Education & Pedagogy

"Education at a Glance: OECD Indicators" is the authoritative source for accurate information on the state of education around the world. It provides data on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools. The 2015 edition introduces more detailed analysis of participation in early childhood and tertiary levels of education. The report also examines first generation tertiary-educated adults' educational and social mobility, labour market outcomes for recent graduates, and participation in employer-sponsored formal and/or non-formal education. Readiness to use information and communication technology for problem solving in teaching and learning is also examined. The publication provides indicators on the impact of skills on employment and earnings, gender differences in education and employment, and teacher and school leader appraisal systems. The report covers all 34 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, India, Indonesia, Latvia, Russian Federation, Saudi Arabia and South Africa, and for the first time, Costa Rica and Lithuania). This book is organized into the following chapters: (1) The output of educational institutions and the impact of learning; (2) Financial and human resources invested in education; (3) Access to education, participation and progression; and (4) The learning environment and organisation of schools. The following Annexes are included: (1) Characteristics of Education Systems; (2) Reference Statistics; (3) Sources, Methods and Technical Notes; (4) Contributors to this Publication; and (5) Education Indicators in Focus. Individual chapters contain references.

This document contains 17 papers on distance education in the health sciences. The following papers are included: "Preface: Distance Education in the Health Professions: A Collection of Research" (Michael G. Moore); "A Historical Overview of Telecommunications in the Health Care Industry" (Joseph S. Anderson); "Distance Education by Interactive Videoconferencing in a Family Practice Residency Center" (Orlando F. Mills, James F. Bates, Vicki Pendleton, Kathleen Lese, Michael Tatarko); "Telemedicine for Patient Education" (David L. Byers, Jr., Cheryl Hilgenberg, Dent M. Rhodes); "Student Perceptions of Satisfaction and Opportunities for Critical Thinking in Distance Education by Interactive Video" (Cheryl Hilgenberg, William Tolone); "Transactional Distance and Interactive Television in the Distance Education of Health Professionals" (Whitney Rogers Bischoff, Sarah W. Bisconer, Barbara M. Kooker, Lanell C. Woods); "Use of Interactive Television for Outreach Nursing Education" (Marilyn B. Major, Donea L. Shane); "Persistence in a Distance Learning Program: A Case in Pharmaceutical Education" (Nancy F. Fjortoft); "Student Support via Audio Teleconferencing: Psycho-Educational Workshops for Post-Bachelor Nursing Students" (Vivian Lalande); "The Pros and Cons of Web-Based Distance Education in Nursing" (Susan M. Jacob); "Web-Based Instruction in Medical Education: A Rationale" (Veronica E. Michaelsen); "Interaction in Virtual Versus Traditional Problem-Based Learning Classrooms: A Pilot Study in Education for Health Professionals" (Nikos Mattheos, Katarina Wretlind, Anders Nattestad, Rolf Attstrom); "Distance Education for Dentists: Improving the Quality of Online Instruction" (Heiko Spallek, Peter Berthold, Diarmuid B. Shanley, Rolf Attstrom); "A Retrospective Look at an Internet-Based Pharmacotherapy Prototype: Do the Same Conclusions Apply Today?" (Stanley W. Carson, Pamela U. Joyner, Gail M. Darden); "A Vendor-Free Option for 'Online' Content Delivery of a Distance Education Course in Nursing" (Linda Goodwin); "Providing a Human Biology Laboratory for Distant Learners" (Don Naber, Glenn LeBlanc); and "Academic Dishonesty in Distance Learning Programs: An Exploration of Pharmacy Education" (Nancy Fjortoft, Lynn Patton, Nahed Khayyat, Lisa Weigand). Most papers include substantial bibliographies. (MN)

The purpose of this study was to investigate the effectiveness and the efficacy of regional special education programs. Focus groups were conducted in an independent school district and two special education cooperatives. Focus groups were conducted with general education teachers, special education teachers, principals, paraprofessionals, superintendents and related services professionals. Fifteen focus groups were conducted. The questions asked were (a) what should be maintained in the delivery of special education and yet streamlined, (b) what roles should general education assume in an RTI model, (c) how can regular and special education be more collaborative in an RTI model, (d) what are some of the managerial components that need to be maintained or changed, (e) what role should special education and support staff take with a RTI model, and (f) what are some of the other issues regarding delivery of special education. Results from the study indicate that RTI has the potential to address delivery of special education services in a more effective and efficient manner. Concerns expressed include (a) the need for staff development and training on interventions, the difficulty of implementation at the secondary level, and the difficulty of implementation in rural schools. In general, RTI is viewed as an opportunity for school systems to move from a dual system (general education and special education) into a unified system that can more effectively meet the needs of all students. Recommendations for school districts include (a) involving general education teachers in data collection; (b) using special education teachers as consultants and resource people; (c) allocating resources to fully implement suggested interventions; and (d) implementing a staff development program for regular and special education teachers. Recommendations for higher education programs include providing students with (a) teaching and intervention strategies, (b) collaboration skills, (c) data collection skills, (d) special education processes, and (e) assessment skills. In addition, preparation programs need to establish partnerships with PK-12 schools to not only observe and stay attuned to the application of RTI but to also provide support and professional development to assure the full implementation of RTI strategies.

The 2005 edition of the "Digest of Education Statistics" is the 41st 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 prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The Digest contains seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Educational Technology. Preceding these chapters is an introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: children's mean mental and motor scale score at about 9 months of age and the percentage possessing specific mental and motor skills, by child and family characteristics; and public high schools that offered and students enrolled in dual credit, Advanced Placement, and International Baccalaureate courses, by school characteristics. Appended are: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 427 tables.)

Over 90 papers focus on adult education research. Selected titles include "Karl Marx's Theoretical Contributions to Radical Adult Education" (Allman, Wallis); "Educating Educators" (Armstrong); "Comparative Study of Philosophical Foundations of Adult Education in China and United States" (Bao); "Ethical Value Dilemmas of Professional Adult Educators in Cooperative Extension Service" (Barber); "Typology of ABE Learner as Derived through Quantitative Induction" (Beder); "Analysis and Critique of Concept of Self in Self-Directed Learning" (Boucouvalas); "Politics of Professionalism" (Cervero); "Relational Aspects of Education of Older Adults" (Chene); "Teacher Actions That Influence Native American Learners" (Conti, Fellenz); "Comparison of Deterrents to Adult Education Participation in Britain and U.S." (Darkenwald); "Adult Education and Needs of Unemployed in Britain" (Edwards); "New Perspectives in Adult Basic Education" (Farr, Moon); "Etiology of Stress upon Adult Learner of Afro-American Descent" (Fields); "Critical Thinking and Critical Theory in Adult Education" (Griffin); "Educating for War and Peace" (Hugo); "Needs, Interests, and Adult Learning" (Jarvis); "Music as Facilitator of Adult Learning" (Kaltoft); "ABC of Independent Study" (Keane et al.); "Andragogy: Return of the Jedi" (Law, Rubenson); "Universities and Education for Social Purpose" (McIlroy, Spencer); "Revisiting Learning Style Theory and Practice" (Marineau, Loesch); "Action Learning" (Marsick); "Test of Tinto's Model of Attrition as Applied to Inner City Adult Literacy Program" (Martin); "Assessment of Continuing Professional Education in U.K. and U.S." (Moser); "English Only or English Plus" (Orem); "Adult Education Needs of Structurally Unemployed in U.S." (Park et al.); "Philosophy and 'Philosophies' of Adult Education" (Paterson); "Adult Learning in Non-Formal Settings" (Percy); "Systematising Literary Fiction and Nonfiction as Sources of Data for Adult Education Research" (Quigley); "Potential Impacts of Technology on Education of the Nontraditional Female Student" (Rising); "Paradigms and Ideology in Participation Research" (Rubenson); "Best and Worst Classroom Learning Experiences of Adult Learners" (Sheckley); "Agenda for Adult Education Research in China" (Simpson); "Exploring Ethics of Professional Practice" (Sork); "Imagery" (Stephens, Korhonen);"Annenberg/Corporation for Public Broadcasting Project's Support of Distance Education" (Takemoto); "The Clearing: Danish Folk School for New World" (Takemoto); "Educational Guidance for Adults in U.K." (Taylor); "Enterprise Culture and Restructuring of British Adult Education" (Westwood); "Computer Educational Programs in Swedish Adult Education" (Winter); "Informal Adult Learning Networks in Climate of Social and Economic Change" (Withnall); "Counselling Role of Tutor in Adult Continuing Education" (Wootton); and "Welfare-to-Work and Adult Education" (Zacharakis-Jutz). Summaries of six symposia are also included. (YLB)