Education & Pedagogy

A group of researchers, graduate students, and classroom teachers convened a working group on "Queering, Trans-forming, and En-gendering Mathematics and Mathematics Education" at the Psychology of Mathematics Education-North America conference in November 2013. Arguing that the "time has come to queer mathematics and mathematics education," they proposed a research agenda that included queering gender, queering the research process queering curriculum, resources, representation, queering pedagogy and teacher education, and queering mathematical concepts and content areas. The working group concluded by discussing plans for future collaboration. [This paper was published in: Martinez, M. & Castro Superfine, A. (Eds.), "Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education" (p.1367-1373). Chicago, IL: University of Illinois at Chicago.]

This paper discusses the relevance between social success and happiness in Korea from the perspective of Korean higher education. To review this study systematically, three research questions are stated. First of all, what is social success? Second, is social success able to provide happiness for us? Last, what is the relevance between social success and happiness in terms of Korean higher education? To defend the questions, the researcher uses a content analysis method with a cross cultural approach. As for the limitations of the study, social success is focused on the lenses of social, econo-political, and educational aspects in contemporary Korean society and higher education. The significance of this study is to provide valuable resources and basic theories for global education theorists and practitioners, finding relevance between social success and happiness in Korean society and higher education.

This annual report explores the state of international education in Canada, taking an in-depth look at international students, study abroad by Canadian students, Canadian education overseas, as well as the overall internationalization agenda in Canada. The report features results of an international student survey and case studies from member institutions, and examines options for taking Canada to a higher level as an international education destination, as well as the factors which could support or impede the country's efforts. Also included in the report is the appendix: 2012 World of Learning International Student Survey.

This summary brings together data from the various statistical chapters of the Biennial Survey of Education 1932-34. Each of these chapters deals with one field of education and has been published separately as part of Bulletin, 1935, No. 2, as follows: Chapter II. Statistics of State School Systems, 1933-34; Chapter III. Statistics of City School Systems, 1933-34; Chapter IV. Statistics of Higher Education, 1933-34; Chapter V. Statistics of Public High Schools, 1933-34; Chapter VI. Statistics of Private Elementary and Secondary Schools, 1932-33; Chapter VII. Statistics of Private Commercial, and Business Schools, 1932-33; and Chapter VIII. A Review of Educational Legislation, 1933 and 1934. (Contains 12 tables and 2 footnotes.) [Best copy available has been provided.]

Teacher preparation to deliver inclusive services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. This innovation configuration identifies the components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. These components can be used to evaluate general and special education teacher preparation and professional development programs. Preparation in these components will establish the foundation for increased participation of students with disabilities in the general education curriculum and improved results on high-stakes tests. This resource describes the content and purpose of innovation configurations, outlines their intended use as syllabus evaluation tools, and provides scoring guidelines and examples for clarification. (Contains 3 footnotes.)

The Commission on the Reorganization of Secondary Education finds itself confronted with problems of great difficulty in recommending a reorganization of the mathematical studies of the secondary school. Antecedent to new courses, there should be an agreement among psychologists and educators such as has not yet been reached. It seems, therefore, that the best service that the commission can at this time render is to present an analysis of the situation. This report, therefore, is submitted primarily for the purpose of stimulating discussion. It is hoped that the practical suggestions will also serve to direct experimentation in planning new courses for secondary school students of the various types here recognized. Individual sections contain footnotes. [A Report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]

"Seizing the Future: How Ohio's Career and Technical Education Programs Fuse Academic Rigor and Real-World Experiences to Prepare Students for College and Work," demonstrates Ohio's progress in developing strong policies for career and technical education (CTE) programs to promote rigor, including college- and career-ready graduation requirements for all students, integrated college and career pathways, partnerships with workforce partners, and clear public-reporting systems. This brief describes those state-level efforts and highlights individual CTE programs that are thriving across the state. [GlaxoSmithKline provided the funding for this report.]

This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.

During 2012/13 academics from the Department of Education, University of Oxford, were commissioned by CfBT to conduct an independent evaluation of the CfBT Brunei English teaching programme. The evaluation sought to document the various processes of change and improvement within the Bruneian education system between 1996 and 2012, in particular looking at the teaching of English as an additional language in the bilingual system, and the involvement of CfBT as an external education provider and change agent. This research briefing describes the six "evolutionary paths" identified by the evaluation. Core recommendations from the evaluation are also summarized. [For the full report, see ED546822. For the related summary, see ED546819.]

Noting that school readiness--the preparedness of children to learn what is taught in schools--is the cornerstone of today's education reform movement, this article presents a brief overview of the key public factors that contribute to school readiness. These factors include both historical and contemporary American views of early learning as reflected by government funding, early learning and teacher education field practices, professionalization of early childhood teachers and improvement of education departments, and public policy as manifested by teacher certification and accountability. The article suggests that with the hindsight gained from historical knowledge and a clear understanding of the factors that contribute to school readiness, we are better equipped to make the first goal of today's educational reform a reality--that all children in America start school ready to learn. (Contains 35 references.) (Author/LLP)

The brochure describes an agricultural science and education exhibition presented by the National Association of State Universities and Land-Grant Colleges in a Cannon House office building in Washington, DC on March 2, 1999. It gives background information on: three areas in which scientific research and education in the agricultural sciences should receive increased funding in order to meet the challenges posed by the global economy; the need to provide a safe and nutritious food supply; and the need to conserve resources for the future. Recent breakthroughs that are the result of agricultural science and education are highlighted. A list of exhibits and their originating institutions and a list of member institutions are appended. (MSE)

The Capital Area School Development Association Conference was held in July 1998. These proceedings include the following presentations: "Recent Decisions of the State and Federal Courts, the Commissioner of Education and PERB"; "Civil Service Law for School Districts"; "Mental Disabilities Under the ADA"; "The Role of the Board of Education in Collective Bargaining"; "Recent Developments at PERB"; "Discipline and Disabilities: Surviving the Special Education Maze; and Termination of Teachers During the Probationary Period." The following subareas were treated under "Recent Decisions of the State and Federal Courts": First Amendment Religion Cases; First Amendment Free Speech Cases; Student Constitutional Rights; Student Discipline; Employee Discipline, Employment Discrimination; Employment Contracts; Tenure And Seniority Rights; Taylor Law Issues; School District Budget Vote and Board Member Election; Sex Discrimination; Sexual Harassment; and Sex Offender Statutes. (DFR)

In response to the rapid development of science and technology and increasingly intensified world-wide economic competition, the Chinese central government is determined to improve basic education and has called for a full scale nation-wide education reform focusing on "quality education"--a paradigm shift from the traditional emphasis of student academic achievement and basic intellectual skills to the new focus of all-round development of children and improvement of the overall quality of citizenry for the 21st century. Whereas the vision of the reform described by the government requires changes throughout the entire education system, the success of all reform efforts will eventually depend on availability (or supply), quality, and determination of teachers. This paper examines the current state of teacher education systems in China and discusses interactions between science teacher supply and demand, teacher quality, and policies. (Contains 13 references.) (Author/MM)

This Congressional hearing on the Bilingual Education Act examines current law and changes necessary to ensure that it provides limited English speaking students with the best possible educational opportunities. After opening statements by Chairman Michael Castle and Representative Carlos Romero-Barcelo, both of the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce, U.S. House of Representatives, there are four statements by the following individuals: Joseph Farley, elementary school principal, California; Martha Bujanda, former student, Texas; Sylvia Hatton, executive director, Region I Education Service Center, Texas; Don Soifer, executive vice president, Lexington Institute, Virginia; and Hector Ayala, teacher and director of English for the Children, Arizona. The six appendixes present opening statements and written statements. (SM)

This paper explores the role of historically black colleges and universities (HBCUs) in the current social and educational climate. Considerable research has documented the importance of HBCUs in U.S. education. In 1994, the National Center for Education Statistics noted that the 103 HBCUs at that time represented only 3% of the institutions of higher education but produced one-third of all black college graduates. Data from a study by the Carnegie Commission on Higher Education show the perceived importance of HBCUs to African American students and faculty. So that the HBCU educational system continues to be a complement to the U.S. higher education system, the paper makes 13 recommendations to strengthen the position of this vital component of the higher education system. HBCUs should not be dismantled or reengineered to confirm their role in the U.S. higher education system. (SLD)