Education & Pedagogy

This report is designed to give the reader summary information regarding vocational-technical programs offered by secondary schools in New Mexico for the 1985-1986 school year. Enrollment, programs, locations, student characteristics, and completion status for occupational programs are described. The report is presented in short narratives and tables. Appendixes list (1) secondary schools that reported student enrollment by vocational-technical programs and (2) vocational-technical programs with reported student enrollment in 1985-1986 by United States Office of Education Occupational Category. (KC)

Each province in Canada has executive constitutional responsibility for education within its boundaries, so a single national system of education has not developed. Instead, there are distinct provincial systems that differ in organization, policies, and practices. This booklet describes those features of Canadian education common to most provinces and does not dwell on provincial exceptions. The first section discusses the administration and organization of Canadian education, the school curriculum, types of schools, federal schools, and school in the territories. The second section covers the provision and financing of public elementary-secondary education, universities, community colleges, teacher training, trades training, and adult education. Appendices provide statistics dealing with Canadian education, addresses of territorial and provincial departments of education, and publications on education available from Statistics Canada. (JB)

This pamphlet contains the statement of the Coalition of the American Home Economics Association, American Vocational Association, and Home Economics Education Association regarding the scope and definition of vocational home economics education. It is intended to serve as a basis for professional action. Sections of this statement address the following topics: consumer and homemaking education; home economics occupations for paid employment; funding and structure for vocational home economics education; current needs; rationale for consumer and homemaking education; funding consumer and homemaking education; the delivery system; federal roles; preparation of teachers and leaders; competencies needed; and responsibility for professional development. (YLB)

This bibliography provides information about the Adult and Continuing Education Research Collection at Syracuse University. The citations are categorized as follows: (1) descriptions of adult and continuing education research collection (6 items); (2) aids to access to adult and continuing education research collection (3 items); (3) materials in the adult and continuing education research collection (18 items); (4) publications related to the adult and continuing education collection that are authored by a Syracuse University staff member, published or sponsored by the university, or provide context or background to the collections (16 items); and (5) publications in comparative adult education (12 items). ERIC document numbers for items in the ERIC database are provided. (KC)

Education program specialists in the United States Department of Education establish and lead the education program, policies, and activities for which the Department of Education is responsible under law. This brochure provides information about the job of education program specialist, describing how the specialists fit into the department's mission, what they do, their qualifications, personal skills, and training opportunities. Education program specialists are involved in the following programs: School Improvement Programs; Educational Resources Information Center (ERIC); National Workplace Literacy Program; Education for Homeless Children and Youth; Captioning and Adaptation Branch; Transitional Bilingual Program; and Accreditation and State Liaison Division. Six education specialists are profiled and two figures are included. (LMI)

This study presents a systematic literature review to explore the connections between agroecology and environmental education. Its objective is to address the query: How can agroecology contribute to environmental education? It categorizes research into three areas: non-formal environmental education, environmental education at school, and environmental education within undergraduate studies. Drawing on the results, this paper explores the potential for dialogue between these domains and delineates the contributions agroecology can provide to the field of environmental education. This approach broadens the epistemic and methodological frameworks of educational education, enhancing their capability to understand and address global injustices and oppressions.

The component of the baccalaureate degree referred to as general education is at risk. General education is losing traction in the curriculum, as calls for graduate students on a faster time schedule and a desire to produce readily employable graduates head the list of higher education objectives. Little attention is paid to how students come to understand the nature and purpose of the education they have chosen for themselves. As one of few endeavors in higher education with the capacity to reach all students, academic advising can ensure that general education is valued as essential by students who experience it.

Influential historic documents in American education are presented in Chapter I, including legislation, land grants for common schools and universities and for agricultural and mechanical colleges, Bureau of Education role, early discussion on establishing a national university, and state constitutions' education provisions. Also included are the report of the Committee of Ten on Secondary School Studies and related papers in Chapter II, and a section on the National Education Association's (NEA) history, organization, and function in Chapter III. A catalogue of NEA papers and addresses since founding is included. Character of and facilities for negro education is addressed in Chapter IV, covering cost, the largely elementary nature of negro education, increasing attention to industrial education, negro education's teaching force, professional training, and institutional statistics for 1892-93. Chapter V covers pecuniary aid for university and college students in U.S. colleges, universities, and women's colleges; English universities; France, and Germany. Chapter VI discusses university extension programs. Chapter VII concerns medical education, including raising its standards, course, lengthening, clinical instruction, students with degrees, women in medicine, higher medical education, and German and American medical students. Education condition in 17 states, the District of Columbia, and Hawaii is covered in discussion and data. A list of notable deaths during the year in the education field is included. Statistical tables cover: school population, attendance, instruction, leadership, and facilities in cities with upwards of 8,000 population; public school receipts and expenditures for those cities; cities with unavailable school data; public high schools; endowed academies, seminaries, and other private secondary schools; universities and colleges; Division A and B women's colleges; agricultural and mechanical colleges; agricultural and mechanical colleges for colored students; receipts and expenditures of funds benefitting colored students in agricultural and mechanical colleges; scientific schools and technology institutes; schools of theology, law, medicine, dentistry, pharmacy, veterinary medicine, and nursing; public and private normal schools; university and college normal students; commercial and business colleges; state institutions for the deaf; public day and private schools for the deaf; state institutions for the blind; state institutions and private schools for the feeble-minded; reform schools; and foreign countries' public elementary education. [For "Report of the Commissioner of Education for the Year 1893-94. Volume 1. Containing Part I," see ED622073.]

This study aims to examine the effects of Family Supported Preschool Education programs on the development of preschool children. By measuring the effects of family-supported preschool education on cognitive development, this study helps support alternative methods of making preschool education more widespread. The study uses the experimental model. The cognitive development of 3-6 year-old preschool children who did not undergo any education, who received institutional education, and family-supported education was compared against the Marmara Development Inventory. The first two groups were not given any special treatment, while the group receiving family-supported education was given cognitive education by the researcher through one-to-one support. The effectiveness of this program was investigated. The study group comprised a total of 173 children aged between 3 and 6 years and residing in Gaziantep between the academic years 2005-2007. Among these children, 56 did not receive any preschool education, 58 were attending an official preschool affiliated to the Ministry of Education, and 59 were receiving family-supported preschool education. The results from this two-year study were analysed by using the SPSS 11,0 package program. The results showed that family-supported education contributed to children's cognitive development in all age groups (36-48 months, 49-60 months, 61-72 months). It was also found that not having received any preschool education, having a mother who received education in child development, and the income level of the family are all variables which affect cognitive development. On the other hand, parental education levels, parental jobs, sex of the children, and the number of siblings were found to be not effective in children's cognitive development. In sum, family-supported education was found to be effective.

Part 1 of the 1959-60 Education Directory covers federal and state education agencies. U.S. Department of Health, Education and Welfare Office of Education officials, principal school officers of state and territorial education departments, state and territorial library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. The Office of Education asked the chief school officers to include all regularly employed personnel with statewide duties who report directly or through a superior to the chief state school officer. Field or regional personnel under supervision of a department officer other than the chief state school officer are excluded. All personnel with state-operated schools, libraries, museums, radio stations, etc. that are administered through the state education department are excluded, except for heads of state-operated programs providing specialized statewide service to schools and school personnel recognized as state department bureau or division heads. Part 2 provides a directory of public school superintendents by state and includes a supplement on Catholic and Lutheran parochial school superintendents. Types of included administrative units are described. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level residential study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations.

The West Comprehensive Center (WCC) is working with the Arizona Department of Education (ADE), the Nevada Department of Education (NDE), and the Utah State Office of Education (USOE) to assist districts and schools that are implementing activities to improve outcomes for Indian students. As a first step, WCC staff reviewed state and national law, board rules, and policy decisions related to Indian education in Arizona, Nevada, and Utah. National and state-based resources were consulted to inform this effort. WCC also identified prominent organizations that are concerned with improving Indian education in each of the states. In addition, interviews were conducted with state education agency lead staff in the area of Indian education. This report represents a summary of what has been learned from these sources. A brief overview of federal laws and pertinent research is provided as background, followed by highlights from state-level reviews and interviews. The appendix contains detailed summaries of state laws, board rules, and other policy decisions that informed this effort, as well as a list of national resources. The following are appended: (1) Preliminary Arizona State Scan: Native American Issues; (2) Arizona State Board of Education/Vocational and Technical Education; (3) Native American Education--Related Organizations in Arizona; (4) Preliminary Nevada State Scan: Native American Issues; (5) State Board of Education Policies; (6) Native American Education-Related Organizations in Nevada; (7) Additional Resources; (8) Preliminary Utah State Scan: Native American Issues; (9) State Board of Education Minutes; (10) Other Documents; (11) Native American Education-Related Organizations in Utah; and (12) Additional Native American Education Policy and Law Resources.

This bulletin presents a study of the development of education in New Zealand. Chapter I, Historical Development of Education, covers the growth of education since 1877. Chapter II, Educational Administration and Finance provides details on the Act of 1877; the organization, functions and responsibilities of the Department of Education; and the centralized nature of educational finance. Next, Preprimary and Primary Education describes the primary and upper primary educational levels. The fourth chapter, Postprimary (Secondary) Education, explains the several types of public postprimary schools, the curriculums provided in the various Forms, the kinds of certificates awarded in Forms V and VI, and the marking systems employed. Chapter V, Higher Education, covers the university system--its branches, administration, enrollment, and entrance requirements; the programs of study, grading systems, and degrees awarded; and the outcomes of the Hughes Parry Report's review of university educational facilities and programs. Next, Teacher Education describes the Government colleges and training center for primary and postprimary teachers, and several university programs in education. Chapter VII, Technical, Vocational, and Adult Education, explains the variety of programs available, and the examinations required and certificates earned. Lastly, Special Schools and Services, explores the variety of programs, such as Maori schools, and auxiliary services, as well as vocational guidance or health programs, provided within the State school system. A bibliography is included. (Contains 65 footnotes, 4 tables, and 2 charts.) [Best copy available has been provided.]

For the purpose of this report, adult education is assumed to have the following characteristics: (1) It is carried on voluntarily and during the leisure time of a mature individual; and (2) The study is seriously undertaken and is pursued under guidance. During the past biennium there has been much activity in the field of adult education. The idea is slowly developing that the normal individual should continue to make mental adjustments so long as he lives. The adult education movement is perhaps partly due to the fact that adults now have more leisure than ever before and also to the fact that the principles of education are better understood. This report has been made very largely from replies to questionnaires which the bureau sent out, and will deal with the progress that has been made during the biennium 1924-1926 in the following fields of adult education: (1) What State departments of education have been doing to promote elementary education of both native illiterates and foreign-born residents who are practically illiterate in the English language; (2) What city school systems have done to provide educational opportunities for their citizens who did not attend the regular day schools; and (3) What colleges and universities have done to give opportunity to those who for any reason do not go to these institutions. (Contains 2 tables.) [Best copy available has been provided.]

This policy profile on education in Finland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics. This profile reviews the current context and situation of the Finland's education system and examines its challenges and policy responses, according to six policy levers that support improvement: how to raise outcomes for all in terms of (1) equity and quality and (2) preparing students for the future; how to raise quality through (3) school improvement and (4) evaluation and assessment; how the system is organised to deliver education policy in terms of (5) governance and (6) funding. This country profile draws on OECD indicators from the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), the Programme for the International Assessment of Adult Competencies (PIAAC) and the annual publication "Education at a Glance," and refers to country and thematic studies such as OECD work on early childhood education and care, evaluation and assessment for improving school outcomes, equity and quality in education, governing complex education systems, vocational education and training, and tertiary education. References and further reading are included.

This policy profile on education in Ireland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics. This profile reviews the current context and situation of the Ireland's education system and examines its challenges and policy responses, according to six policy levers that support improvement: how to raise outcomes for all in terms of (1) equity and quality and (2) preparing students for the future; how to raise quality through (3) school improvement and (4) evaluation and assessment; how the system is organised to deliver education policy in terms of (5) governance and (6) funding. This country profile draws on OECD indicators from the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS) and the annual publication "Education at a Glance," and refers to country and thematic studies such as OECD work on early childhood education and care, teachers, school leadership, evaluation and assessment for improving school outcomes, equity and quality in education, governing complex education systems, vocational education and training, and tertiary education. References and further reading are included.