Education & Pedagogy

This document describes the planning of an interdisciplinary, gestalt-oriented, multicultural education component at the University of Puerto Rico's College of Education. The document defines multicultural education, details the rationale behind the project, and explains why it will use two instructional models--intergroup relations, and the bilingual-bicultural model. The document also describes the college's commitment to the plan, its goals and general objectives, and implementation tactics at various administrative levels. In conclusion, the document provides a time frame and describes the envisaged evaluative procedures. (RDN)

The handbook is a French translation of "Your Child's Right to an Education" published by the New York State Education Department, Office for Education of Children with Handicapping Conditions. The following topics are among those considered: eligibility for special education, program types, alternative placements (such as residential settings), referral, evaluation, individualized education programs, impartial due process hearings, early childhood services, parents' right to challenge educational decisions about their child (including information on hearings and appeals), and planning for the child's future. (DB)

The six chapters of this publication describe primary education in Bangladesh. Chapter 1 traces the development of primary education through British, Pakistani, and post-independence periods. Chapter 2 briefly reviews constitutional and legal mandates for primary education in Bangladesh. Chapter 3 describes the general organization and administration of the school system. Chapter 4 discusses non-formal education and its linkage with formal schooling. Chapter 5 points out key features of Bangladesh national policy and plans for universal primary education. Conclusions are offered in Chapter 6, emphasizing the expediency of developing a system of non-formal primary education which would be linked to the formal system via multiple entry points. (RH)

This handbook is designed to help Korean parents of school age children in California understand the operation of the schools. Printed in Korean and English, it is designed in a question and answer format. Included in the handbook is information on student enrollment from kindergarten through grade 12, public school programs and curriculum, graduation requirements, bilingual education, parental involvement, transportation, year-round education, child development, etc. Information is also provided on a variety of programs such as alternative education, vocational education, continuation education, work experience education, and adult education, which may be helpful not only for limited English proficient students but also for parents who seek further educational opportunities in California. (CG)

This monograph sets forth in detail the regulations regarding the certification of teachers in the State of Virginia. The following areas are covered: (1) approved program approach to teacher education and certification; (2) approved program requirements; (3) teacher education advisory committee; (4) purpose of and responsibility for certification; (5) procedure for application; (6) types of certification; (7) requirements for renewing a certificate; (8) regulations governing revocation, suspension, denial, cancellation, and reinstatement of teaching certificates; (9) basic preparation programs; (10) specialized studies in teaching endorsement areas; (11) special education, kindergarten through 12th grade; and (12) qualifications for administrative, supervisory, and related instructional and noninstructional positions. (JD)

Teaching students about global citizenship remains a critical challenge for schools and communities, especially in a developed country like Australia. With increasingly difficult national and international contexts and its marginal place in the school curriculum, there is an urgent need to help maintain support for global citizenship education. Recognising the challenges and limitations, key ways to raise its profile include considering available pedagogies, drawing on the existing Australian Global Education framework, taking up existing curriculum opportunities, accessing quality educational resources and relevant teacher education programs, and working in partnership with key Non-Government Organisations.

Family education is the earliest, longest and the most common way of education, which has a deep influence on the growth of human beings. Due to the differences in value between China and the United States, the concepts of family education in both countries are also different. Value is one of the important parts of culture, whose core content is individualism and collectivism. Based on the two kinds of value, this paper takes the novel "Glass Castle" as an example to compare Chinese family education with American family education and finally proposes ways to improve Chinese family education.

Using computers and other technology is becoming increasingly important in the field of correctional education. This practice guide discusses the role of technology as a means of educational delivery for incarcerated individuals and the need for partnerships to increase positive outcomes for offenders. This guide is part of a series of practice guides developed by practitioners and academic researchers as part of a larger study being conducted by the RAND Corporation on the effectiveness of correctional education. The guides represent the perspective of the individual authors on key issues in the field of correctional education.

Title III of the Older Americans Act requires congregate nutrition sites (CNSs) to provide nutrition education. In 2015, we assessed 19 CNSs in Appalachian South Carolina for nutrition education readiness. Nutrition education readiness and general education readiness were both low. Overall, the CNSs were not ready to deliver education interventions due to lack of training/education, funds, drivers, and communication technologies. Addressing these problems could improve the likelihood that education would be effective. The readiness concepts described here can be used by Extension educators to determine whether delivery sites are ready to effectively provide education programs.

The following describes a journey of collaboration across disciplines to support Universal Design for Learning (UDL) curriculum and assessment enhancements in an Elementary Education teacher preparation program within a college of education (COE). As a collaborative partner with a public university in Florida, a public state college in Florida completed a review and enhancement of the Elementary Education teacher preparation curriculum using "The Roadmap for Educator Preparation Reform" to create an overt and measured use of the Universal Design for Learning framework. This project was supported through a grant from the Florida Department of Education FLDOE 171-5015A-8CC01.

In this study, we investigate how the stakeholders of one college of education in a public university integrated a framework of character education into its institutional culture. Building on the notions of sensemaking and sensegiving, we found that the college's character education initiative followed a five-part sequence of sensemaking and sensegiving phases, incorporating an additional key leadership activity which we differentiate as 'sensegathering.' We found that, as the organization regularly developed new iterations of the character education framework, with each iteration, the framework became more deeply rooted in the university's charter and values.

Despite not having specific special education laws, Norway's "Lov om grunnskolen og den vidaregåande opplaeringa" (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended in special education competency among general education teachers to improve the educational outcomes of students with behavioral challenges and also to help educators meet Norway's preference to keep students with disabilities in general education classrooms.

The author uses ethnographic data from a project at one institution of higher education to analyze the culture surrounding general education from students in an occupational-professional major. This study provides qualitative insight into the culture of general education by studying how a group of engineering majors at one institution view their general education curriculum. The author demonstrated how institutional policies as well as students' rigorous course requirements structured a culture of disregard toward the general education curriculum. Findings also highlight the tension between the liberal arts and professional programs of study.

Although personal identities influence teaching and learning and the field of mathematics education is committed to equity and diversity for all learners, sexual minorities have been neglected in mathematics education research. Accordingly, the purpose of this paper is to call for research on sexual identity in mathematics education. I first define key terms and their relationships. Next, I discuss how students' sexual identity relates to school experiences and outcomes. I then summarize existing research on sexual identity and STEM/mathematics education. Finally, I recommend research on sexual identity and mathematics education that can advance our field in a continued commitment to equitable mathematics teaching and learning.

Notwithstanding the contributions of a few policy experts, overall physical education is constrained by policy illiteracy and neglect. A brief historical perspective on physical education policy provides a foundation for "a policy primer" founded on three recurring needs: (1) antecedent and corequisite factors meriting attention in support of policy improvement; (2) field-wide capacity-building in support of policy advocacy and improvement; and (3) specialized policy courses and seminars in physical education teacher education and doctoral physical education teacher education programs. Recommendations for policy-focused research and development structure a new agenda that merits attention and action.