Education & Pedagogy

This annotated bibliography was prepared for the Human Rights and Equal Opportunity Commission (Australia) to assist in its inquiry into rural and remote education in Australia. It includes highly relevant, more recent, seminal, theoretical, and policy-oriented Australian materials. Only items directly related to rural and remote education have been included. Most materials were published since 1990; also included are prior works considered seminally important and with a substantial impact on policy and research in rural and remote education. Approximately 110 entries are presented under the following headings: rural and remote education in general; education for children with disabilities; teacher training, in-service, and retention; income support and funding; distance education and technology; Indigenous education; and education for non-English-speaking children. Under each heading, entries are further listed by publication type, such as monographs, journal articles, government reports, conference papers, and book chapters. Within each type, items are listed chronologically, beginning with the most recent date. (TD)

The 2002 edition of the "Digest of Education Statistics" is the 38th in a series initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering U.S. education from prekindergarten through graduate school. The "Digest" includes data from many sources, especially the surveys and activities of the National Center for Education Statistics. Information is provided on a number of subjects, including the numbers of schools and colleges, teachers, enrollments, and graduates. The "Digest" contains these chapters: (1) "All Levels of Education"; (2) "Elementary and Secondary Education"; (3) "Postsecondary Education"; (4) "Federal programs for Education and Related Activities"; (5) "Outcomes of Education"; (6) "International Comparisons of Education"; and (7) "Libraries and Educational Technology." This edition contains new information, including average salaries for public school teachers and the number and characteristics of charter schools. An appendix provides definitions and supplemental information. (Contains 439 tables.) (SLD)

This publication contains a sample of the 50 indicators in "The Condition of Education 2006." 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) in the Institute of Education Sciences 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 2006 edition contains a special analysis and "The Condition" indicators are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. [For "The Condition of Education 2006," see ED491909.]

This report reviews the availability, licensure, and preparation of special education administrators in K-12 public school districts. It notes that the shortage of special education administrators is difficult to measure due to variations in licensure and certification requirements among states. Individual sections of the report address the following topics: supply and demand of special education administrators; preparation program availability, content, and standards-driven reforms for special education leadership preparation; certification and licensure; and support and development of the special education work force. It finds that preservice training has fluctuated and that there are fewer training programs available than previously. Training has shifted more to on-the-job or been absorbed by general educational administration programs. A major problem facing special education administrators is the recruitment, retention, and professional development of special education personnel. Special education administrators are challenged to promote collaboration between general and special education teachers and to collaborate with principals in order to assure that high quality educational programs are accessible to all students. (Contains 34 references.) (DB)

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) in the Institute of Education Sciences 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. These data are taken from government and private sources. The 2011 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 11 figures and 1 table.) [For the full report, "The Condition of Education 2011. NCES 2011-033," see ED520001.]

This publication presents information on tertiary education and training during 2010, including statistics on participation and outcomes. The definition of tertiary education and training adopted for this publication is formal study in vocational education and training (VET) and higher education, including enrolments in Australian Qualifications Framework (AQF) certificate I qualifications through to doctorates by research, as well as enrolments in non-AQF courses and single vocational subjects. This paper reports that in 2010: (1) there were 1.8 million vocational education and training (VET) students and 1.2 million higher education students; and (2) there were 1.5 million equivalent full-time students in tertiary education and training. This comprised: (a) 655 800 equivalent full-time students reported in the VET sector; and (b) 861 500 equivalent full-time students reported in the higher education sector. (Contains 19 tables and 20 notes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education. For 2009 edition, see ED521475.]

California's Early Childhood Education Proposal for kindergarten through the third grade is presented. This plan is intended to restructure primary education in California. The background of the plan and its intentions are covered in an introductory section on early childhood education in California. Part one: plan for early childhood education deals with: (1) the importance of early childhood education; (2) the problems involved; (3) recommendations for coordinating and strengthening early childhood education; (4) development and implementation of the school district plan; (5) the role of the State Department of Education; and (6) the functions of other agencies. Part two: financial resources and legislative proposals for the early childhood education program in California deal with: (1) estimated enrollment and costs of the early childhood education program; (2) parent participation in the program; (3) extended day care and the early childhood program; (3) administration of the early childhood education program by the State Department of Education; and (4) other legislative Provisions. Specific estimated budgeting and enrollment figures are presented in tables. (KM)

This document presents the impressions of the educational Staff Seminar Study tour of the Soviet Union. After the introduction and itinerary, the first chapter deals with the soviet scene including sections on religion, ideology, the social system and the soviet woman. The second chapter concerns the early childhood and preschool education of soviet youngsters, including daycare, student discipline, and early childhood education research. The third chapter concerns elementary and secondary education including specialized English language schools, pioneer palaces, the exceptional student and the slow learner, educational technology, and vocational-technical schools. The fourth chapter deals with higher education, adult education and research, with sections on leadership goals, foreign literature, the Moscow State University, and the Institute of Adult Education Research. Teacher training, scientific and educational information dissemination, and perspectives on soviet health concern the next three chapters. The eighth chapter is a summing up of soviet lessons for American education. Appendices include a roster of tour participants and a description of the Educational Staff Seminar. (Author/PG)

A need exists for the assessment of all Federal education programs--to modify, discard, and enlarge present programs and to create new ones where needed. Two new approaches mentioned are the consolidation of 30 Federal programs in elementary-secondary education (Better Schools Act of 1973) and increased emphasis on the Federal role in higher education through student assistance (Basic Educational Opportunity Grants). The most complicated and difficult challenge facing American education is the provision of equal educational opportunity. Other striking currents are the national movement in career education, the growing discontent with the way schools are financed, the reform and renewal at the postsecondary education level, and parental concern with reading achievement. Additional areas explored are the international dimension, veterans education, disadvantaged and handicapped children, teacher supply and demand, school desegregation, migrant children, multicultural classroom, educational technology, and drug abuse. The appendix includes a listing of all advisory committees and councils, their functions, and their membership and meeting dates in 1972. (EA)

The three parts of the report on career education activities reflect the three purposes of the report. Part 1, Reviewing the Past, traces the historical development of career education within the Office of Education (OE) from 1968 through 1973. Part 2, Describing the Present, describes the set of criteria developed to separate OE activities into the two categories of comprehensive career education projects and career education support system projects, and provides, in question and answer format, information on the extent and nature of OE support in 1973. Part 3, Career Education: Programs and Futures, presents information on, and the present and projected FY 1974 contributions of, seven specific programs: Research and Training in Vocational Education; Exemplary Programs and Projects; Curriculum Development Program; Vocational Education Personnel Development; Developing Institutions Program; Cooperative Education Program; and the Aid to States Program. Program summaries concentrate on how the programs have supported career education. A locator list giving basic information about other programs less directly related to career education and a chart representing the new organizational structure of OE are included. (Author/NH)

This volume of the International Year-book of Adult Education concentrates on interrelated aspects of university education, research, and adult education. Nine articles, accompanied by abstracts in German, English, and French, deal with adult education research in modern Yougoslavia (since 1950); adult education as a field of study within the sphere of "andragology" (andragogy, or adult education) at the University of Amsterdam; the state of the art of adult education research at the Institute of Educational Research and elsewhere in Norway; adult educator training at the University of Manchester; the role of the Pedagogical Working Centre of the German Association for Adult Education as regards adult education research; and adult education and training in West German industry. Shorter articles on adult education as a discipline, the Swedish folk high schools from 1868 to 1968, correspondence study in West Germany, and a plan for adult educational change in Baden-Wurttemberg (West Germany), also appear. The document includes book reviews and lists of publications. (LY)

ONE OF A SERIES OF OFFICE OF EDUCATION PUBLICATIONS ON EDUCATION IN OTHER COUNTRIES, THIS VOLUME DEALS WITH THE DEVELOPMENT OF THE EDUCATIONAL SYSTEM OF MODERN ISRAEL IN ITS HISTORICAL, SOCIETAL, AND CULTURAL SETTINGS. ISRAEL'S EXPERIENCE EXEMPLIFIES THE STRUGGLE OF A NEW NATION IN BUILDING AN EDUCATIONAL SYSTEM FOR BOTH INDIVIDUAL AND NATIONAL DEVELOPMENT, IN THE FACE OF CULTURAL, ECONOMIC, AND OTHER PROBLEMS. IT PRESENTS AN OVERVIEW, THOUGH THERE IS AN EMPHASIS ON SECONDARY EDUCATION AND ON TEACHER EDUCATION, AREAS WHICH POSE THE MOST SERIOUS PROBLEMS. CHAPTER DIVISIONS ARE (1) THE COUNTRY'S BACKGROUND, (2) THE EDUCATIONAL INHERITANCE, (3) THE EDUCATIONAL SYSTEM--ORGANIZATIONAL FRAMEWORK, (4) THE EDUCATIONAL SYSTEM--INSTITUTIONAL FRAMEWORK, (5) SECONDARY EDUCATION, (6) TEACHERS AND TEACHER EDUCATION, AND (7) EVALUATION AND CONCLUSIONS. APPENDIXES INCLUDE (1) GLOSSARY, (2) A LIST OF TEACHER-TRAINING INSTITUTES, (3) MATRICULATION EXAMINATIONS IN ENGLISH AND IN MATHEMATICS, AND (4) BIBLIOGRAPHY. THE VOLUME IS INDEXED. THIS DOCUMENT IS ALSO AVAILABLE AS OE-14125 FOR $0.70 FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (DH)

This book consists of 14 selected papers that focus on the broad topic of educational planning. All the papers were originally presented at the Twelfth Annual Conference of the Australian College of Education, which was held in May 1971. Titles of the papers include "People, Policies and Planning,""Planning for Effective Education: A Matter of Faith or Despair?""Education for Administration,""Helping the Teacher through System Administration,""The School and Its Locality When Planning for Effective Education,""Creating Classroom Climate by Influencing Norms: An Approach to Educational Planning,""Planning Education and Training for Industry's Needs,""Technology, Tradition and Tabu: The Planning of Tertiary Technical Education in New Guinea,""Computers in Australian Education: A Complete System,""Unit Progress: An Attempt to Cater for Individual Differences,""The Generation Gap in Administrative Structures,""Education for Administration Is Not Enough,""Planning for Effective Education: Final Review," and "The Use of Mathematical Models as an Aid to Effective Planning in Education." (JG)

One of a series of nine reports of Project ACTIVE (Attaining Competence for Teaching in Vocational Education), this report focuses on identification and validation of professional competencies (skills) important to vocational business education teachers. An overview of competency-based vocational teacher education (CBTE) and the Florida exemplary CBTE project is provided. The competency identification phase of the vocational business education component (one of nine project components) is described including a literature review and expansion of 65 competencies identified in an earlier study to 92, which were then ranked in importance by 24 members of the Florida Chapter of Delta Pi Epsilon, an honorary graduate business education fraternity dedicated to research in the field of business education. The 92 competencies are listed in a table with their mean importance ratings and rank. Appendixes contain instruments used in the study and a 34-item bibliography. (TA)

The paper examines major sources of legislative authorization for career education and raises some policy issues arising from that legislation. Selected examples of career education legislation include: (1) Vocational Education Act of 1963 (Research and Training in Vocational Education, Exemplary Programs and Projects, Cooperative Vocational Education Programs); (2) Title X, Part B, Education Amendments of 1972; (3) Education Amendments of 1974; and (4) Comprehensive Employment and Training Act of 1973. Policy issues relate to: (1) the Potential effect of career education concepts in a variety of legislative sources; (2) the effect of legislative fragmentation on Federal/State administrative effectiveness; (3) the desirability of a more specific legislative definition of career education; (4) how legislation can eliminate distinctions between vocational/academic education at the State/local level; (5) how legislation can incorporate components of career awareness, career orientation, job preparation, counseling, and job career awareness, career orientation, job preparation, guidance, counseling, and job placement; (6) how legislation can encourage better articulation among elementary/secondary/postsecondary career education; (7) effective implementation of career education. A summary of programs most heavily used in funding career education projects is appended. (EA)