Education & Pedagogy

This bibliography on inservice education and professional development in special education lists 364 references grouped into the following categories: general references (82); adult learning (7); needs assessment (12); planning and designing staff development (11); incentives (1); models of inservice and continuing education (33); mentoring programs (6); professional development schools (3); evaluation (10); team orientation (14); school improvement and restructuring (16); integration and inclusion (33); administration (6); secondary level (4); beginning teachers (6); early childhood education (15); teacher focused (27); paraprofessionals (16); technology and distance learning (40); and papers from the Technology in Teacher Education fifth annual conference of the Society for Technology and Teacher Education (22). References date from 1980 through 1994 and include journal articles, books, conference papers, and government reports. (DB)

The U.S. Department of Education's Office of Special Education Programs collects information from all states on the education of students with disabilities, including the number of students that exit special education and transfer back to general education. Yet, little is known about students that are declassified. In this study, we used data from the North Carolina Education Research Data Center (NCERDC) to explore predictors of exiting special education back to general education based on data from 388,017 students with disabilities across 11 consecutive school years. Using linear probability models, we found that students with emotional disturbance (ED) were more likely than those without ED to be declassified. Follow-up moderator analyses also found that Black students with ED were more likely to be declassified. Implications and future research directions are discussed.

Higher education and its public nature have long been a focal point in discussion in China, which regains wider attention along with tendencies to marketization and privatization in education. This study aims to explore public good(s) in higher education as well as the state/higher education institutions relations in China. Drawing on qualitative data from 24 semi-structured interviews in universities and government departments, findings of this study show different interpretations of (global) public/common good(s) in the context of higher education in China and suggest that higher education in China may be better described in relation to common good(s) than public good(s), though the link between higher education and government is strong. As a common good, higher education in China contributes to global common good(s) in various aspects.

This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: "one," such discussion tends to overlook student teacher education as a context for teaching intercultural education, and "two," it tends to ignore the "self" of the teacher educator. This paper aims to address both gaps. In doing so, the first task of the paper is to analyse student teacher education critically, as a structural, ideological context for intercultural education; the second task of the paper is to rethink the pedagogical relationship between a student teacher and a teacher educator, considering the self of the teacher educator in particular. The paper concludes by suggesting "thoughtfulness" as a fruitful idea for the intercultural education of student teachers.

While it would be egregious not to acknowledge the dire state and looming removal of art and music programs in many schools today, it is equally important to recognize that individual classroom atmosphere ultimately begins with and emanates from the primary/elementary teacher. Teaching of young children is a soulful experience; it comes from the heart. Likewise, real transactions with the arts emerge from within; a place entrenched deeply within one's mind, body, and spirit. Although we often consider teaching and learning as being located at two opposite ends of the education spectrum, they frequently occur in conjunction, especially in regard to teacher training and aesthetic education. This article discusses EDUC 222 Aesthetic Education, a teacher training course designed for early childhood and elementary education majors, which is based on the Lincoln Center Institute for the Arts in Education model for aesthetic education.

This book examines multiple disruptive processes and the imperative to redesign civic education that will assist young people to cope with uncertainty generated by the intersection of these processes. It identifies multiple and intersecting disruptions influencing young people and the worlds in which they live and indicates how future constructions of education are likely to impact young people and the extent to which they can assist with issues of life uncertainty. Additionally, this book develops a new agenda for future educational values and suggests ways in which civic education can be redeveloped to support young people across political systems facing uncertainties. It serves as a valuable reference for universities globally and their courses in the specific area of civic and citizenship education, as well as comparative education, development education, and international education.

For this presentation, we sought to uncover how different communities of students access and engage with special education, particularly in relation to time of entry and postsecondary outcomes. We adopted a mixed methods approach drawing on Ontario-based qualitative data and quantitative data from one of Canada's largest school boards. We theorize how disability is utilized as a commodity fetish (Author, 2011) in the context of special education, resulting in disparate outcomes along the axes of race and class. We argue that early entry into special education is largely institutionally driven, based on racist and classist notions of normalcy. Conversely, high school entry is disproportionately driven by white, affluent families utilizing the special education system to smooth pathways to postsecondary education.

Public Act (PA) 102-0522, effective August 20, 2021, created the Comprehensive Personal Health and Safety and Comprehensive Sexual Health Education Act and required the Illinois State Board of Education (ISBE) to adopt the National Sex Education Standards as the Illinois Learning Standards for sexual health education. These new standards went into effect on July 13, 2022, within 23 III. Admin. Code 1, Appendix D. PA 102-0522 requires ISBE to collect information about sexual health education instruction in Illinois annually for five years. A short survey was developed for the fourth year of this time frame and sent to all school districts, Regional Offices of Education (ROEs), and Intermediate Service Centers (ISCs) on May 1, 2025. This report is a compilation of data collected from that survey.

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

Volume 2 addresses German school courses of study, a report on the Chilean Education Congress and Exhibit, U.S. and foreign education necrology for 1902, and profiles of education benefactors and others who have devoted their lives to education. Chapter XXX's miscellaneous educational topics include remarks on education in America, a good urban school organization, how popular education's results justify its expense, the Commissioner's address at McKinley Manual Training School's dedication, and high school agricultural education. Chapter XXXI presents profiles of Emerson Elbridge White, Alice Freeman Palmer, Frank A. Hill, Charles Ammi Cutter, William E. Dodge, and Josiah Willard Gibbs. Subsequent chapters present statistics and discussion on city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional instruction; normal schools; secondary schools; manual and industrial training; commercial and business schools; nursing schools; schools for the colored race; reform schools; and schools for the defective classes, including the blind, deaf, and feeble-minded. Chapters XLIV and XLV discuss Alaskan education and the introduction of domestic reindeer into Alaska, respectively. Chapter XLVI covers education in the Philippines, Hawaii, and Cuba. Chapter XLVII's current topics discussed are compulsory attendance and child labor laws, school consolidation and pupil transportation, public school temperance instruction, Central European higher-institution students, North American Sunday school statistics, city school boards' legal status, public school Bible reading and religious exercises, teachers' pensions, corporal punishment regulations, coeducation, women in school administration, city school official and teacher salaries, education benefactions, Catholic school statistics, German university foreign students, U.S. school and college enrollment for 1902-03, reform of education in Roumania [sic], and foreign countries' elementary education statistics. [For Volume 1, see ED619960.]

The Commissioner's introduction to Volume 1 includes state school system statistics. Chapter I addresses vacation schools, playgrounds, and settlements, with discussion of poor children in major cities, playground conditions, playground social conditions, play psychology, and settlement-movement history. Subsequent chapters cover laws concerning agricultural and mechanical land-grant colleges, British and Irish education, London school board education administration, and American universities. Chapter VI offers education articles by early English writers. Denver Superintendent of Schools Aaron Gove gives an overview of U.S. public school systems in Chapter VII. Subsequent chapters cover the Southern educational movement; common school establishment in West Virginia, Maryland, Virginia, and Delaware between 1863 and 1900; current teacher-certification status; secondary education, including its history and current issues; and French education. Consular reports in Chapter XIV concern the Hebrew school of agriculture in Germany, the German colonial school in Witzenhausen, Saxon commercial education progress, continental European commercial education, German industrial and trade schools, school savings banks, technical education's influence, Quebec agriculture schools, education and crime elimination, European industrial education, the Moseley Industrial Commission inquiry, Japan's prison population, public school in the German Empire and in Prussia, German girls' commercial education, Liberia's education system, German industrial supplementary schools, women's admission to a German university, medical supervision of Berlin and Paris schools, and Russian schools. Subsequent chapters cover a list of foreign institutions of higher education; kindergarten; physical training; public, society, and school libraries; U.S. manual, industrial, and technical training; U.S. school and college coeducation; U.S. Catholic schools; state normal schools; the Bureau of Education's exhibit at the Louisiana Purchase Exhibition; a list of education periodicals; and a directory of chief state school officers, city superintendents, presidents of men's and coeducational liberal arts colleges, women's college presidents, technology school presidents, and principals of public and private normal schools. [For Volume 2, see ED619961.]

Distance education is expanding rapidly in higher education, with nearly all colleges and universities offering at least some courses in a distance education format. Still, teaching distance education courses is not a common expectation for faculty at hiring. The lack of faculty skilled in distance education makes it difficult for institutions to meet the growing demand for distance education courses. Faculty also experience confusion and stress about expectations for distance education instruction. To provide clarity for all parties, some institutions now include distance education specific terms in their collective bargaining agreements. A review of the literature sought to examine the place of distance education in the collective bargaining agreements of community college faculty. The literature suggested that distance education, though it has been a part of higher education for over a century, is still thought of as new. The research on distance education is still developing, and colleges are still in the early stages of determining how to manage distance education activities on campus. This is particularly true in the area of collective bargaining agreements and distance education. The purpose of this study was to identify and analyze the distance education terms typically found in community college faculty collective bargaining agreements. A total of 130 collective bargaining agreements were coded and analyzed using the qualitative descriptive method and 31 categories of distance education terms emerged from the data. Term categories included compensation for teaching distance education courses, intellectual property rights, definitions of distance education, and faculty load. The terms revealed the interests and priorities of faculty and administrators with regards to distance education. The categories were further organized using a distance education policy framework. This framework gives additional context to institutions seeking to improve clarity in distance education policies. The data presented in this study are a valuable tool for community colleges striving to more formally institutionalize distance education. It provides context for policy development and for negotiation. Additionally, it provides a baseline for additional research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Interviews conducted with 65 government officials, nongovernmental officials, education, administrators, politicians, students, teachers, heads of institutions, and others in Ghana during a 6-month period led to recommendations for improving the adult and higher education system in that country. The survey found that demand for higher education in Ghana has increased in recent years as a result of population growth and the increase in the number of secondary school completers. Additionally, there is greater demand to provide more access for women to the educational system. High costs associated with the country's traditional residency-based higher education system have put higher education out of reach of many. However, a distance learning system is in place and could be expanded to help meet the growing demands for increased education. The distance education system has usually served more women than the traditional higher education system, so it can also serve a positive function in increasing the diversity of the student body throughout higher education in the country. The government should take steps to greatly increase the distance education system. A distance education unit should be established and an integrated systems plan should be developed in order to provide continuous access from secondary education and training to the tertiary system. Greater funding for distance education must also be provided. The distance education program could be improved by creating a system of regional centers for distribution of course materials and employment of local tutors to mark papers and interact with students. No distinction should be made between courses taken via distance education and those taken on campus. Personnel must be hired for instruction, administration, and production of materials; both professional and support staff are needed. Government and the universities must make distance education a priority to serve a population who would otherwise not have access to education. (Appendixes to the report include a list of survey participants, the survey questionnaires, and a selected bibliography listing 22 references.) (KC)

The application of internet technology to distance education has resulted in exciting advancements. However, the obstacles encountered reduced this enthusiasm. Integration of distance education and face-to-face education has been the focus of more research in recent years. For both learning environments to be effective, students' opinions about these environments are important. The aim of this study is to investigate the views about teaching environments of students who share the same environment in face-to-face education preceding distance education, distance education and face-to-face education following distance education. This research is a survey study. The universe of the survey comprises of 12th grade students enrolled in high schools affiliated with the Ministry of National Education in Turkey in the 2021-2022 academic year. Due to the COVID-19 pandemic in their 10th grade, these students have transitioned from face-to-face education to distance education. These students have engaged in both face-to-face and distance education with the same classmates and teachers. Within the scope of the survey, 622 high school students were administered a questionnaire. The analysis of the questionnaire responses yielded findings on topics such as teaching environment materials, in-class communication, active participation, and teaching focus. According to students, after distance education, teachers use the smart board more efficiently. At the same time, more blackboards are being used in science and mathematics courses than before distance education. It has been determined that distant education classroom communication is problematic. It has been determined that face-to-face education is preferred by students over distance education. Students believe that some face-to-face courses can be taught remotely. However, it is understood that students prefer face-to-face science and mathematics instruction to distance education. It has been discovered that the majority of students believe there is a difference between face-to-face education before and after distance education. It has been established that the number of students who believe that classroom discussions occur in face-to-face science and mathematics courses has fallen dramatically after distance education compared to before distance education.