the pandemic. This brief highlights key parts of this conversation and contextualizes what educators who are rethinking what pandemic pedagogy can do. The conversation engaged those whose work focuses specifically on leveraging technology and digital tools for equitable, responsive education.

British Columbia (BC) has experienced a significant teacher shortage for years. While every region of the province is impacted, rural and remote communities have experienced a worsening shortage especially during the pandemic. Additionally, there is a critical shortage of specialist teachers across the province. This Education Brief outlines five areas where a recommitted effort is needed to meaningfully and adequately address longstanding challenges and concerns in the BC public education system: (1) assessment and reporting; (2) curriculum and resources; (3) inclusive education; (4) the application of the "United Nations Declaration on the Rights of Indigenous Peoples" in the K-12 sector; and (5) teacher recruitment and retention.

From 2005 to 2018, AAC&U led a national public advocacy and campus-action initiative to champion the importance of a liberal education for individual students and for a nation dependent on economic creativity and democratic vitality. At the heart of the initiative-titled Liberal Education and America's Promise, or LEAP, was a distinctive framework for college-level learning that includes a set of broad learning outcomes, high-impact educational practices, and authentic forms of assessment. This new book tells the LEAP story and situates it within the broader context of AAC&U's work over the two previous decades to break down the dividing lines between a "true" liberal arts education and career-related fields, integrally connect liberal learning with the wider world, and combine liberal education with inclusive excellence and equity.

A for-profit college may convert to nonprofit status for a variety of reasons, such as wanting to align its status and mission. However, in some cases, former owners or other insiders could improperly benefit from the conversion, which is impermissible under the Internal Revenue Code and Higher Education Act of 1965, as amended. This statement--based on the US Government Accountability Office's (GAO's) December 2020 report (GAO-21-89)--discusses what is known about insider involvement in conversions and the extent to which IRS and Education identify and respond to the risk of improper benefit. [For "Higher Education: IRS and Education Could Better Address Risks Associated with Some For-Profit College Conversions. Report to Congressional Requesters. GAO-21-89," see ED612779.]

"If Not Now, When? The Urgent Need for an All-One-System Approach to Youth Policy" makes the case that the United States' disjointed approach to youth policy has failed young people. In the current fragmented system, pre-K-12, postsecondary education, and the workforce operate in silos that allow many young people to fall through the cracks. In its place, the country needs an all-one-system approach that supports youth on their journey through education and training and into careers.