Education & Pedagogy

This directory lists approximately 860 postsecondary programs that prepare special educators, paraprofessionals for special education, adapted physical educators, or vocational special needs personnel. The directory is organized alphabetically by state and by postsecondary institution within each state. A set of codes is used to identify common areas of preparation within and across states. Keys are provided at the beginning of each state's listing to explain the codes used for levels of programs and areas of preparation. The information was obtained through nationwide surveys of the institutions conducted between 1989 and 1991. (DB)

Part 1 of this paper explores four approaches for introducing peace education into the curriculum. The four approaches are: (1) peace education can be made into a special subject; (2) peace-related issues can be handled outside of the normal system of classes; (3) peace education can be seen as a common assignment for all, or several, school subjects; and (4) peace education may be viewed as aiming at education for peace values and non-violent interaction with others, moving the question of school subject attachment into the background. Part 2 of the paper illustrates these models of peace education with excerpts from interviews with peace educators from around the world. (DB)

This paper discusses some of the potential benefits and hazards that virtual reality holds for exceptional children in the special education system. Topics addressed include (1) applications of virtual reality, including developing academic skills via cyberspace, vocational training, and social learning in cyberspace; (2) telepresence and distance education; (3) the role of teacher in cyberspace; (4) changing teacher-training programs; (5) the corollary curricular change; and (6) the risks of using virtual reality in special education. Although virtual reality is in its infancy, a theoretical framework must be developed that will guide its use. (Contains 10 references.) (SLD)

This directory lists organizations actively involved in outdoor experiential education. Outdoor experiential education includes some or all of the following elements: (1) active involvement in solving outdoor problems; (2) verbal reflection following the experience; (3) introduction of a level of stress or challenge in completing the outdoor tasks; and (4) emphasis on group development and dynamics. The 75 entries are categorized as foreign and international organizations, national organizations and associations, regional and statewide organizations, college- and university-based training, and outdoor experiential education centers and camps. Each entry includes name, address, contact person, telephone number, and a brief description, including names of publications. (LP)

Heritage education is defined as teaching and learning about U.S. history and culture. It is an interdisciplinary approach to education that encompasses subjects like architecture, art, community planning, social history, politics, conservation, and transportation. This guide is intended to help persons identify information about heritage education programs and materials. Listing over 300 resources, the information highlights are available through museums, historic sites, national, state, city, and town organizations, as well as consultants and authors. The guide can be used to network among current practitioners in heritage education. It also can introduce educators from many disciplines to the values and principles of heritage education and can direct them to the various kinds of programs and educational materials. (DB)

This bibliography on peace education focuses on books, reports, and articles written in English, German, and the Scandinavian languages. The listed materials are organized into seven categories: (1) monographs and collections of papers explicitly dealing with peace education; (2) articles explicitly dealing with peace education; (3) study materials or study guides for peace education; (4) publications on internationalization, international understanding, global perspectives in school, etc.; (5) psychological aspects of peace/war issues; (6) more general references dealing with global survival, including military and ecological threats, peace research, peace work, etc.; and (7) "Preparedness for Peace--Preparedness for the Future": reports and miniprints from the Malmo School of Education. (DB)

This paper outlines the teaching and research program in language and education at the University of Southampton (England) and examines problem areas found in the combination of language and education, including confusion in interpretation of textual material by students. Language and education often involves language teaching, but not language, per se. The nature of language and education is examined in the classroom, in policy, and in teacher education. It is argued that language is intimately bound up with the process of education, at all levels, and that teachers and administrators need to be sensitive to this union and need to be informed about the way language operates in society. (Contains 28 references.) (NAV)

This document contains four papers presented at a conference on technological literacy and technology education in Taiwan. The papers are the following: "Technological Literacy: An Engineering Perspective" (Ming H. Land); "Implementation of Technology Education in Japan--(Revised Edition)" (Shoji Murata); "Evaluation of Technology Education: The Case of Japan" (Shoji Murata); and "A Study of Introduction of 'Foundation of Information' and Individuality Based Instructions" (Shoji Murata and Masao Murata). All the papers contain reference lists. The first three of the papers are translated into Chinese and are included with the English version in the proceedings. (KC)

We explore how a social justice and capabilities perspective serves as a conceptual tool to understand the quality of education (QoE) in Turkey so that policy can be developed to make the education system inclusive of all learners, provide relevant education, and allow stakeholders' democratic participation. We provide a critical discussion about the Turkish education system and continue with a critical analysis of the three interrelated dimensions of QoE from a social justice and capabilities perspective; that is, inclusive education, relevance, and democracy. Finally, we make recommendations to improve QoE in Turkey by strengthening social justice and developing appropriate capabilities in education.

Education expands agency's competency to produce. The expansion of competency and/or product are continuous in education. Education produces and industries reproduce. This essay explains this concept putting them together as competency theory of education. Engagement is important to expand competency; competency is a function of interaction between input, skill, and environment. Information is input. A compatible way of using input is skill. Skills vary in their genres and are complementarity. Environment affects engagement. Every engagement gives products such as new-experience, intra/interpersonal understanding, skill, value, behavior, goods. These products become input for a new-environment to give products. The cycle is education.

This article discusses social dynamics of higher education which is one of the most crucial but neglected perspectives in comparative studies of higher education. We pay attention to the importance of time, space and contexts--both geographical and socio-cultural ones--to reveal how they influence on different social dynamics in various systems of higher education. The article focuses on the national higher education system level. Theoretically we approach higher education systems from a relational perspective paying attention to dynamics created by changing relationships between different actors in cultural, geographical and historical contexts.

"The State We're In 2025: A Report on Public Education in Illinois," continues Advance Illinois' tradition of taking a holistic approach to exploring Illinois' education performance and progress across the full birth-to-postsecondary continuum. The report tracks the state's key investments in education through funding, and metrics like staffing, and student performance over the past fifteen years to surface changes and trends. These findings underscore that while the state has established a strong foundation for learning and success, it must act boldly and with urgency to ensure all students thrive with equitable support.

In this first paper of the Symposium: Strategies that promote inclusive mathematics education, we introduce the Universal Design for Learning (UDL) guidelines through a mathematics lens. Using a rapid review, empirical studies on mathematics and UDL in early years, primary, or secondary school settings were sought. Six research papers were identified from school settings with no results for early years research, thus, the Early Years Learning Framework was used to identify connections to mathematics in this context. Findings highlighted the potential of UDL to enhance mathematics education for all students creating a flexible and accessible curriculum.