Education & Pedagogy

This 2022 Education Sector Analysis (ESA) is the second ESA report that the Ministry of Education, Culture and Higher Education of the Federal Government of Somalia has produced since 2012. The report presents key education indicators across the various sub-sectors and provides an evidence base for the identification of policy priority areas and the development of the Education Sector Strategic Plan (2022-2026). [This ESA was produced through close collaboration with the Federal Government of Somalia.]

The 2018 Association for Career & Technical Education (ACTE) quality framework is the latest step in ACTE's ongoing High-quality Career and Technical Education (CTE) Initiative--an initiative designed to answer the question "What is high-quality CTE?" The framework is designed to apply to individual, local CTE programs of study spanning secondary and postsecondary education, although it may be adapted to other units of analysis. This voluntary tool can be used for program self-evaluation, program improvement and to encourage secondary-postsecondary collaboration. The framework's 12 elements and 92 criteria are designed to be as mutually exclusive as possible.

In this chapter, the authors discuss the potential, value, and barriers to supporting PCK in the science, technology, engineering, and math (STEM) disciplines through collaborations across learning settings, with special attention to the role of informal science learning institutions in preservice teacher preparation. Particular focus is provided on the National Science Foundation (NSF)-funded Math and Science Teacher Education Residency (MASTER) program for teacher preparation. MASTER is a collaborative among the New York Hall of Science, Hunter College School of Education, and the New York City Department of Education through New Visions for Public Schools. [For the complete volume, "Pedagogical Content Knowledge in STEM: Research to Practice. Advances in STEM Education," see ED613708.]

The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in an education and training activity during 2011. Information on participation is presented for VET in Schools students, school students, higher education students, apprentices and trainees, and other vocational education and training (VET) students. This publication replaces the "Australian vocational education and training statistics: VET in Schools" publication. Data tables from the VET in Schools series, for all ages and not just 15 to 19-year-olds, are available on the National Centre for Vocational Education Research (NCVER) website. (Contains 10 tables, 2 footnotes and 31 notes.)

This study on elementary science teaching enhancement was conducted in a program based on the professional development schools (PDS) model of teacher education and the National Science Education Standards. The premise being that if the PDS model can generally improve teacher preparation and P-12 education, perhaps, an integration of the PDS model with the National Science Education Standards can specifically guide improvement in elementary science teaching and science education. Through the Regents' Initiative, the Northeast Texas Science, Mathematics, Engineering, and Technology Collaborative (NETSMET), a school/university/agency partnership was formed to explore ways to improve science, mathematics, engineering, and technology education in the northeast Texas region. Members of the partnership include the university, two school districts, and an Area Health Education Center. (MVL)

Civic education is the teaching of knowledge, skills, and dispositions needed to become a responsible and effective citizen of a representative and constitutional democracy. Although civic education has been part of the core curriculum of elementary and secondary schools since the founding of the United States, in recent years leaders in education, government, and the general public have expressed concerns about the quality and outcomes of civic education in U.S. schools. They have called emphatically for the renewal and reform of civic education in schools. This digest discusses (1) the current deficiencies of civic education in schools; (2) research-based recommendations for improving content and pedagogy of civic education; and (3) Internet resources on improving civic education in schools. (Contains a list of 12 references and ERIC resources.) (BT)

This publication contains an annotated bibliography and information on journals, organizations, and resources related to new approaches in rural education. The annotated bibliography describes 97 journal articles, ERIC digests, research reports, programs descriptions and evaluations, government reports, conference papers, and grant guides. Most entries were published 1997-2000. Categories are: general; curriculum design, teaching methods, and teacher training; distance education; funding for rural education (including grant guides and funding sources); partnerships in schools; special needs (cultural diversity, at-risk students, special education); and technology. Contact information is given for 27 educational journals, as well as equity assistance centers, regional educational laboratories, regional technology in education consortia, and other organizations and resources relevant to rural education. (SV)

This publication addresses trends and issues in global education, providing information about what global education is and how to teach it. The publication emphasizes ERIC resources. It offers ERIC Digests about global education and selected items from the ERIC database that exemplify different viewpoints and approaches to global education. It contains a directory of key organizations and World Wide Web sites that provide teacher resources. Designed as a guide for educators who want to include global education across the various subjects of the curriculum, the volume is divided into four parts: (1) "Overview of Global and International Education"; (2) "Institutionalizing Global Education"; (3) "Curriculum, Methods, and Approaches"; and (4) "Appendices." Information about documents in the ERIC database and how to submit documents for the database is appended. (BT)

Noting that growing consensus about the importance of the first 5 years of life has prompted in-depth considerations about the systemic quality of early care and education in the United States, this issue of "State Education Leader" examines various aspects of early learning. Topics considered in this issue are: (1) key issues in financing early care and education; (2) leadership in early care and education; (3) educational technology in early care and education; (4) creating an integral system of governance of early care and education; (5) teaching quality; (6) the movement toward a seamless "P-16" educational system from preschool to postsecondary education in Illinois; (7) determining school readiness; and (8) the Early Learning Initiative of the Education Commission of the States. (KB)

This book provides students and scholars with an introduction to Korean education and the dynamics of interchange between the educational system and the rapidly changing Korean society. Attention is given only to the Republic of Korea (South Korea) and includes only English language works of reference. The book contains six chapters: (1) "Historical Roots of Modern Education"; (2) "The Educational System: Structure, Content, and Administration"; (3) "Transnational Transfer of Knowledge and Its Influences on Korean Education"; (4) "Educational Policy Making and Planning"; (5) "Education, Economic and Social Change"; and (6) "Epilogue." (EH)

This conference proceedings includes 66 papers, workshop descriptions, and abstracts concerned with experiential education; outdoor education; adventure-based education, counseling, and therapy; and outdoor leadership. Topics include various aspects of program design and administration; experiential educational practices and group facilitation techniques for use with adolescents, families, and corporate teams; community service learning; outdoor learning activities; experiential techniques in teacher education and staff development; gender and racial issues in outdoor and experiential education; team building; group dynamics; spirituality; and adventure and experiential therapy with families, abused adolescents, homeless youth, and emotionally disturbed persons. (SV)

It is the position of the National Association for Sport and Physical Education (NASPE) that all K-12 students should take all required physical education courses and that no substitutions, waivers, or exemptions should be permitted. Physical education is an essential and integral component of a total education. The National Standards for Physical Education define what a student should know and be able to do as a result of a quality physical education program. The unique goals of physical education are the development of physical competence, health-related fitness, cognitive understanding, and a positive attitude toward physical activity so that individuals can adopt and maintain physically active and healthy lifestyles (NASPE, 2004a).

This update contains analyses of legislative initiatives being tracked by the staff of the California Postsecondary Education Commission (CPEC). At its December 15 meeting, CPEC staff provided an update on the priority higher education legislation, including recent amendments. A matrix of bills monitored by CPEC staff is included. Contents include: (1) Access; (2) Affordability; (3) Postsecondary Education Facilities Funding; (4) Private Postsecondary Education; (5) Segmental Mission and Functions; (6) Student Fees and Financial Aid; (7) Workforce Development; (8) Other Areas; (9) Other Bills being Monitored by Staff; (10) Summary Matrix of Bills; and (11) Legislative Committee Membership.

The purpose of this paper is intended to present the current model of teacher preparation for early childhood education in Taiwan. Documentary analysis was employed in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood education in Taiwan could be summarized as: (1) The Ministry of Education is the competent authority for teacher preparation; (2) The teacher preparation programs must be approved by the Ministry of Education; (3) The teacher education courses are regulated by the Ministry of Education; (4) Teacher preparation consists of preservice teacher education and teacher qualification test. In addition, teacher preparation procedures in Taiwan and comparisons in teacher preparation practices between Taiwan and other nations were also discussed in the paper. (Contains 1 figure.)

The concept of parent education, i.e., activities or programs that offer parents an opportunity to gain information and knowledge to aid them in their role as parents, is outlined and discussed. The topics considered are: 1. What Is the Purpose of Parent Education?; II. What People Does It Serve?; III. How Organize Parent Education and Recruit Parents?; IV. Where and How Find Leaders?; V. What Is the Content of Parent Education?; VI. What Are the Methods of Parent Education?; VII. What Kinds of Programs Are Conducted? (Interpreting Education to Parents; Great Issues in Education; Special Problems of a Community-Wide Nature; Child Study and Guidance; Informal Reading and Discussion Groups; Parent Child Workshops; and Family Living Conference); and VIII. What Materials Are Available? (DB)