Education & Pedagogy

In many countries, "open and distance education" is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.

Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special education teachers in any country, one can start by examining special education teacher preparation programs in the country. In this paper, the authors sought to explore special education teacher preparation in Kenya, Malawi, Zambia, and Zimbabwe to identify the characteristics, key features, gaps, and therefore come up with specific recommendations. In doing this the authors hope that this information would be helpful to researchers, practitioners, policy-makers, and organizations that are interested in contributing to the development of special education in these countries through personnel preparation.

The aim of this study is to identify the determinants of participation in adult education in Turkey. The analysis is conducted using the Adult Education Survey (AES), conducted by TurkStat. The results indicate that economic growth in the sector of employment significantly and positively affects the odds for adult education participation. The data also show that the characteristics of men and women who take courses in the most popular fields of education vary. For example, younger, more educated, and employed individuals are more likely to take part in adult education activities in Turkey. A person with no education or only a primary school education is not as active in adult education, independent of gender. The results of this study indicate that policy makers in countries like Turkey need a strategy for encouraging adult education participation among individuals with limited formal education.

One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a child's development. This article explores the arts in Turkish preschool education from the Ottoman Empire to the present. A framework of how art is included in preschool education has been created, and an attempt has been made to develop a critical, but also solution-oriented, perspective on the Turkish education system as it relates to preschool art education. This perspective can shed light on issues related to the importance placed on preschool art education curricula in the Republic of Turkey in hopes of developing standards comparable to those in place in Western countries.

In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education coordinator collaborated on a curricular creation. Findings from this process included (a) the created music education major, (b) each participant's rationale for wanting the new music education major, (c) valued components of the music education major, and (d) unique elements of a music education major at a liberal arts college. Implications from this experience could be valuable for music education programs at small liberal arts colleges, those involved in university/school partnerships such as professional development schools, and those looking to advocate for their music education programs across campus.

With respect to the rights and duties of citizens to receive an education, as provided under the Constitution and the Education Law of China, academic circles have proposed three interpretations: the combined right and duty viewpoint, the right viewpoint, and the duty viewpoint. Through analysis of the course of the emergence, development, and evolution of the Constitution of New China and relevant articles of the Compulsory Education Law, this article argues that the understanding of citizens' right to education in the compulsory education stage should uphold the combined right and duty viewpoint, regarding the right to education as the right to the starting point and the process of education, and the duty to receive an education as an outcome- and goal-oriented duty. [Translated by Carissa Fletcher. Originally published in "Peking University Education Review," 2018, 16(2).]

This article contributes to the ongoing discussion on practice-based teacher education in physical education teacher education (PETE) programs. In this article we situate core practices within the practice-based teacher education movement, define and describe core practices for physical education, and discuss how to use them in the PETE curriculum and in coursework. Defining the knowledge base of PETE, in this case in terms of core teaching practices, has several advantages. First, it creates a consensus on what is the knowledge base, which in turn can be refined or challenged. Second, it allows for a shared professional language to be used. Finally, it allows curriculum maps to be used to structure the intentional and detailed development of core practices across a PETE program.

Extended education flourishes all over the world. Within different cultures and sociopolitical backgrounds, it takes different terms, forms, and developments across nations. Without identifying the common concepts of extended education, we may not expect further developments in extended education research. This study examined the terms that are used to describe extended education in each country. Research focus was given to the kind of connotations the terms contain -- in what ways the terms are perceived. Given that extended education in each nation has its own heritage and historicity, the study also suggested four extended education development models. The four models mainly concern the origin of extended education -- for what reasons a certain type of extended education was introduced and developed as a legitimate educational arrangement. Finally, this current study attempted to explore the common features and concepts of extended education as an area of education research and academic discipline.

Inclusive education has grown from the belief that education is a basic human right, and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties (UNESCO, 2003). The educational needs of people with disabilities (PWD) are diverse. They need to acquire the fundamental knowledge that enables survival in society under the specific demands caused by functional limitations that hinder participation in ordinary education systems. In this setting, information and communication technologies (ICTs) are indeed a powerful tool to support education and the inclusiveness of the PWD. This paper will review the use of ICTs in education for PWD in an inclusive education setting, with the aim to explore the different possible uses of ICTs in inclusive education for PWD in the Asia region.

The following papers that reflect on problems facing teacher education are included in this monograph: (1) "Toward a New Model of Teacher Education" (Henry J. Hermanowicz); (2) "Recent Research on the Beliefs of Teachers and its Importance for Teacher Education" (Robert H. Mayer); (3) "The Dialogue of Democracy: Its Form, Content, and Implications for Teacher Education" (R. Keith Hillkirk); (4) "The School Effectiveness Program: Implications for Teacher Education" (Carol Castellini); (5) "Staff Development: We Must Cultivate Our Garden" (Gregory J. Nolan); (6) "Competency Testing for Teachers: A Quick Solution to the Complex Problems Facing Education" (Joyce G. Sipple); (7) "Teacher Education in Agriculture" (Jim Howard); (8) "Teacher Education in Japan: A Cross-Cultural Perspective" (David M. Berman); (9) "A Comparative Look at Teacher Education in the United States, Latin America, and the United Kingdom" (Richard Neely and William Campbell); and (10) On Teacher Education in Iceland" (Gudrun Geirsdottir). (JD)

Excerpts from 34 documents and commentary concerning U.S. education in the twentieth century are presented. Each document represents a landmark in the development of American education. Perspectives are also provided on conditions and dilemmas still being addressed by educators today. Among the issues covered are minority education, the Depression of the 1930s, the development of the federal role in education, and the relationship between higher education and elementary/secondary schools. The educational history is divided as follows: the transformation of education, 1900-1929; continuity and change, 1930-1941; educational excellence in a democratic society, 1942-1963; the expansion of opportunity, 1964-1980; and dilemmas of the 1980s. The tension between equality of opportunity and educational quality is a central theme in the recent development of American education. (SW)

Observations on teacher education are offered from the point of view of a parent of a learning disabled child who is also supervisor of student teachers in elementary and special education. Implications of a movement which advocates phasing out traditional 4-year undergraduate teacher education academic programs and substituting graduate programs are noted. Also cited are the discouragingly small percentages of minority students in teacher preparation programs and the need for decisive action in terms of bilingual education. Resistance to including cultural pluralism in teacher education programs is noted as well. Difficulties produced by inconsistent interpretations of mainstreaming are reviewed. The paper concludes with a plea for a spirit of shared responsibility among parents, regular education teachers, and special education teachers. (CL)

This issue paper focuses on financial aspects of special education, with implications for state and local education policymakers. Background information is supplied on the mandate for free appropriate public education contained in P.L. 94-142, The Education For All Handicapped Children Act. Subsequent sections address the following topics: the cost of special education (difficulties with estimates, national estimates based on a 1981 Rand Corporation study, trends in special education finance); federal and state support of special education (factors influencing each, discrepancies between federal authorization and appropriation levels); and distribution of special education funds (incentives and disincentives of pupil-based, resource-based, and cost-based approaches). Implications of the funding formulas for policymakers are addressed in terms of decisionmaking needs, appropriate education placement, equitable treatment of districts, and efficient administrative and cost-containment practices. (CL)

The guide presents a composite of part 30 of California's education code which deals with special education. An introduction explains the history of the law, noting the passage of five legislative bills during 1984 which amended, added, or repealed special education sections. The revised part 30 is presented with the following headings: general provisions, administration; elements of the local plan; identification and referral, assessment, instructional planning, implementation, and review; early education for individuals with exceptional needs; career and vocational education programs and funding; awareness programs; interagency agreements; procedural safeguards; evaluation, audits, and information; funding; special education programs for individuals with exceptional needs residing in state hospitals; and joint funding for the Education for All Handicapped Children Act of 1980. Selected provisions of related legislation not included in part 30 are also presented. (CL)

The document examines the efforts to consolidate secondary vocational education and special education in Pierce County, Washington. Studies are described for three phases of the consolidation: (1) a determination of vocational education staff input and involvement in the Individualized Education Program (IEP) process at the secondary level (data derived from surveys of vocational education staff); (2) an employment-related follow-up of 146 former special education students that noted increased postsecondary educational involvement and a continuing high level of unemployment; and (3) an assessment of secondary vocational program placement and corresponding IEP goal statements. Among conclusions noted are a substantial shift in the way in which secondary services are delivered, including a greater percentage of handicapped learners participating in reimbursable vocational education programs and mainstream occupational preparation and increased numbers of content-type goals appearing on the IEPs. (CL)