Education & Pedagogy

Beginning with the Commissioner of Education introduction, Chapter I of Volume 1 covers British and Irish education, including a detailed view of English and Welsh elementary education. French education is addressed in Chapter II, with historic context, contemporary issues, and data. Chapter III details the Prussian 1906 school law requiring communities to maintain denominational elementary schools but granting the education minister authority to assert prerogatives over local control, establishing school councils with clergy representation, and establishing provisions to withdraw children in a mixed-denomination school. Historic background, parliamentary discussion extracts, German educator opinions, American press opinions, and further discussion and data on Prussian elementary schools and supervision are also addressed. Chapter IV covers Italian education progress, with discussion of the Milan International Exposition, education across sectors, elementary teachers' salaries and pensions, and international educational congresses at Milan. Chapter V lists foreign institutions of higher education. Chapter VI addresses public education in British India from before British rule to the present. Chapter VII covers education in the Philippines and Cuba. Chapter VIII concerns nurses' education and professional status, including state registration, public school nurses, financing education, and postgraduate study. Chapter IX current topics include central European higher education attendance statistics; European higher commercial education; teachers' pensions; cities' vaccination requirements for schoolchildren; corporal punishment; officer, supervisor, and special-subject teachers in cities with at least 25,000 population; and principal and teacher salaries. Chapter X presents the annual report on Alaskan education, with extracts from teacher reports, and the annual report on the introduction of reindeer into Alaska. Chapter XI lists education periodicals. Chapter XII is a directory of chief state school officers, city superintendents, presidents of colleges for men, coeducational colleges, and technology schools, women's college presidents, college and university pedagogy department heads and professors, and public and private normal school principals. Subsequent chapters provide data on city school systems, state school systems, universities, colleges and technological schools, agricultural and mechanical colleges, and professional schools. [For Volume 2, see ED620517.]

Teacher education as a field of study has steadily grown since the press for an identifiable knowledge base first appeared in the 1970s. Almost simultaneously, calls for teacher education reform abounded and have, for more than 40 years, existed alongside the development of research in teacher education. However, these longstanding teacher education reform agendas have, for the most part, avoided addressing the issue of how to prepare teachers to work with students with disabilities. The goal of this report is to offer teacher education practitioners, policymakers, and teacher education researchers new perspectives on teacher education reform in terms of its implications for the current and urgent press for teacher education efforts--wherever they may take place--to prepare all teachers to effectively work with students with disabilities. For this analysis, the authors closely looked at teacher education reform documents to identify where there have been implicit connections--typically not acted upon--between the preparation of general and special education teachers for working with students with disabilities. The authors framed the historical analysis of major reform initiatives in teacher education in terms of convergence, divergence, and missed opportunities between general and special teacher education. In so doing, the authors first examined the influence of these reforms on general and special education teacher preparation, and then focused on the ways in which these two fields intersect around reform initiatives. Three assumptions guided how the authors approached and discussed teacher education reforms, the intersections between general and special education, and recommendations for the collaborative reform of teacher preparation. The assumptions are that: (1) both general and special education teachers are responsible for teaching students with disabilities; (2) both research on the preparation of teachers and research on teaching influence teacher education reform; and (3) the preparation of teachers occurs along a continuum that extends from the pre-service years into experienced teaching.

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]

The National Science and Technology Council (NSTC) Committee on STEM Education (CoSTEM) coordinates Federal programs and activities in support of STEM (science, technology, engineering and mathematics) education pursuant to the requirements of Sec. 101 of the America COMPETES (Creating Opportunities to Meaningfully Promote Excellence in Technology Education and Science) Reauthorization Act of 2010. The responsibilities of the CoSTEM cover education and workforce policy issues and research and development efforts that focus on STEM education issues at the Pre-K-12, undergraduate, graduate, and lifelong learning levels, as well as current and projected STEM workforce needs, trends, and issues. The three functions of the CoSTEM are to review Federal STEM education activities and programs and the respective assessments of each; coordinate, with the Office of Management and Budget, STEM education activities and programs throughout Federal agencies; and develop and implement through the participating agencies a 5-year STEM education strategic plan, to be updated every 5 years. This report details the results of the initial CoSTEM inventory of Federal STEM education investments. The Fast-Track Action Committee on Federal Investment in STEM Education was chartered to develop the inventory process, analyze the inventory results, and draft the inventory report with the oversight of the CoSTEM. The membership of the fast-track action committee included representatives from the same 11 Federal agencies that comprise the CoSTEM. This report includes detailed information on STEM education investments in order to identify duplication, overlap, and fragmentation in the Federal STEM education portfolio, illustrate distinct characteristics of investments, identify areas of potential synergy across and within agencies, support the sharing of effective STEM education strategies and evaluation techniques, increase awareness of education investments within and across Federal agencies, and support the development of a Federal five-year strategic STEM education plan. Appended are: (1) List of Investments; (2) Agency Details; (3) Supplementary Figures and Tables; (4) NSTC Inventory Survey; and (5) Glossary. (Contains 46 figures, 30 tables, 1 box and 30 footnotes.)

This volume contains the following 19 papers delivered at a national conference on the design of assessment of vocational education: "The National Assessment of Vocational Education: An Introduction" (Gilbert T. Sewall); "Vocational Education--Opportunity and Challenge: Perspectives on the National Assessment of Vocational Education" (Robert E. Taylor); "Access to Quality Vocational Education" (Charles S. Benson); "Access to Quality Vocational Education: A Sex Equity Perspective" (Rebecca S. Douglass); "Evaluating the Special Populations and Equity Provisions of Federal Vocational Education Legislation" (L. Allen Phelps); "Comments on Access to Quality Vocational Education" (Chui Lim Tsang); "Vocational Education Policy and Economic Development: Balancing Short-Term and Long-Term Needs" (Patricia M. Flynn); "Assessing the Impact of the Carl D. Perkins Vocational Education Act: Economic Development Issues" (David W. Stevens); "Comments on Vocational Education and Economic Development" (Gloria A. Ruth); "Policy Issues in the Governance of Vocational Education" (John E. S. Lawrence); "Coordination of Vocational Education and Manpower Training Programs" (Paul E. Peterson and Barry G. Rabe); "Comments on State and Local Governance and Coordination" (Robert P. Sorensen); "Academic Education and Occupational Training" (John H. Bishop); "Determinants of Excellence in Vocational Education" (Stuart A. Rosenfeld); "Comments on Academic Skills and Occupational Training" (Ellen Summerfield); "Analyzing the Implementation of Federal Vocational Education Policy: The Perkins Act of 1984" (Richard F. Elmore); "The Federal Role in Vocational Education" (E. Gareth Hoachlander); "Comments on the Federal Role in Vocational Education and the Implementation of the Carl D. Perkins Act: A Discussion" (Marion B. W. Holmes); and "Comments on the Federal Role in Vocational Education and Implementation of the Perkins Act" (Charles W. Radcliffe). Short biographies of participants complete the document. (KC)

Volume 2 begins with discussion of Hopkins Grammar School history, Greek language issues, and Justin S. Morrill's legislative career. Miscellaneous topics cover Indian Territory, backward children in public schools, U.S. engineering education, Christian Brothers schools founder St. Jean Baptiste de La Salle, public library development, Delft's Hugo Grotius celebration, why and how students leave school and promoting higher-grade attendance, how to best educate the future businessman, elastic grading, and a Cuban teachers' expedition to Cambridge, Mass. Consular reports cover Nobel science prizes, eastern Siberia, the Vladivostok eastern languages institute, Scottish commercial education, German chemical foods, a time-reckoning method in Spain, German view of U.S. development, German education, German cities, technology school degrees, Canadian crime, Swedish school gardens, German crime statistics, and Prussian illiteracy. Sociology reports from the 1900 Paris Exposition are included in Chapter XXVIII, and exposition education coverage is in Chapter XXX. Chapter XXIV discusses Philippine, Cuban, Puerto Rican, Hawaiian, and Samoan education, while Chapter XXXI addresses French education. Chapters XXXII and XXXIII include the Alaskan education report and the 10th annual report on introduction of domestic reindeer into Alaska, respectively. Subsequent chapters cover city school systems, institutions of higher education, professional schools, agricultural and mechanical colleges, normal schools, secondary school statistics, manual and industrial training, commercial and business schools, education of the colored race, reform school statistics, schools for the defective classes, public kindergarten statistics, and foreign elementary education statistics. Chapter XLVI, on current topics, discusses teachers' pensions and annuities, corporal punishment, vaccination requirements, pupil transportation in light of consolidated schools' growth, second-hand books and disease transmission, veto of Missouri compulsory attendance law, teachers' experience in certain cities, high school costs, women in school administration, 1899-1900 benefactions, U.S. compulsory education and child labor law summary, free text books, U.S. and foreign coeducation, and teacher salaries. [For volume 1, see ED622191.]

The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer, Canada's Artist/Adult Educator" (Barer-Stein); "Cultural Development or Cultural Stasis" (Jones); "'Aesthetization' of Adult Education" (van Gent); "Between Utility and Uniqueness" (Haanstra); "Adult Education & Contemporary Art" (Elias); "Emperor's Spectacles" (Everitt); "Audible Voices" (Fisk); "Arts and Adult Education in Fife" (McConnell); "Cultural Career of the Citizen" (van der Hoeven); "Adult Education and the Visual Arts in the Netherlands" (van Gent); "Adult Art Education as a Subversive Activity" (Yeomans); "What If Grandma Moses Attended Night School?" (Edelson); "Art, Education, and Ordinary Canadians" (Mullen); "Arts, Access and Adult Continuing Education" (Davies); "Behind the Screen" (Calvano); "Research Works of CEDE [European Centre of Education] in the Field" (Branchesi); "Visual Aids for Music Listeners" (Davison); "Never Too Late" (De Clercq); "Artists in Educational and Social Fields?" (Fuchs); "Arts Activities in Prisons" (Peaker, Vincent); "'Dialogare' (to Hold a Conversation) with the Arts" (Branchesi); "Arts & Social Action" (England); "Art of Popular Education" (Moller); "Omanut Laam (1)" (Alter); "Omanut Laam (2)" (Alter); "Educational Innovations in AETV [Adult Education Television] Programmes for National Development" (Rajamani); "Museum Adult Education and the Challenges of Western Society" (Dufresne-Tasse, Wetizi-Fairchild, Lepage); "Education artistique et l'apprentisage de l'adulte au musee" (Dufresne-Tasse); "English Abstract: Artistic Education and Adult Education/Schooling in the Museum" (Dufresne-Tasse); "Museum Programming in a Multi-cultural Society" (Solinger); "Multiculturalism, New Audiences and Programs at the National Gallery of Art, Washington, D.C." (Russell); and "Introduction to the Ministry of the Flemish Community's 'School en Museum' Service" (Laureys). (MN)

In this report, the Education Commissioner discusses the office's work, with a list of its publications. The Commissioner of Education also presents summary data and discussion on the census related to education and on illiteracy among minors as taken from the census; school age, population, enrollment, and attendance; teacher workforce, salaries, qualifications, and appointments; school finance; the district system; condition of education in the states, territories, and cities; Southern education; and education of the colored race. The Commissioner of Education also covers issues related to cities: school accommodation and attendance, illiteracy, primary schools, higher grade schools, evening and special schools, and city school finances, moral, and physical training. Normal schools are discussed, including appropriations, comparative admission requirements for normal schools and professional schools, normal school courses of study in the U.S. and abroad, teachers' institutes, and normal training in colleges. Other topics include kindergarten and public schools; secondary and preparatory education; institutions for the superior instruction of women; universities and colleges; college hygiene; elective systems; college attendance variations; political science schools; mechanical engineering, physics, and chemistry instruction; manual training schools; industrial schools for miners and mechanics; the Royal Agricultural High School of Berlin; professional-school summary statistics; medical school entrance examinations; nursing education; and degrees conferred. Library-related topics include summary statistics; library management; libraries and schools; and catalogues and indexes. Information is given on defective classes; institutions for the deaf and dumb; deaf-mute day schools; deaf-mute literary and industrial instruction; National Deaf-Mute College; schools for the blind and their history; printing for and instruction of the blind; schools for the feeble-minded and classification and instruction of the feeble-minded; idiocy causes; reform schools; Michigan's reformatory system; the family system in reform schools; the New Jersey State Reform School; girls' reformation; orphan homes and asylums; education benefactions; education publications; patentees in education furniture; and foreign education. The Commissioner of Education offers concluding remarks and recommendations. Detailed tables cover institutions across sectors, benefactions, publications, and education patentees.

This study examines the effect of teacher preparedness and the effectiveness of professional development that has been designed to enhance special education instructional strategies. The purpose of this qualitative study is to determine the preparedness level of general teachers and special education teachers that enable them to effectively teach learning disabled students in a compliant K-5 charter school. Two special education teachers and general education teachers participated this study. This study was conducted at a charter school located in an urban school district in New Jersey. This study yields a great deal of information about teacher preparedness and the approaches that teachers' utilize when instructing special education students. Patterns and themes emerge through qualitative research based on questions presented to individual teacher participants and the focus group interviews. The first major finding of this study was that special education and general education participant teachers utilized their prior experiences to provide special education students with the best instruction. The second major finding was that all general education teachers agreed that teacher training in college in the area of special education was lacking. The special education teachers feel that college level courses adequately prepared them. Whereas, general education teachers noted that college did not prepare them to teach special education students. The third major finding of this study was one general stance articulated among general education and special education participant teachers that professional development in special education was lacking in the school. General education participant teachers expressed being unprepared to handle the challenges of teaching special education students. Contrary to general education participants, special education participant teachers had some training but noted that the school can provide teachers with more professional development in special education. Recommendations for future study in the area of teacher preparedness in special education in a larger public school district may offer a broader perspective of special education teacher practices. This study offers a narrow perspective since it was conducted at a charter school. Additionally, looking at teacher preparedness at the high school grades will likely provide information on special education and general teachers' preparedness to instruct students at that academic level. Compare special education professional development for general education teachers in two school districts. Conducting a study across multiple school districts go beyond the scope of a single school and provide critical information regarding general educators and special educators instructional strategies in broader context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]