Education & Pedagogy

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. This year, presenters responded to the conference theme of "Creating New Trajectories for Adult Education" through sessions exploring international educational collaborations, the international student experience, emancipatory approaches in adult education, climate education, adult literacy teaching and programming, and intercultural learning. In conjunction with their presentations at the annual Pre-Conference, speakers submit peer-reviewed papers for the published Proceedings. This year's Proceedings includes 17 papers from 22 international and U.S. presenters, which comprise a wealth of scholarship. [Individual papers are indexed in ERIC.]

This book focuses on tertiary education for international students and how international students navigate and transition into the labor market and skilled migration in Australia. It investigates how the international education system actually works, as opposed to how it is supposed to work, by exploring the journey of international students from tertiary education to skilled migration in Australia, especially in the post pandemic era. The various chapters examine key topics such as why Australia is an attractive tertiary education destination for international students; admissions processes; tertiary education transition experiences; internships; and employment and migration outcomes. This book enriches the understanding of international education and the tertiary education-skilled migration nexus, topics which are increasingly prevalent in the international policy discourse, especially in the post pandemic era. It presents unexplored findings on international students' experiences in Australia throughout the holistic journey from education to skilled migration.

The 2023 edition of the Annual Condition of Education Report (COE) marks the 34th edition of the report. For over 30 years, the Department has published the COE in order to provide education stakeholders critical data about the status of Iowa's education system. The 2023 COE includes a wide variety of content including information about Iowa's students, schools, educators, administrators, performance and school finance. The data for this annual report are presented in the following categories: (1) Student Performance; (2) Special Education; (3) Early Childhood Education; (4) Enrollment; (5) Staff; (6) Program; and (7) Finance.

Activities in higher education during the biennium 1924-1926 do not seem to have been inspired merely by the desire to pacify criticism of details or to patch up weak spots in the educational fabric. The tendency was to "raise the previous question concerning the functions of colleges and universities and to modify procedures to serve more perfectly the purposes accepted as basic. This survey of higher education during the two years is an attempt to present briefly some of the events of action and of discussion which have promoted or obstructed the tendencies to restate higher educational objectives and to reconstitute college and university organization and procedures. Chapters include (1) Higher education (Arthur J. Klein); (2) Medical education (N. P. Colwell); (3) Recent movements in city school systems (W. S. Deffenbaugh); (4) Progress of rural education (Katherine M. Cook); (5) Trends in the development of secondary education (Eustace E. Windes); (6) School hygiene and physical education (James F. Rogers); (7) Industrial education (Maris M. Proffitt); (8) Achievements in home economics education (Emeline S. Whitcomb); (9) Commercial education (J. O. Malott); (10) Public education of adults (L. R. Alderman); (11) Nursery-kindergarten-primary education (Mary Dabney Davis); (12) Preparation of teachers (William McK. Robinson); (13) Educational surveys (Arthur J. Klein, Walter S. Deffenbaugh, Timon Covert, and Edith A. Lathrop); (14) The parent-teacher associations (Margaretta W. Reeve and Ellen C. Lombard); (15) Educational boards and foundations (Henry R. Evans); (16) Work of the Bureau of Education for the natives of Alaska (William Hamilton); (17) Major trends of education in other countries (James F. Abel); (18) Statistical survey of education, 1925-26 (Frank M. Phillips); (19) Statistics of State school systems, 1925-26; (20) Statistics of city school systems, 1925-26; (21) Statistics of universities, colleges, and professional schools, 1925-26; (22) Statistics of teachers' colleges and normal schools, 1925-26 (Frank M. Phillips); (23) Statistics of public high schools, 1925-26; (24) Statistics of private high schools and academies, 1925-26; and (25) Statistics of private commercial and business schools, 1924-25. (Individual chapters contain tables.) [Best copy available has been provided.]

This book contains 28 papers about the current status of occupational education in Finland, with special emphasis on context factors, structural and pedagogical reform, and quality management. The following papers are included: "Introduction of Educational Structure in Finland" (Johanna Lasonen, Marja-Leena Stenstrom); "Vocational Education and the Unstable Labour Market" (Reijo Vaarala); "Craft and Prevocational Education in Pre-Primary and Primary Education" (Juhani Peltonen); "Gender Stratification in Vocational Education and the Labour Force in Finland" (Stenstrom); "In Search of the Woman Manager" (Lemmikki Taalas, Maarit Virolainen); "Future Readiness in Vocational Adult Education and Curriculum Development" (Pirkko Remes); "On the Mission of Upper Secondary Education" (Matti Vesa Volanen); "Mutual Enrichment between General and Vocational Training in Youth Education" (Volanen); "The Finnish Polytechnic Model" (Osmo Lampinen); "Flexibility in Vocational Adult Education" (Matti Taalas); "Quality Creation through Apprenticeship Training" (Pentti Hakkarainen); "Self-Evaluation in Adult Education" (Matti Ropponen); "Foundations of Vocational Teacher Education Curriculum" (Seppo Helakorpi); "Pedagogical Approaches to Vocational Training" (Helena Leino-Kilpi, Anu Raisanen); "A Case Study of Student Self-Assessment in Upper Secondary Education" (Lasonen); "The Experimental Reform of Finnish Polytechnics: Structure, Curriculum, Study Programmes and Teaching Methods" (Annikki Mikkonen, Jukka Maatta); "The Transformative Paradigm of Teacher Education" (Jorma Ekola); "Static and Dynamic Dimensions of the Vocational Teacher Education Curriculum" (Ulla Mutka, Hannele Rousi); "Competency-Based Evaluation of the Vocational Teacher Qualifications" (Harri Keurulainen); "Educational Technology at Vocational Schools" (Peppi Taalas); "Education through Telecommunications" (Matti Suonpera); "Leadership in Vocational Education: Challenges and Opportunities" (Maija-Leena Clarkson, Leena Walls); "Quality Assurance in Vocational Education" (Clarkson); "Quality Development of Vocational Institutions" (Pentti Nikkanen); "Core Competencies of Learning Organizations" (Juha Maenpaa); "Change Management in Learning Organizations" (Heikki K. Lyytinen); "Professional Updating" (Pekka Ruohotie); and "Potential and Limits of Educational Reform" (Lasonen, Stenstrom). Many papers contain substantial bibliographies. (MN)

This workbook, developed for an international workshop held in the Philippines in 1994, is designed to enrich adult environmental education worldwide and to ensure that the International Treaty on Environmental Education for Sustainable Societies and Global Responsibility is implemented in an action-oriented program. The workbook is organized in five sections. Section 1 introduces the workbook and the process; it includes information on the International Council for Adult Education and the Learning for Environmental Action Program and provides a rationale for the workbook, background to the workshop, and workshop goals. Section 2 contains 18 case studies, some of which were written by workshop participants and others reprinted from newsletters and other sources. The case studies report on environmental education projects and workshops in the following countries: Ethiopia, Uganda, Uruguay, Canada, Argentina, Cameroon, Brazil, Lesotho, South Africa, Chad, Botswana, Bolivia and India, the Netherlands, Italy, Hungary, Sri Lanka, and Hong Kong. The third section consists of background materials on environmental education that can be used as references for training workshops. Some of the topics covered include the following: the history and definition of environmental education, basic concepts of environmental education, nonformal environmental education, planning environmental education at the national level, principles of environmental citizenship, principles of adult education, adult education program planning and design, needs assessments, the adoption and diffusion of new ideas, changing behavior, urban problems and environmental education, more on urban environmental education, teaching global change through environmental education, round tables--an approach to decision making, how to build consensus, producing environmental education materials, using computers in environmental education, and environmental education networks. Section 4 provides sample worksheets that can be used in training workshops. The final section lists resources such as magazines and newsletters, environmental education centers, and other information and 27 references. Three appendixes contain the following: the Treaty on Environmental Education for Sustainable Societies, the Pre-workshop questionnaire for the Philippines workshop and the agenda for the Philippines workshop, and four background papers--"Workshop Goals Proposed by the Meeting of Experts at Curacao, Netherlands Antilles, May 12-18, 1994"; "SEED'ing for a Liberative Adult Education in Environment in the Asian South Pacific Region" (Noel C. Duhaylungsod); "Trends and New Projects for Environmental Education in Germany" (Heino Apel); and "Adult Environmental Education: A Regional Report for North America" (Mark A. Burch). (KC)

Every year, the Commission for International Adult Education (CIAE) holds a two-day Pre-Conference prior to the general American Association for Adult and Continuing Education (AAACE) Conference. Scholars and practitioners discuss international issues related to adult education, in addition to adult education in various countries across the globe. This year, presenters responded to the conference theme of "Bridging the Generational Divide -- Recognizing the Roots and Branches of the Field of Adult Education" through sessions exploring international educational collaborations, the international student experience, emancipatory approaches in adult education, climate education, adult literacy teaching & programming, and intercultural learning, to name just a few. [Individual papers are indexed in ERIC.]

The purpose of this study was to gauge preservice physical education teachers' perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change. (Contains 2 tables.)

Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: (1) a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005-2008); (2) a teacher training programme for 1375 elementary teachers provided through distance education in Cape Verde (2006-2008); and (3) a blended-learning multimedia in education doctoral programme for staff, at the Centre for Distance Education, University Eduardo Mondlane, Mozambique (2008-11). This article describes the background to these projects, solutions adopted to meet the specific needs, capabilities, and constraints of the participants and institutions, and difficulties encountered. The project leaders reflect upon their experiences and the main lessons learned, while drawing conclusions that may be relevant to other higher education institutions in Africa and other developing countries embarking on planning and implementing distance education programmes and support units. (Contains 5 figures and 1 table.)

This article considers the conjunction of moral education and music education in order to understand the ways in which music is a sociocultural product with political and moral meanings and implications. Moral teaching through music education, from Imperial to modern China, has aimed to reproduce a coherent political ideology with which to bind together obedient and self-disciplined citizens. This article therefore focuses on music education for the sake of ethical and nationalist moral education. Role models are of importance for the development of moral education through music teaching. Recent music education in China has been asked to redefine moral education in terms of a new and complex blend of nationalism, tradition, cultural diversity and social harmony, and to incorporate diverse cultures, including popular culture, as a means towards positive social change in response to the evolving society. In conclusion, the article considers ongoing and new challenges for teachers in school music education as they face calls for moral education in recent demands for the reform of Chinese education.

Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology. Distance education changes the learning relationship from the common, centralized school model to a more decentralized, flexible model. It also reverses social dynamics by bringing school to students, rather than students to school. The significance of teacher education can be realized from a quotation that "To improve teacher education is to improve teaching; to improve teaching is to improve the schools; to improve the schools is to strengthen the next generation which is a social duty of the first magnitude." [Citation needed. -Ed.] Teacher education is not an end in its self. It is a means to an end. The aim of teacher education is the aim of education. To improve the quality and efficiency of education system, preservice and in-service training programs of high quality are essential. (Contains 4 tables.)

The paradigm shift to engaged and collaborative learning delivered via distance education technologies has been led by practitioners in adult and continuing education. Online and blended courses are experiencing increased demand and continued growth at all levels of higher education, professional development, and K-12 education. Adult and continuing education leaders have the opportunity to share their experiences and guide the evolution as teachers and policymakers are scrambling to evolve to meet the needs of 21st century learners. The author calls on distance and continuing education practitioners to continue to lead the paradigm shifts to more active, engaged, and collaborative learning systems. They have the experiences and understand the components that lead to creating quality learning environments. They can guide the management of the growth of online education, lead the incorporation of the use of mobile devices, strive to meet the growing demands of the 21st century learners, and work to evolve the education systems of yesteryear into the education systems of tomorrow.

The federal mandate for "highly qualified" teachers, along with heightened scrutiny of public education, has resulted in the development of state-mandated teacher certification examinations across the nation. Since teacher education programs in Texas are held accountable for the success rates of program completers on the Texas Examination of Educator Standards Pedagogy and Professional Responsibilities exam, most schools of education use the Texas Higher Education Assessment as a part of their admission requirements. In fact, many Texas colleges and universities require significantly higher Texas Higher Education Assessment scores for admission into teacher education than are required for general university admission. This study explores the relationship between performance scores on the reading portion of the Texas Higher Education Assessment and scores on the Texas Examination of Educator Standards Pedagogy and Professional Responsibilities exam. The findings have important implications for policymakers in teacher education. (Contains 3 tables.)

This paper outlines the increasing cultural diversity of Australia's education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre-service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre-service teachers, most early childhood education pre-service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre-service early childhood educators' knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum. (Contains 2 tables and 2 figures.)

The International Baccalaureate (IB) Diploma programme, an internationally recognised pre-university curriculum, is currently offered by approximately 1500 schools in 120 countries. This article will analyse various dimensions of peace education in the IB Diploma programme, with particular reference to its peace and conflict studies course. This course has been a success in qualitative terms but has not managed to draw in large numbers of students. Ian Harris' typology of peace education will be used to demonstrate how elements of peace education have found their way into the Diploma programme in other ways as well. It is argued that the IB Diploma programme's commitment to peace education is mostly achieved through international education, but that the four other types of peace education (human rights education, development education, environmental education and conflict resolution education) are also available. By way of conclusion this article suggests how the peace education embedded in the Diploma programme can be made more explicit and more widely available for a larger number of IB Diploma students. (Contains 1 note.)