Education & Pedagogy

These guidelines provide recommendations for certifying precollegiate teachers of civics, government, and social studies. The guidelines are intended for reference and use by: (1) colleges and universities with programs that certify elementary, middle, and high school social studies, civics and government teachers; (2) state education agencies that establish standards for certifying or licensing these teachers; (3) agencies that evaluate and accredit teacher education programs; (4) professional organizations for precollege teachers; (5) organizations that are examining and proposing reforms in precollegiate education; and (6) political science departments in colleges and universities who are responsible, wholly or in part, for providing courses to be taken by teachers seeking certification in social studies, civics and government. Specific objectives and course recommendations are listed for preparation and certification of elementary and secondary school teachers of civics and government. (EH) (EH)

This report summarizes the federal legislation authorizing the English Literacy and Civics Education (EL/CE) initiative, discusses the background of English literacy and civics education in the United States, and describes the adult English language learner population today. In addition, the report also reviews the current status of the EL/CE initiative, highlighting promising practices of the EL/CE demonstration projects now underway. Section headings include the following: "Overview"; "Federal Legislation"; "English Literacy Instruction and Civics Education in the United States"; "Instructional Approaches Used With the Adult English Language Learner Population"; "Profiles of the English Literacy and Civics Education Demonstration Projects" (which includes subheadings on the purpose of the projects, partnerships, needs assessment, approaches, curriculum, assessment tools, professional development, and products); "English Literacy and Civics Education Demonstration Project Information"; and "Recommended Resources." (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This report examines the history of standards in teacher education, sketching the results of major studies and projects that have recommended standards for teacher education. The report offers a definition of standards, examples of standard-setting efforts over the years, efforts by the National Council for Accreditation of Teacher Education, questions basic to standards, and lessons learned. Four patterns are evident in reports over the years: (1) recommendations for improving teacher education are similar over 130 years; (2) standards are motivated in part by perceptions of dire national needs, concerns with variation in preparation programs, and availability of new science or knowledge to give direction where it was once absent; (3) almost no acknowledgement of previous reports in each new report; and (4) little of the time to support the recommendations (with the recommendations instead representing self-evident beliefs). (Contains 25 references and lists 19 other reports.) (SM)

This review provides a historical overview of available management techniques for higher education. It describes the techniques of Management by Objectives, Zero-Based Budgeting, Strategic Management, and Total Quality Management and the ways they can be applied to higher education. The paper discusses institutional management practices defining different government steering policies leading to the different types of decision-making models in higher education systems. Some of the basic concepts of higher education are outlined, including the relation between the mission of higher education and financing, the organizational structure of an institution, and other aspects of financial management. A section also provides examples of changes in management of higher education with special reference to financial management in selected industrialized countries and African countries. Some of the lessons learned from different experiences are summarized. (Contains 10 references.) (SLD)

This paper explores Total Quality Management (TQM) as an organizational theory applied to educational administration of higher education. The first part of the paper describes the principles of TQM, and the second part considers TQM in higher education. The third section is a general conclusion that takes into consideration the leadership challenge of TQM for the organization of higher education institutions. The paper begins with a review of the main ideas of the originators and leaders of TQM: W. Edwards Deming, Joseph Juran, Philip Crosby, and Masaaki Imai. The challenge TQM poses for higher education is that quality is not free. It requires a paradigm shift. TQM is more than a list of points, statistical tools, and slogans. The main transformation for higher education would be a well-educated leadership that understands the requirements of TQM and the needs of the higher education system. (SLD)

Integrated mathematics and science teaching and learning is a widely advocated yet largely unexplored phenomenon. This study involves an examination of middle school integrated mathematics and science education from two perspectives: in theory and in practice. The theoretical component of this research addresses the ill-defined nature of the phrase "integrated mathematics and science education", and presents a conceptual framework in the form of a Math/Science Continuum to lend clarity and precision to this phrase. The theoretical framework was used to guide the design and implementation of the second component of this research, a qualitative investigation of two case studies of middle school integrated mathematics and science education. Following an outline of the design of this study, results from the two case studies are presented. This paper concludes with a discussion of three implications of this study for teaching and teacher education. Contains 18 references. (Author)

This digest summarizes the problem of over-representation of minority students in special education and offers suggestions to reduce this disproportionate representation. It notes concerns of the Office of Special Education Programs (OSEP) and the Office for Civil Rights (OCR) that minority students are being misclassified and receiving inappropriate services and/or discriminatory placement in special education. Suggestions for reducing over-representation focus on creating a successful school environment for all students and distinguishing disabilities from cultural differences. Specific suggestions are offered for promoting family involvement, making the general education classroom conducive to success for all children, increasing the accuracy of referral and evaluation, providing appropriate special education services, and monitoring the provision of services. Also noted are federal activities of OSEP and OCR to reduce over-representation. (DB)

The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics (NCES) designed to address a wide range of education-related issues. It is a telephone survey of the noninstitutionalized civilian population. In 1995, the NHES was designed to cover two topical components, Early Childhood Program Participation (ECPP) and Adult Education (AE). The ECPP component includes all children from birth through third grade. For the AE component, interviews were conducted with persons aged 16 and older and not enrolled in elementary or secondary school. About 45,500 households were screened for the two components, and 14,064 interviews were completed for the ECPP component and 19,722 for the AE component. This document contains the interviewer text for the: (1) NHES:95 basic screener interview; (2) the NHES ECPP interview; and (3) the NHES:95 AE interview. (Contains one table and two exhibits.) (SLD)

The problem-solving process has contributed greatly to the field of technology education and can be used to assist persons with disabilities. One problem-solving design that can help in working with persons with disabilities is the "Engineering for Success" design. This model groups technology education students with teachers of special education so that both groups learn how to develop high quality products through the incorporation of knowledge from their respective fields and from the "Engineering for Success" design. In addition, this model assists occupational therapy students in learning the problem-solving skills they need to help people with temporary disabilities to recover from an injury or illness. Faculty and teaching associates at The Ohio State University have found the "Engineering for Success" design to be successful. (Contains 10 references.) (KC)

The United Kingdom (UK) system of public education and training has been fundamentally reformed over the last 15 years. The improvements were designed to raise the quality of the system through increased autonomy for schools, colleges, and universities; a strengthened framework of accountability; enhanced parental and student choice; a more coherent qualifications system; and a greater diversity of institutions. The reform process has had to overcome various practical difficulties. Each of the four countries comprising the UK--England, Scotland, Wales, and Northern Ireland--has its own education system. This summary describes two specific reforms: reform of publicly-funded schools in England, and the vocational education system in England and Scotland. One table is included. Appendices contain an annotated bibliography, a list of educational organizations and bodies, information on study-tour opportunities in the UK, and information on the British Council's World Wide Web site. (LMI)

This book provides basic data on educational attainment, achievement, and practices for each state and the United States as a whole, with a focus on the academic-achievement gap between minority and white students. The first part provides an overview of the national picture of education, describing academic achievement, expenditures and investments in education, curriculum requirements, standards, and the relationship between educational attainment and work. It also offers examples of successful schools and districts. Recommendations include: (1) set high standards; (2) ensure that all students get a challenging curriculum; (3) make sure that all children have expert teachers; and (4) keep your own education watch. The second part contains profiles of the 50 states and the District of Columbia. Each profile provides information on personal income and educational attainment, the state report card, student characteristics, investments in education, and state educational performance. (LMI)

This directory provides a current listing of all reported public elementary and secondary education agencies in the United States as well as other US jurisdictions. Also included is the US Department of Defense Dependents Schools and Bureau of Indian Affairs Schools. The directory provides summary tables showing an overview of elementary and secondary agency patterns in relation to agency location (state), district size, grade span and student population. The information for this publication comes primarily from the NCES Common Core of Data (CCD) Local Education Agency Universe data collection of spring 2002. In the introduction, several tables that summarize the contents of the file are provided. They are followed by the listing of education agencies, organized by state and type of agency. The appendix contains State Education Agency Addresses. (Contains 6 tables.)

The following paper highlights the political, economic, socio-cultural, ethical, philosophical, legal, and practical aspects of the far-reaching theme of international trends in private higher education, in general. It also focuses on the driving forces, causes and consequences of the emergence of private higher education in India during the last three decades, in particular. Though there has been more acceptance of private higher education institutions in India today than the "trepidation" felt at their emergence three decades ago, certain basic questions about its role remain. Is the presence of the private sector in higher education inevitable? Is it desirable? Besides focusing on certain basic issues at stake, this paper discusses at length the role of judiciary in private higher education in India. (Contains 5 tables and 2 figures.)

This report examines the various adult basic skills programs in operation in California, and explores program funding and structure, enrollment and demographics, and to the extent data allow, program outcomes. This measure is presented as part of the Commission's Performance Accountability Framework for California postsecondary education. Among the findings are that state-funded adult school programs have an overall completion rate of 65%. Courses geared toward older adults and adults with disabilities have the highest completion rates. Basic education and ESL programs have lower completion rates. In 2006-07, federally funded adult education programs met nine of 11 performance targets. This is a substantial improvement from 2005-06, when only three out of 11 performance targets were met. (Contains 6 displays.)

National Centre for Vocational Education Research (NCVER) was established in 1981 as a not-for-profit company owned by the Commonwealth and state and territory ministers with responsibility for vocational education and training (VET). It is a professional, independent body at arm's length from government. The company initially conducted research and managed the development of national curriculum and learning resources for the technical and further education (TAFE) sector, at a time when Australia had little real research capacity in vocational education and training. This strategic plan provides the framework for the operations of the NCVER over the next three years. It describes NCVER's roles and responsibilities, the environment in which it operates, and some key aspects of its forward work program. It also presents a more detailed work plan for the next 12 months (beginning January 2009).