Education & Pedagogy

The impact of international social change is having a marked effect on developing nations' internal policies, budgets, and development programs. This collection of articles addresses the importance of education in the creation of social policies and development policies; the effect of international changes on education; the investment of limited resources in developing nations; the control of developing nation elites over education; the place of women and ethnic minorities in the educational schemes of developing nations; and country/regional case studies included Africa, China, India, and South America. Part 1, "Problems and Issues," includes the following essays: "Education for Development and Social Justice in the Third World" (M. K. Bacchus); "Education, Global Fordism, and the Demise of Social Justice in the Third World" (John Martino); "Metaphors of Educational Development: An Analysis of Information Flow between Cultures" (Christine Fox); and "Education and National Unity: Toward the Sociocultural Integration of Ethnic Minorities" (Ibrahim Alladin). Part 2, "Case Studies," includes: "Doing Justice: Education and Gender Relations in Africa" (Lynn Davies); "Social Justice and the Micropolitics of Schooling in India" (Ruchira Ganguly-Scrase); "A Caribbean Experiment in Education for Social Justice: The Case of Grenada" (Anne Hickling-Hudson); "Social Justice and Education in China" (Ronald F. Price); "Arab Women and Social Justice: Redistributive-Based Educational and Employment Opportunities (1970-1990)" (Khadiga M. Safwat); and "Education and Social Justice in South America" (Carlos Marin). References are provided for each article. Contains a 26-item international education reference list and an index. (CB)

This 1996 edition of the "Digest of Education Statistics" is the 32nd in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The digest includes data from many government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). The publication contains information on a variety of topics, including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international-education. Supplemental information is provided on population trends, attitudes on education comparisons, education characteristics of the labor force, government finances, and economic trends. The digest is divided into seven chapters: "All Levels of Education,""Elementary and Secondary Education,""Postsecondary Education,""Federal Programs for Education and Related Activities,""Outcomes of Education,""International Comparisons of Education," and "Learning Resources and Technology." The introduction includes a brief overview of current trends in American education. The data show that the American people hold education in high regard. Assessment data indicate that there have been improvements in mathematics and science performance between 1982 and 1992. A higher proportion of high school graduates are going on to college. However, wide variations in student proficiency from state to state and mediocre scores of American students in international assessments pose challenges. The appendix contains a guide to tabular presentation; a guide to sources; definitions; 20 tables; and an index. Thirty-two figures and 418 tables comprise the bulk of the publication. (LMI)

Three policy statements of the American Association of State Colleges and Universities (AASCU) are presented. In "National Imperatives for Higher Education, 1982," attention is directed to strategies colleges and universities need to pursue to maintain and improve their quality, federal aid to education and research, access to higher education through low tuition and student aid, tuition tax credits and student aid, the need to preserve the Department of Education and other federal programs that provide assistance to higher education, and unreasonable regulation and intrusion from federal and state governments. In "Policy Statement on the Urban State College or University," focus is on the mission of the urban university, a profile of urban students, programs at these institutions, the contribution of urban universities, and their special needs. It is suggested that urban universities have faced an increasing range of responsibilities resulting from social, economic, and political forces that have reshaped urban living. In "The International Responsibility of Higher Education," attention is directed to the components of international education, and the meaning of the term "international-intercultural"; the purpose of international education; and the responsibility of colleges and universities. International education is viewed as an integral part of quality education since the world is becoming increasingly interdependent. International education encompasses: the international content of curricula; the international movement of scholars and students concerned with training and research; and the arrangements engaging U.S. education abroad in technical assistance and educational cooperation programs. The AASCU's various roles in higher education are outlined. (SW)

An annotated bibliography on higher education is presented that is limited to programs and phenomena in two- and four-year accredited degree-granting colleges and universities. The following sections and topics are covered: (1) Historical Background and Nature and Scope of American Higher Education (ancient, medieval, and U.S. education, public/private diversity, philosophy, problems in the 1970s, relation to society, and unique characteristics of higher education); (2) Teaching-Learning Environment (continuing education, faculty, instructional technology, professional education, research and evaluation, and retention); (3) Organization and Administration (effects of administrative styles, accreditation, governance, collective bargaining, legal affairs, planning and budget, retirement, and student affairs); (4) Community and Junior Colleges (administration, evaluation, articulation, finance, programs, state coordination, etc.); (5) Comparative Systems of Higher Education (Africa; Australia; Canada; China; Eastern Europe; Great Britain; India; Iran; Israel; Japan; Latin America; Russia; Southeast Asia; West Indies; and Western Europe); and (6) Higher Education as a Specialized Field of Study. In all, 1,618 references are cited. Appendices include: selected reference sources; an annotated bibliography of selected professional journals related to the study of higher education; definitions of some terms in higher education; working outline to study the development of American higher education; selected higher education programs, departments, and centers in the United States; federal legislation affecting higher education; land-grant colleges and universities; major national associations; accrediting associations; grant colleges and universities; major national associations; accrediting associations; abbreviations of selected national agencies and organizations related to higher education; and addresses of selected publishers. An author and subject index are provided. (LC)

The Second World Conference on Cooperative Education, held in April 1981, in conjunction with the Seventeenth Annual Meeting of the Cooperative Education Association in Boston, emphasized that the need to relate education and work is a worldwide concern. Summaries of the Conference's major presentations and selections from the rest are reproduced in this publication on international cooperative education to illustrate the commonality of the problem, the variables that must be dealt with, and the strategies used or proposed in different regions of the world. It was the consensus of the 1,000 representatives of industry, government, labor, and education from 34 countries who attended the conference that the traditional pattern of education--nine months on the campus followed by three months of vacation--is not meeting the education and training needs of all students equally well. Representatives from both developed and developing countries believe the following, as evidenced by conference presentations and meetings: (1) strategies for relating education and work should be incorporated into the education system earlier than university level--at the secondary level in developed countries and in elementary grades in developing countries; (2) changes in social mores would be necessary to encourage men and women to train for jobs rather than pursue liberal arts education; (3) government support will be needed to allow experimentation with curriculum to fit the needs of students and industry; and (4) the North American cooperative education models incorporate most of the elements that educators and employers believe essential. A list of conference participants is included in the Proceedings. (KC)

The purpose of this program evaluation was to examine the academic and social emotional effects of general and special education students participating in an inclusive general educational program, the Learning Center (LC) model. This study also examined general education and special education teachers' perceptions on effective co-teaching practices within the inclusive classroom. A total of three general education teachers, one special education teacher, 157 general education students, and 11 special education students participated in this study. The study focused on the following three program evaluation questions: (a) What are general and special education student perceptions of their academic abilities within a LC model in an elementary school setting? (b) What are the general and special education teachers' perceptions about how to be effective co-teachers in an elementary school setting where the Learning Center model is implemented? (c) How does the experience of inclusion affect general and special education students' social-emotional well-being? Due to COVID-19 school closures, this program evaluation was conducted during distance learning; participants were engaged in 100% virtual learning. Findings indicated both general and special education students perceived themselves capable of achieving academic success within the inclusive LC model. However, students struggled with feelings of acceptance while participating in the virtual general education inclusive classroom. Findings also indicated the acceptance of inclusive educational programs among general and special education teachers and identified that teachers perceived themselves as well equipped in supporting students in the inclusive general education 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.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, 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 and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]

This theoretical paper aims to delineate a music-specific interpretation of a concept known as maker education by addressing substantial challenges within educational technologies, particularly in music education. Challenges include the potential constraints on musical agency, limitations to specific music genres and sounds and the environmental impact of increased music technology use in classrooms. In response, the maker education concept is introduced, adapted and refined as a pathway towards a post-digital, participatory and empowering music education. Employing a Design-Based Research approach, design principles for 'maker music education' are delineated, and the subsequent steps in the research process are outlined.

This article describes the influences of William Demmert's formative years growing up in Alaska and his years as an educator of Native American students upon his career in Native education policy. It focuses on Alaska Native education during a ten-year period between 1980 and 1990 during which time he served as the director of the Center for Teacher Education, and in 1984, professor of education and dean of the School of Education and Liberal Arts at the University of Alaska in Juneau and his 1987 appointment as the commissioner of education for the State of Alaska.

Debate continues about what should shape and inform teaching and teacher education programs. In the age of globalization, considerations related to global competence, awareness, and community can no longer be ignored. Humane education, a newer and lesser-known area, addresses these considerations; its vision is such that every institute of learning should offer humane education to its students to prepare them to be contributing global citizens. It is time for theories and research to address cognitive, academic, affective, and global aspects. This article discusses humane education as a new paradigm for teacher education in the context of globalization. (Contains 1 table.)

The objective of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). Until 2001, Israeli MA programs were controlled exclusively by Israeli universities. The article deals with the development of MEd programs in Israeli colleges of education, using the "Early Childhood Education" program to exemplify the process. The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education. (Contains 1 figure and 1 footnote.)

Two books acknowledge the importance of education in empowering African women and girls, both socially and economically, but differ from the dominant discourse by delving into locally grounded investigations of the dynamics that influence girls' access to education, outcomes, and the nature of the empowerment that education accords them. The scope and limitations of the gender and education discourse are discussed. (SV)

This article reviews literature on mathematics education in China in the last decade. It focuses on papers that were published after 2000, and Chinese Social Science Citation Index (CSSCI). Some influential journals in the field of mathematics education, such as the "Journal of Mathematics Education" and "Mathematics Instruction" were also reviewed. The author shares in this article with international scholars the most recent research in the field of Chinese mathematics education. Mathematics education in China mainly focuses on the essence of mathematics classroom instruction, student learning of mathematics, mathematics teacher education, and its curriculum reforms.

The paper explores the relationship between education reform and Intercultural Bilingual Education (IBE) for Bolivia's majority indigenous peoples, as this has evolved since the 1990s into the era of Evo Morales, Latin America's first indigenous president, elected in 2005. In order to bring out the significance of the new Education Bill awaiting approval in parliament since 2006, the paper examines in detail the recent historical relationship between education reform and IBE, the role of the country's indigenous social organisations in evolving this relationship, and the ideological underpinnings of the new education reform legislation. (Contains 1 table.)

When Zimbabwe gained independence in 1980, the government started a massive expansion of the education system. Two decades later, the country's literacy rate had risen to one of the highest in sub-Saharan Africa. However, the same cannot be said for special education. This paper examines the development of the education system in Zimbabwe with special attention given to the history of special education. This paper examines why special education has lagged behind in terms of its development in a country where the education system has developed so rapidly. (Contains 4 figures.)