Education & Pedagogy

FOUNDATIONS is a monograph series intended for those working to better science, mathematics, and technology education in the United States. This volume examines opportunities and challenges for those on the front lines of science education in elementary and middle schools. Designed as a resource for teachers and administrators who have not yet implemented a program of inquiry-based science education, this volume serves neither as a textbook nor as the final word on the subject. It is rather a short introduction for those beginning the complex and difficult journey of science education reform based on the experiences of educators working in the field today. Chapters include: (1) "The Challenge and Promise of K-8 Science Reform"; (2) "A Vision of Effective Science Education"; (3)"Planning for Change"; (4) "Leadership"; (5) "Curriculum, Instruction, and Assessment"; (6) "Professional Development"; (7) "Financing Science Education Reform"; (8) "Collaborators in Reform"; (9) "Equity"; and (10) "Postscript." The appendix includes resources for science education reform. (JRH)

Intended to share information about specialized training and demonstration activities from a rich diversity of local subject interests, environments, and populations served, this guide is a compilation of adult education and literacy resources funded under the Adult Education Act. Information is provided on 276 projects funded under Section 353 of the act. Entries are categorized as follows: adult education program management; adults with disabilities; competency-based adult education; corrections education; English as a Second Language; evaluation/assessment; family literacy; general educational development; life skills; literacy; older persons; staff development; teacher education; teaching writing; technology/computer assisted instruction; volunteers in adult education; and workplace literacy/work force literacy. Each entry includes a description of the activity and availability information, including source, address, telephone number(s), and order number. Order forms for ERIC and Division of Adult Education and Literacy Clearinghouse documents are attached. (YLB)

A national consensus has been developing in recent years on the crisis of values faced by the United States. A measure that has recently reemerged and captured a measure of public attention is character education. This paper examines the degree to which state governments and their educational establishments have attempted to use character education in their schools. Character education in American schools dates from the foundations of public education. In 1993, a Gallup Poll found that 79% of Americans favored traditional character education in schools. Some states actually mandate character education. A good example of a statewide character education program is that of Georgia. How to provide value education is a local decision, but the state suggests program formats and values-promoting activities. The state provides no direct funding, but suggests some sources of funds. In New Hampshire, the approach to character education is indirect. The state has established a values education program for use by teachers in the classroom. Character education, as states are coming to recognize, can be part of the solution to the problems facing America's youth. (SLD)

This book is a reaction to the general neglect of cultural behavior education within civic education. It points to the particular problems, in the European context, of civic education in Slovakia. Concentration is on the main ideas of the PHARE project "Education for Citizenship and European Studies." Key ideas from the Department of Ethic and Civic Education at the Faculty of Education, Comenius University, in Bratislava (Slovakia) and ideas about new concepts for civic education and teacher training also are presented here. The humanistic ideals of Carl R. Rogers and Wolfgang Welsch's postmodern perception of culture both influence this material. Chapter 1 discusses the importance of culture, priorities of contemporary Slovak culture, and the aims of cultural education of citizens. In chapter 2, the nature of aesthetics and a non-classical version of aesthetic education are explored. Chapter 3 looks at the nature of civic education and multiculturalism in civic education. Chapter 4 is about teaching aesthetics in civic education. The final chapter covers civics teacher training. References follow each chapter. (LAP)

Education policy in recent years has dramatically repositioned the role and status of teachers, trainee teachers and teacher education in the UK and beyond. This paper focuses specifically on education policy in England; however, it has broader significance for those interested in education and teacher education in international policy contexts. Two corpora were constructed for the project; one collated education policy documents in 2010-2021, and another collated education policy documents in 1970-2009. The analysis used the corpus linguistic tool Wordsmith 8. Keywords, concordance, and collocation, were used to examine themes within the discourse of the focus corpus, supported by a critical policy discourse analysis frame. The themes identified in this analysis were governance (control) and marketisation (choice). These themes have strong connections to analyses of the Global Education Reform Movement (GERM) and contribute to understanding how education policy discourses can frame teacher education. The positioning of trainee teachers as both product and subject of initial teacher education in education policy documents is explored in the analysis.

Despite data increasingly being used to advance equity in education, students with and seeking refugee protection (SWSRP) are largely invisible in education data. To equitably include SWSRP in national education systems as envisioned by global refugee education policy, data on their needs are required. The purpose of this study was to source, organize, and analyze data on the needs of SWSRP in primary and secondary education in Canada. This needs assessment involved the use of experts, a selective review of empirical literature, and a review of publicly available data. Five common areas of need were identified among SWSRP globally and across Canada's 13 primary and secondary education systems: access to education, accelerated education, language education, mental health and psychosocial support, and special education. Rates of needs varied by a range of student experiences and circumstances. These data can inform efforts to responsively support SWSRP in Canadian education systems.

The development of digital technology in leaps and bounds has resulted in offering different learning options and alternatives in physical education. In this regard, technology techniques, like gamification, have been utilized in several areas of education, leading to the identification of its several usage benefits. Nevertheless, there is a lack of studies concerning how gamification would enhance students' skills in physical education. Therefore, this study systematically reviews gamification in the physical education literature from 2015 to 2022, focusing on 27 indexed papers published in international databases. Based on the results, most studies had positive findings on gamification effectiveness in physical education samples. Besides, based on the findings, gamification studies primarily focused on how physical skills can be enhanced among physical education students. The findings contribute to the way technology enhances students' skills in physical education. To this end, more studies are required to mitigate the remaining gaps in gamification literature.

Equality in education is a fundamental goal for societies, and educational systems need to provide equal opportunities for all individuals to realize their potential. However, in the current situation, economic, social and cultural differences create inequality of opportunity in education and this is a fundamental problem of education systems. This article emphasizes the importance of achieving the goal of equality in education and discusses the problems encountered in achieving this goal. By examining the root causes and consequences of inequalities in education, it aims to better understand these problems. Furthermore, the article presents key strategies for achieving equity in education. These strategies include reviewing education policies, training and supporting teachers, increasing access to education for disadvantaged groups, using technology-based education methods and developing antidiscrimination awareness programs. In this context, the goal of achieving equity in education is critical for social development and human rights, and the paper aims to provide a roadmap for equity in education, presenting the steps and strategies needed to achieve this important goal.

The current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non-significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools.

Adult education is often defined to emphasise cultural and societal development. This paper proposes that the concept should be more inclusive and that vocational education and training for adults has played a bigger role than is usually recognised. This has not been subject to much research and basic facts are often virtually unknown. In this paper, the opportunities for adults in Sweden to participate in vocational education in the period 1918-1968 are explored. The main focus is on vocational schools and the paper demonstrates that they were to an increasing degree being used by adults, rather than the young people they were intended for. Vocational education was an important educational option for adults in Sweden. Since the system for vocational education was similar in most European countries in this period, the results in this paper suggest that vocational education was an important form of adult education also in other countries.

In this article the authors respond to Leah Wasburn-Moses's thoughtful response to their article, "Diversity in Teacher Education and Special Education: The Issues That Divide." In their article, the authors identified what they believe are fundamental differences in how dominant voices in the special education and general teacher education diversity communities think about human differences and suggested that these differences represent a "divide" that has proved difficult to bridge. They recognize that in any field, there are many voices, but in the case of special education, the dominant discourse continues to be strongly influenced by cognitive theories of learning and the theoretical divide between the special education and general teacher education diversity communities has made collaboration between (many) special educators and general teacher educators nettlesome. In this article, the authors discuss points where they agree with Leah Wasburn-Moses response, and points where they disagree.

This report focuses on partnership activities and projects at the School of Education, East Carolina University (North Carolina). Highlighted is the first year of funding of two initiatives: the BellSouth Reinvention Grant, a restructuring effort; and the university School Teacher Education Partnership. Following an introduction by the school's dean, a brief history of the school is presented. The following sections briefly describe activities and accomplishments of: the East Carolina Clinical Schools Network; the Office of School Services; the Department of Broadcasting, Librarianship, and Educational Technology and its virtual reality and education laboratory; the Department of Business, Vocational, and Technical Education; the Department of Counselor and Adult Education; the Department of Educational Leadership; the Department of Elementary and Middle Grades Education; the Department of Foundations, Research, and Reading; the Department of Science Education; the Department of Special Education; alternative licensure programs; university-school partnerships; the North Carolina Japan Center East, the North Carolina Teaching Fellows Program; partnerships with businesses and industries; the PEN-PAL project; Project EXCEL; the Science and Mathematics Education Center, and the Training Challenge North Carolina project. (DB)

In its Program for International Student Assessment (PISA), the Organisation for Economic Co-Operation and Development is developing an instrument to compare across countries the quality of outcomes produced by schools. This document explores some issues related to academic achievement. Chapter 1, "Resources for Lifelong Learning: What Might Be Needed and How It Might Be Funded," considers projections of growth in participation in formal education and training to meet lifelong learning targets and the implications for educational costs. Chapter 2, "Early Childhood Education and Care: Getting the Most from the Investment," explores policy options to secure the benefits of early childhood education and care. Chapter 3, "Technology in Education: Trends, Investment, Access, and Use," discusses uses of information and communication technologies in education. Chapter 4, "Tertiary Education: Extending the Benefits of Growth to New Groups," explores tracking participation from under-represented groups in tertiary education. A statistical appendix contains data for the figures. (Contains 11 boxes, 22 figures, and 7 tables.) (SLD)

Achieving enrolment equality between boys and girls in basic education has been a distinctive achievement of the Cambodian education system. At the upper-secondary level, and especially within the higher education sector, there is, however, more progress to be made. Achieving enrolment equality across all sectors will not automatically mean that there is equality of access to opportunity in many personal, professional, and political realms of life. Enrolment equality will not, for example, ensure that women have the right to an education, that they have the right within education to a gender-aware and supportive environment, and that they have the right through education to access meaningful education outcomes that link education equality with broader processes of gender justice (Colclough, 2008; Subrahmanian, 2005). Cultural norms and assumptions need to change for women in Cambodia to be able to enjoy a full range of these rights. [For the complete volume, "Education in Cambodia: From Year Zero towards International Standards. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 64," see ED675723.]

Recent reforms have increased the level of administrative oversight, and also of interference of the structure and content of university education in Russia. This is leading to a weakening of Russian higher education. In this article, the author talks about the reform of the system of higher education in Russia and the bureaucratization of higher education as a consequence of the reform.