Education & Pedagogy

The biennial survey presents statistics and discussion for 1947-48 on broad-range education, state school systems, city school systems, higher education, special schools and classes for exceptional children, libraries in institutions of higher education, nonpublic secondary schools, and public school libraries. Topics include administrative units, consolidation and transportation, enrollment across education sectors, high school and college graduates, state school system data, higher education, teachers, secondary schools, negro schools, school retention rates, educational attainment, funding and expenditures, property and endowments, federally aided vocational education, teacher salaries, veterans' training program, school lunch program, compulsory attendance, teachers retirement, and international educational relations.

The aim of this paper is to map this place of economics in the field of study of Comparative and International Education. Interrelationship between economy and education is concerned, two broad lines of enquiry lie within the scope of Comparative and International Education: economy as shaping force of education systems and the effect of education on the economy. In the interwar "factors and forces" stage of Comparative Education, the economy as a shaping force of national education systems came to the fore. In the social science phase of the 1960s the focus shifted to a study of the effect of education on the economy. This was reversed again in the 1970s, when socio-economic reproduction theories assigned a deterministic place to socio-economic stratification of society. In recent years neo-liberal economics dictated the research agenda of Comparative Education. In conclusion recommendations for a future research agenda in the field are made. [For the complete Volume 15 proceedings, see ED574185.]

This book presents a searing critique of the global take on education, questioning why the idea that education should be international has come to dominate the field and positing that the discourse of internationalisation has altered the way we conceptualise education. Using diverse examples from the Middle East, the UK and South-East Asia, the book gathers insights from international schooling, refugee education and the internationalisation of higher education to argue that the 'global gaze' renders other ways of looking at education as invisible. It suggests that an oversaturation of international comparison amongst individuals and institutions alike creates a culture of powerlessness, exclusion and silencing. Furthermore, this volume also debates the issues that are caused when education is required to transcend national boundaries. Ultimately questioning the global education system in its current form, this book will be an important contribution for academics, researchers and students in the fields of higher education, education policy and politics, and education and development more broadly.

Slovenia has a single structure of preschool education system providing comprehensive education and care (educare) for children aged one to six (more precisely, from the end of maternity leave to the child's entering compulsory school). It is offered mostly by public preschool institutions (vrtci). Preschool education is a part of the whole system of education, thus enabling children to make a smooth transition from preschool to compulsory education. It falls within the competence of the Ministry of Education and Sport. This paper contains the following parts: (1) General approaches to Education and Care in Early Childhood and definitions of "risk"; (2) Access to early childhood education and care; (3) Quality of early childhood education and care; (4) Funding; (5) Transition to compulsory education; and (6) Statistics. (Contains 1 table and 3 footnotes.) [For the complete report, see ED539138.]

Explaining what outdoor experiential education is can be problematic, as a variety of terms are being used to identify a wide range of outdoor experiential learning methods. This paper proposes the metaphoric model of an umbrella to explain the relationships existing among these terms and their respective outdoor experiential learning methods. The shank of the umbrella represents the term outdoor education. From the shank, eight different ribs branch off, representing specific outdoor experiential learning methods. These methods are environmental education, earth education, wilderness education, outdoor adventure pursuits education, challenge education, adventure education, and two left unnamed to indicate the flexibility of the model. The canopy of the umbrella, which joins the ribs together, represents the term experiential education, a process common to all the methods. Finally, the handle represents camping education, a term often used to identify school camping programs. Each of the terms is defined in a manner that explains its position in the model. Contains 17 references. (Author/SV)

As telecommunications advance at a rapid pace, rural public school systems must take advantage of new teaching methodologies and tools such as distance learning, experiential education, and computer networking. This publication provides access to the current literature on innovative educational strategies to increase learning success with minorities, youth-at-risk, gifted, emotionally and physically handicapped, as well as rural students. It lists 141 annotated entries in the areas of general resources; curriculum design, teaching methods, and teacher training; distance education; funding for rural education; partnerships in schools; special needs (multiculturalism, high-risk students, special education); and technology. Addresses and other contact information are given for 30 journals and 47 organizations at the federal, national, and regional levels interested in rural education and educational equality. (SAS)

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights some of the issues associated with the perceived status of TAFE higher education programs identified through this project. The status of higher education programs in TAFE was raised in almost every interview in the project. Status was identified as a key limitation for developing higher education in TAFE by interviewees in offices of higher education, by senior managers at the dual-sector universities included in this project, by TAFE senior management at all TAFE institutes in the project, and by teachers and students. [This overview is based on the research report, "Higher education in TAFE" by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly.]

The main objective of the research was to find out the correlation between the marks obtained by the students of Allama Iqbal Open University in assignments and final examination of M.A (Education) M.Ed in Autumn 2006. For this purpose, the result gazette of M.A (Education) M.Ed was obtained from the regional campus of Allama Iqbal Open University, Bahawalpur. All the students who appeared from this region were taken as sample. The value of correlation in the subject, Elementary Education was 0.228, in Secondary Education -0.033, in Higher Education was 0.069 and in Teacher Education in Pakistan was 0.154. There were 16 students who got more than 80 marks in assignments but they had failed in the final examination because they did not get at least 40 marks in the final examination. (Contains 4 graphs and 1 table.)

This publication contains a sample of the 40 indicators in The Condition of Education 2005. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) annually publishes a statistical report on the status and progress of education in the United States. The Condition of Education includes data and analysis on a wide variety of issues. The indicators in the 2005 edition are in six sections: Participation in Education; Learner Outcomes; Student Effort and Educational Progress; Contexts of Elementary and Secondary Education; Contexts of Postsecondary Education; Societal Support for Learning. The indicators in The Condition of Education use data from government and private sources. The complete publication includes a special analysis on the teacher workforce and the movement of teachers into and out of this workforce. It also contains additional tables and notes related to each indicator.

This report contains the following papers presented at the conference: 1) "Evaluating the Needs of Teacher Education in Southeast Asia"; 2) "Studies in Microteaching: A Pedagogical Model"; 3) "Teacher Training in Indonesia as a National Problem"; 4) "Secondary School Teacher Education in Indonesia"; 5) "Curriculum Evaluation in Teacher Education in Malaysia"; 6) "Evaluation of Teacher Education Curricula"; 7) "Curriculum Evaluation in Teacher Education in the Philippines"; 8) "Objectives in Teacher Education: A Pre-Evaluation Task"; 9) "Relevance of Piagetian Theory to the Evaluation of Teacher Education Curricula"; 10) "Curriculum Evaluation in Teacher Education in Singapore"; 11) "Curriculum Evaluation in Teacher Education in Thailand." In addition there are short reports on five panel discussions and three group discussions. The three group discussions focused on the education of language teachers, science teachers, and social studies teachers, respectively. (RT)

A research bibliography, one of a series from the Education Library at the University of Michigan, lists over one hundred books and six periodicals on the subject of non-traditional education. The materials, appropriate for use by educators, parents, and community groups, date from 1967 through 1972. Free, open, and non-graded alternative schools at the primary, elementary, secondary, and higher education levels are mentioned in the titles of the books listed. The process of educational change, innovative teaching/learning techniques, and community-based education are also subjects of the materials. No annotations are given along with book title and publication information, but references are cited for the Education Library. Magazine titles and publication information suggest resources for current information on non-traditional education in the United States and Canada. (KSM)

Free audiotapes, videotapes, scripts, and transcriptions are referenced in this twentieth edition of the guide which was assembled to help teachers and librarians select materials which encourage students to inquire, discover, and develop the ideas which will enable them to contribute to society. Entries are listed under curricular areas: accident prevention and safety, aerospace education, business education, clubs, communications and transportation, environmental education, fine arts, guidance, health education, home economics, industrial education, language arts, religion, science, social problems, social studies, and teacher reference and professional growth materials. Information about each entry provided in the body of the guide includes type of medium, specifications, length, a content description, and the source. Also included are a title index, subject index, source and availability index, and a Canadian availability index. (SH)

This annotated bibliography of population education teaching materials was prepared from documents available in the Population Education Clearninghouse collection of the UNESCO Regional Office for Education in Asia. Most of the materials were published in the 1970's, with the exception of a few which date from the 1960's. In addition to full bibliographic information, the following information is provided for each entry: level of education for which curriculum materials are intended; content of those materials; subjects of formal education into which the materials are to be integrated; whether a bibliography or list of teaching aids is furnished; the country to which the materials refer; and general remarks on the item. Citations are listed alphabetically by author under the following headings; 1) bibliographies; 2) self-teaching guides or textbooks; 3) documents dealing almost wholly with family life and sex education; 4) documents containing population education curriculum materials. Addresses of sources from which to obtain materials are also provided. (Author/RM)

Does the concern for various topics in professional journals cut across professional lines? The purpose of this study was to determine if a commonality of concern existed among the professions, as evidenced in the following journals: Journal of Medical Education; Journal of Legal Education; Journal of Teacher Education; English Education; and The American Association of Collegiate Schools of Business Bulletin. Conclusions include: (1) Journals of education within the individual professions were similar in purpose. (2) The educators in the individual professions shared a concern for curriculum and instruction, external relations, and professional standards and admissions, with secondary concern for the specific topics of field experiences, continuing and graduate education, faculty roles and attitudes, supply and distribution of practitioners, and professional education programs in other countries. (3) Medicine, teaching, and engineering all felt the pressures of supply and demand; and medicine and teaching, particularly, have had to face questions of professional ethics. (Author/PG)

Two papers are presented concerning comparative higher education--one concerning its relevance for policymaking and the other reviewing a United States view. The first paper reviews comparative higher education in relation to studies of higher education, the use of comparative studies of higher education in policymaking, factors of relevance and obstacles to be overcome, and some research priorities as seen by policymakers. The second paper addresses the question: What non-U. S. trends, programs or developments in higher education would be of value to U. S. academics and policymakers and would justify a comparative approach to the study of higher education? Emphasis is placed on a number of areas where it can be demonstrated that foreign experience would be of current interest to U. S. higher education. These areas include: access to higher education, education-job link, techniques of educational planning, the professoriate, internal governance and management, and university-government relations. (MJM)