Education & Pedagogy

Reviews three books that seek to broaden historical perspectives on education in England by focusing on the relationship between education and social class, the role of the Church of England in inhibiting the development of secular public education, the disproportionate influence of Oxford and Cambridge graduates, and reform efforts and failures during and after World War I. (SV)

This article discusses President Bush's budget cut on education spending. The president's blueprint for federal education spending in the next fiscal year includes a high-profile plan to boost math and science education, new money for private school vouchers, a renewed push to improve high schools--and the most drastic cut in Department of Education funding in more than a decade. Here, the author discusses the flat funding to K-12's two largest programs: Title I for low-income students and special education state grants. Among other things, she also discusses the disapproval of many education groups and federal lawmakers regarding the budget cut.

This chapter explores the colocation of ethnographic and discourse approaches in gender-focused research in comparative and international education. Drawing from the authors' scholarship in the fields of girls' education, women's empowerment, and international education policy and development, this chapter highlights opportunities to interrogate culture in qualitative data through ethnographic and discourse approaches. The chapter concludes with reflection and future directions for these authors and for the field. [For the complete volume, "Annual Review of Comparative and International Education 2019. International Perspectives on Education and Society. Volume 39," see ED674880.]

State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education collects these data from districts and schools through the Education Management Information System (EMIS). This report is based on data gathered from EMIS for special education and related services for the 2020-2021 school year. [For the 2018-2019 School Year report, see ED609063.]

State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education collects this data through the Education Management Information System (EMIS). This report is based, in part, on data gathered from EMIS for special education and related services for the 2018-2019 school year. [For the 2017-2018 School Year report, see ED600420.]

This is statutory guidance from the Department for Education. The guidance refers to legislation regarding the provision of transport to post-16 education and training for young people of sixth form age and legislation regarding the provision of transport to post-19 education and training for those aged 19 to 25 and for whom an Education, Health and Care (EHC) plan is maintained. This guidance is for local authorities in England. It may also be of interest to: schools; parents; organisations involved in advising parents; and transport providers.

This Quick Facts document provides a snapshot of facts about Alabama school systems and public schools; school personnel; student and educator profiles; financial data; pupil transportation; national school lunch, breakfast and after school snack programs; Alabama Math, Science, and Technology Initiative (AMSTI); access to virtual learning; special education and gifted enrollment; English Learner (EL) students; 2020 ACT scores; and career and technical education enrollment. [For "Alabama Education Quick Facts, 2018-2019," see ED596192.]

The Department of Education Strategic Plan for Fiscal Years 2018-2022 describes the policy and operational priorities for the agency. The Plan details the Department's strategic goals and objectives over the next four years. The Plan also provides an overview of our Fiscal Year 2018-2019 Agency Priority Goals.

During the last 35 years, due to the globalization of the world economy and developing technologies, a considerable change has occurred in secondary education. This publication explores the extent to which the development of science education should be linked to labor markets in developing countries. Sections include: (1) "Science Education, Labor Markets and Economic Growth"; (2) "Arguments for Links of SET [science education and training] to Labor Markets"; (3) "Arguments against Links with Labor Markets"; (4) "A Labor Market Metaphor for Science Education"; (5) "Strategies for Linking Science Education to Labor Markets"; and (6) "Concluding Remarks." (Contains 16 references.) (YDS)

The aim of this descriptive study is to review the applications and problems on the teacher training programs for computer education and computer assisted education (CAE) in Turkey. The study, firstly, introduces some applications and major problems on using instructional media and computers in developing countries and instructional technology programs and computer assisted education in Turkey; Secondly, comparatively with developed countries, determines and discusses the applications and problems on the teacher training for computer education and computer assisted education (CAE) in Turkey; Then, presents number of suggestions on the teacher training for computer education and CAE in Turkey.

A long-standing issue in the literature on education is whether marginal returns to education fall as education rises. If the population differs in its rate of return, a closely related question is whether marginal returns to higher education fall as a greater fraction of the population enrolls. This paper proposes a nonparametric method of estimating marginal treatment effects in heterogeneous populations, and applies it to this question, examining returns to higher education in the UK. The results indicate that marginal returns to higher education fall as the proportion of the population with higher education rises, consistent with the Becker Woytinsky Lecture hypothesis.

The 2009 Worldwide Education and Training Workshop brought together over 375 members of the international development community to share best practices in addressing the growing challenges in the field of education for social and economic development. This paper presents synopses of the presentations delivered during the workshop.

"Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Beyond Auto Shop 1: Is Career and Technical Education a Promising Path for High School Reform? (Lucy Hood); (2) The School Readiness Gap: Prekindergarten--Not Just Preschool--May Be the Key to Narrowing Disparities in Achievement by Race, Ethnicity, and Income (Michael Sadowski); and (3) Online Professional Development for Teachers: Chris Dede Discusses Its Strengths, Forms, and Future. Online version may contain additional articles.

This paper examines the current academic and policy literatures surrounding teacher education. It provides a typology of existing national system of initial education and in-service education, in addition to presenting some of the advantages and disadvantages of these different systems. This report will provide an account of the current empirical evidence on the effects of teacher education mechanisms. A bibliography is included. (Contains 7 figures and 4 tables.)

In order to evaluate the possibility that open education represents a revival of the progressive education movement, data were gathered on the attitude of experienced teachers toward open, progressive, and traditional educational practices. An attitude scale composed of 70 items was administered to a sample of 64 program assistants in the Tucson Early Education Model (TEEM). The data were analyzed through correlational procedures and indicate the high similarity between open education and progressive education, differing only in the respect that open education is less traditional. Among the implications of these data would be the importance of considering the frustrations and problems encountered by the proponents of progressive education. (Author/MLF)