229 results
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2. The Quality of Vocational Education. Background Papers from the 1994 National Assessment of Vocational Education.
- Author
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National Assessment of Vocational Education (ED), Washington, DC., National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC., Gamoran, Adam, Gamoran, Adam, National Assessment of Vocational Education (ED), Washington, DC., and National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
- Abstract
This document contains five papers. "Vocational Teacher Education in U.S. Colleges and Universities and Its Responsiveness to the Carl D. Perkins Vocational and Applied Technology Education Act of 1990" (Richard L. Lynch) documents the trend toward decreasing enrollments in teacher training programs in virtually all vocational fields. "Occupational Experience as the Basis for Alternative Teacher Certification in Vocational Education" (Richard L. Lynch) establishes that occupational experience is an inadequate substitute for formal teacher preparation in vocational education. "Curricular Tracks and High School Vocational Education" (James A. Kulik) demonstrates that most of the difference between vocational and academic students' test scores is due to students' characteristics rather than the nature of vocational education. "The Impact of Academic Course Work on Labor Market Outcomes for Youth Who Do Not Attend College: A Research Review" (Adam Gamoran) documents the importance of a solid foundation in basic academic skills. "The Effect of High School Vocational Education on Academic Achievement Gain and High School Persistence: Evidence from NELS:88 (National Education Longitudinal Study of 1988)" (Kenneth A. Rasinski, Steven Pedlow) suggests that the benefits of vocational education for high school completion may occur by improving students' success in courses. (MN)
- Published
- 1998
3. Inclusive Education: A Series of Issue Papers.
- Author
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Illinois Coalition on School Inclusion, Springfield. and Illinois Coalition on School Inclusion, Springfield.
- Abstract
Thirteen brief papers address issues in inclusive education, with special emphasis on concerns and applications in Illinois. The following issues are discussed: (1) the relationship of the inclusive schools concept to that of providing a continuum of alternative placement options; (2) needed changes in current funding of special education to provide incentives (rather than disincentives) for school districts to include students with disabilities in regular classes and schools; (3) the practices of mainstreaming, integration, and "dumping" of students into regular classes without supports as opposed to "supportive" education in an inclusive education system; (4) needed restructuring in preservice training of teachers if inclusive education is to be fostered; (5) benefits of inclusive education for families; (6) the destructive effects of categorical labels; (7) the urgency of the removal of architectural barriers in public schools; (8) inservice and administrative supports needed by both regular and special education teachers for successful inclusion of students with disabilities; (9) specific ways administrators can support inclusion; (10) the role of the individualized education program in inclusive schooling; (11) a comparison of such terms as "least restrictive environment,""integration,""mainstreaming,""regular education initiative," and "inclusion"; (12) accountability issues at the state level; and (13) curriculum issues and inclusive education. Some papers contain references. (DB)
- Published
- 1994
4. A Handbook for Adult Basic Education: Volume 2.
- Author
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Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., Southern Regional Education Board, Atlanta, GA., Morrison, Marshall Lee, Morrison, Marshall Lee, Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., and Southern Regional Education Board, Atlanta, GA.
- Abstract
Volume 2 of the handbook has been designed to supplement the material presented in Volume 1, which was concerned with basic problems associated with the Adult Basic Education (ABE) classroom. Volume 2 aims at a wider audience. Chapter 1 attempts to give a detailed description of the deprived adult learner, and considers such questions as how they are; why they are as they are; and what to do about it. Chapter 2 suggests some methods and means of increasing and improving services to the deprived. Chapters 3 and 4 present some data and arguments favoring public support of adult education. Chapter 5 considers the crucial problem of communicating and interacting with the deprived. Chapters 6 and 7 attempt to make Chapter 2 more extensive, intensive, and protensive by setting forth curriculum practices and suggesting techniques, tools, and trends in ABE. Chapter 7 indicates how the total program in adult education may be improved, unified, and made more continuous through the coordinated efforts of administrators and supervisors in the field. Finally, the appendixes, through a series of position papers, present some thought-provoking subject matter selected from a wide array of scholars considered knowledgeable in the area of adult education. (Author)
- Published
- 2024
5. Bibliography of Project Reports and Research Papers, September 1971-December 1975.
- Author
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Minnesota Univ., Minneapolis. Coll. of Education.
- Abstract
This document is a bibliography (without annotations) of 33 project reports and 21 research papers completed by the National Science Foundation (NSF) funded Minnesota Research and Evaluation Project during September 1971 - December 1975. Ten of the project reports and one of the research papers are not available for distribution. The project reports include studies of schools and school systems, descriptions of mathematics and science tests, and reports on curriculum workshops. The research papers are largely on science and mathematics education, educational research techniques, and NSF project reports. (BB)
- Published
- 1976
6. Behind 'A Nation at Risk': Papers of the National Commission on Excellence in Education. ERIC Fact Sheet No. 9.
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ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.
- Abstract
Commissioned papers to help the National Commission on Excellence in Education make the recommendations for educational improvement for its report "A Nation at Risk" are cited in this annotated listing. The report presents recommendations in five areas: content, standards and expectations, time, teaching, and leadership and fiscal support. Summaries of eight of these papers are provided. They deal with student motivation, understanding intelligence, what is learned in schools, K-12 curriculum, inservice teacher education, values learned in school, and the curricula of foreign countries. Because the Commission's recommendations are presented in only ten pages, they do not provide detailed guidance for those working toward educational excellence at the local level. These educators may therefore find that the numerous papers prepared for the Commission will shed light on how the Commission reached its conclusions and formulated recommendations. The titles of ten additional papers are also provided. All papers are available through ERIC. (RM)
- Published
- 1983
7. Post Cultural Revolution Teaching Methods. Occasional Paper No. 77-7.
- Author
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State Univ. of New York, Stony Brook. American Historical Association Faculty Development Program., Silvestri, Gary, Silvestri, Gary, and State Univ. of New York, Stony Brook. American Historical Association Faculty Development Program.
- Abstract
This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)
- Published
- 1977
8. Education of Health Service Administrators in an Interdisciplinary Model. Position Paper. Revised Edition.
- Author
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Oregon Univ., Portland., Elder, Jerry O., Elder, Jerry O., and Oregon Univ., Portland.
- Abstract
Graduate education of administrators for mental retardation and developmental disability programs are defined under the umbrella of Health Services Administration. These programs have in common the delivery of health care. From the administrative standpoint, the broad area of human services must be brought down to manageable, functional segments, but must also be concerned with all of the human services. A way an administrator can relate to other human services is by first having a thorough knowledge and understanding of the health care delivery system and the role management plays within it. This initial working document deals with graduate education for administrators of mental retardation, development disability programs, and institutions. Included is a questionnaire and results that identify major functional areas of responsibilities for administrators. (Author/KE)
- Published
- 1976
9. Infuences on Curriculum Development in the Public Schools of Washington, D.C., 1804-1982. Studies in D.C. History and Public Policy Paper No. 4.
- Author
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District of Columbia Univ., Washington, DC. Dept. of Urban Studies., District of Columbia Univ., Washington, DC. Inst. for District Affairs., and Racine, Marie M.B
- Abstract
This report provides a historical overview of curriculum development in the public schools of Washington, D.C. Investigation of the pre-emancipation period (1804-1864) shows that curriculum focused on the development of basic skills, moral values, and employment skills. During the period of the dual school system (1864-1954), when public education was provided separately for blacks and whites, developments in curriculum included an increase in the number and variety of subjects and courses at elementary and secondary levels; the rise of junior high schools, vocational education, and special education; and shifts in responsibility for curriculum development from the Board of Education to teachers and administrators. In the post-desegregation period (1954-1982), racial integration and the increase in the number of black students led to the development of the track system and a curriculum for a predominantly urban and black student body. After 1954, curriculum aimed primarily to educate students of low socioeconomic backgrounds and several curriculum plans to improve academic achievement were implemented. The report identifies historical, sociopolitical, educational, and other factors to explain curriculum changes at given periods, suggests that employment has been the fundamental purpose of the school system over the years, and discusses elements that should be considered in proposing curriculum reforms. (Author/MJL)
- Published
- 1982
10. Science: Can Education Really Be Thorough and Efficient Without It? A Position Paper.
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New Jersey Science Teachers Association, Inc., Hackensack. and New Jersey Science Teachers Association, Inc., Hackensack.
- Abstract
This paper, prepared by the New Jersey Science Teachers Association (NJSTA), presents the position that for education to be thorough and efficient, it must provide students with education in science. The paper is intended to provide an impetus for change in the laws of New Jersey relating to education. Topics discussed are: (1) Why teach science; and (2) Concerns of science educators relative to a science education program being brought about by state mandate. Thirty recommendations pertaining to all phases and participants in science education, from state to classroom levels, are presented. (SL)
- Published
- 1977
11. John Tracy Clinic 1973 Summer Session for Teachers of the Deaf/Blind: Selected Papers. Final Report.
- Author
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John Tracy Clinic, Los Angeles, CA. and Blea, William A.
- Abstract
The document contains 10 papers from the 1973 John Tracy Clinic (Los Angeles, California) Summer Session for teachers on communication skills for deaf/blind children. J. Efron, the author of "Teaching Communication Skills to Deaf/Blind Children--Which Method?" examines advantages and disadvantages of several methods of teaching communication skills, offers some criteria for determining which method is most appropriate, and reviews principles of teaching communication skills to deaf/blind children. In "Acquisition of Communication Skills in the Normal Child," Efron lists stages of skill development in inner language, receptive language, and expressive language. A third paper by D. Cross, "Developing Language Skills in the Prelingual Deaf/Blind Child," contains a workshop outline. Described in question and answer format in a fourth paper (by Cross) is "A Program to Develop Communication and Language Skills via Coactive Movements and Imitation through Movement." A paper titled "The Speech Model" by L. Rowe offers a model which explains the progressions of speech learning which take place in specific lessons and in general learning situations. "Remedial Principles and Practices with the Hearing Impaired" (including lipreading, auditory training, and speech) are reviewed by E. Lowell. Subsequent papers contain guidelines on focusing and tracking for a child with impaired vision; activities for developing the kinesthetic sense, tactile awareness, the stereognostic sense, audition, and sense of weight and temperature; a "Developmental Learning Guide for Deaf/Blind Children" (compiled by D. Cross) which includes behavior and performance checklists, and sequential steps and activities in the areas of awareness of self and others, motor development, perceptual and readiness skills, conceptual skills, academics, and communication; and instructions for teaching practical life activities. (SB)
- Published
- 1973
12. Learning about the World of Work in the Federal Republic of Germany. A Collection of Papers. Studies in Vocational Education and Training in the Federal Republic of Germany. Number Seven.
- Author
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Further Education Staff Coll., Blagdon (England). and Russell, Russ
- Abstract
This collection of papers, consisting of six reports, is the result of a research project during which vocational educators from the United Kingdom traveled to the Federal Republic of Germany to examine the ways in which secondary school students in that country learn about the world of work. Included in the volume are the following reports: "The Secondary School System of the Federal Republic," by Russ Russell; "Arbeitslehre in the Federal Republic of Germany," by J. Woppel; "Concept and Experimental Models for the Teaching of Arbeitslehre in the Rheinland-Pfalz," by Paul Pardall; "Multi-Subject Teaching Unit: Vocational Orientation," by Staatliches Schulamt, Stuttgart; "Arbeitslehre in Baden-Wurttemberg and Berlin," by John Perry; and "The New School Subject," by Stephen Castles and Wiebke Wustenberg. A glossary concludes the volume. (MN)
- Published
- 1982
13. Papers on Educational Reform, Volume IV.
- Author
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Open Court Publishing Co., La Salle, IL. and Open Court Publishing Co., La Salle, IL.
- Abstract
The following nine papers were presented to the Open Court Editorial Advisory Board Meeting, 1974. In "National Assessment of Educational Progress" J. Stanley Ahmann provides an overview of assessment aims, construction, and results. Jacques Barzun discusses the history of educational theory in "The Use of Tradition in Educational Disputes". In "Crisis in British Education," Rhodes Boyson explores declining standards of achievement as a result of neoprogressivism. Cleanth Brooks suggests the use of literature, poetry in particular, to illuminate the past in "Combined Studies Program: Literary Elements." Peter Hilton discusses five problems peculiar to higher education and applies that discussion to education in general in "Some Problems of Contemporary Education." Banesh Hoffman provides examples of the lack of objectivity in objective tests in "On The Mechanization of Evaluation." in "Reflections on the Disorder of Our Times," Sidney Hook appeals for rationality in our ideas about social order. Albert Williams Levi contributes "History and Philosophy in the International Baccalaureate." Ralph A. Smith outlines a sane educational theory and pedagogy for art instruction in "The 'New' Appreciation of Art." (JH) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.
- Published
- 1974
14. Historical Background of Outdoor Education. Taft Campus Occasional Paper No. 17.
- Author
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Northern Illinois Univ., Oregon. Larado Taft Field Campus. Dept. of Outdoor Teacher Education. and Hammerman, Donald R.
- Abstract
Although there were camps for children as early as 1861, it was not until the post-depression era that professional educators gave serious consideration to the educational values of camping. By the late thirties school camping was beginning to find a foothold in various sections of the country and during the forties this movement continued to expand. Three school camping projects contributed significantly to the initial development of outdoor education. The Battle Creek, Michigan school camping program exerted widespread philosophical influence and provided a training ground for outdoor education leaders. The New York City Camping Education Experiment provided a basis for evaluating some of the outcomes of outdoor education. The Tyler, Texas Outdoor Laboratory established a pattern for school and community cooperation in developing a desired educational program. Among the pioneers of the development of outdoor education were L. B. Sharp, George W. Donaldson, and Julian Smith. The three stand out as the prime movers in outdoor education. Early outdoor teacher education ventures were the New York Teacher's Outdoor Education Institute, the George Peabody College for Teacher's Experiment, the Brockport (New York) University Teacher's College Course, the New Jersey State School of Conservation, and outdoor teacher education at Northern Illinois University. Historically significant developments include the formation of the Outdoor Education Association, the Elementary and Secondary Education Act of 1965, and the development of environmental education. (DS)
- Published
- 1974
15. The Anglo-German Report on Curriculum Development for Vocational Education. Comparative Papers in Further Education. Number Two.
- Author
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Further Education Staff Coll., Blagdon (England). and Finlayson, Jean
- Abstract
Materials are presented from a seminar that brought together practicing German and British educationalists to compare the differing curriculum decisions and implementation processes in England and Wales with those in the Federal Republic of Germany. A foreword provides the objectives, methods, and funding bodies. Section 2 is a comparative introduction to the text that makes recommendations for further study. Detailed comments on the formal structure of technical and vocational education in the Federal Republic of Germany are offered. Specific topics are the upper secondary vocational school system, vocational training at upper secondary level outside schools, and curriculum processes. Section 4 is a glossary of terms used in the three specialists reports. The next three sections contain the reports of the technician education, business education, and vocational education groups. Each report describes the structure of the educational system in the two countries as determined from visits and the curriculum and/or curriculum development. Section 8 presents the conclusions and suggestions for further study from each of the three groups. The final section includes the seminar timetable with a list of institutions studied during the seminar and a list of membership in the seminar. (YLB)
- Published
- 1983
16. Education in Forestry: Proceedings of the Second National Conference, New Haven, Connecticut, December 17-18, 1920. Bulletin, 1921, No. 44
- Author
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Department of the Interior, Bureau of Education (ED)
- Abstract
The Second National Conference on Education in February was held under the auspices of the School of Forestry of Yale University at New Haven, Connecticut on December 17 and 18, 1920. Its purpose was to discuss the question: To what extent and in what ways is it desirable to revise the standardized curriculum of instruction in forestry that for the past 10 years has been more or less closely followed by the leading forest, schools of the United States? That curriculum was the outcome of the First National Conference on Education in Forestry, held in December, 1909, when was appointed a committee on standardization of instruction in forestry that published its final report in the Forestry Quarterly for September, 1912 (Vol. X, No. 3). The second conference on professional forestry education was called by Dean Toumey of the Yale School of Forestry, after consultation with other foresters engaged in educational work. Those in attendance represented, personally or by proxy, all the forest schools in the country that offer courses leading to a forestry degree, or that otherwise train men for the practice of forestry as a profession. Through the courtesy of the United States Commissioner of Education the proceedings of the conference are made of permanent record in this bulletin, the conference having very gladly accepted the commissioner's offer to incorporate this material in a publication of the Bureau of Education. Appended are: (1) List of committees of second national conference on education in forestry; and (2) Forest schools having 4-year curricula. An index is included. Individual sections contain footnotes. (Contains 6 tables.) [Best copy available has been provided.]
- Published
- 1922
17. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Washington, District of Columbia, July 15-19, 2020). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Thripp, Richard, Sahin, Ismail, Thripp, Richard, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2020
18. Education and New Developments 2020
- Author
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Carmo, Mafalda
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]
- Published
- 2020
19. List of Publications of the United States Bureau of Education, 1867-1910. Bulletin, 1910, No. 3. Whole Number 439
- Author
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Department of the Interior, United States Bureau of Education (ED)
- Abstract
The list of publications of the Bureau of Education, which is presented herein, is a revision of the list published in 1908 (Bulletin, 1908, No. 2). It differs from the earlier issue not only in that it is brought down to date, but in certain arrangements which will, it is believed, render it more convenient for the use of librarians and others who may have occasion to consult it. Contents include: (1) Annual statements of the Commissioner; (2) Annual Reports; (3) Official circulars of information; (4) Bulletin; and (5) Miscellaneous publications. An index is included. [Best copy available has been provided.]
- Published
- 1910
20. Record of Current Educational Publications. Bulletin, 1931, No. 22
- Author
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United States Department of the Interior, Office of Education (ED) and McCabe, Martha R.
- Abstract
The following pages contain a classified and annotated list of current educational publications for the period July to September, 1931, inclusive. It is the third of the quarterly issues of the year, following the plan instituted in 1930 whereby the selection of the significant material in the different fields is made by specialists in those fields. Books, periodicals, and pamphlets here mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. The publications are organized into the following topics: (1) Nursery, Kindergarten and Primary Education; (2) Elementary Education; (3) Secondary Education; (4) Exceptional Children; (5) Educational Psychology; (6) Junior Colleges; (7) Education of Teachers; (8) Colleges, Universities, and Graduate Schools; (9) Public School Administration; (10) Adult Education; (11) Vocational Educational and Guidance; (12) Negro Education; (13) Foreign Education; and (14) Proceedings, reports, and Office of Education publications, courses of study. An index is included. [Compiled in the Library Division of the Office of Education. Best copy available has been provided.]
- Published
- 1932
21. Record of Current Educational Publications. Bulletin, 1932, No. 4
- Author
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United States Department of the Interior, Office of Education (ED) and McCabe, Martha R.
- Abstract
This bulletin contains a selected, annotated, and classified bibliography of educational literature for the period October to December, 1931, inclusive, and is the fourth and last of the quarterly issues of the year 1931. The bibliography includes significant publications in the field of education which have appeared during the quarter, having been selected by specialists in certain fields who are serving as collaborators. Books, periodicals, and pamphlets here mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. The publications are organized into the following topics: (1) Nursery, Kindergarten and Primary Education; (2) Elementary Education; (3) Secondary Education; (4) Exceptional Children; (5) Educational psychology; (6) Junior colleges; (7) Education of teachers; (8) Colleges, Universities, and Graduate Schools; (9) Public School Administration; (10) Adult Education; (11) Negro Education; (12) Foreign Education; (13) Proceedings, reports, and Office of Education publications; and (14) Vocational education and guidance. An index is included. [Compiled in the Library Division of the Office of Education. Best copy available has been provided.]
- Published
- 1932
22. Record of Current Educational Publications. Quarterly, January 1-March 31, 1931. Bulletin, 1931, No. 9
- Author
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United States Department of the Interior, Office of Education (ED)
- Abstract
This bulletin contains a classified and annotated list of educational publications for the period of January to March, 1931, inclusive. It is the second issue under the new plan in which the significant publications in educational literature in different fields have been contributed by specialists in those fields. The publications are organized into the following topics: (1) Nursery-kindergarten-primary education; (2) Elementary education; (3) Secondary education; (4) Exceptional children; (5) Educational psychology; (6) Junior colleges; (7) Education of teachers; (8) Colleges, universities, and graduate schools; (9) Public-school administration; (10) Adult education; (11) Vocational education and guidance; (12) Negro education; (13) Foreign education; and (14) Proceedings, reports, and Office of Education publications. An index is included. [Best copy available has been provided.]
- Published
- 1931
23. Record of Current Educational Publications. Bulletin, 1931, No. 3
- Author
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United States Department of the Interior, Office of Education (ED) and McCabe, Martha R.
- Abstract
The following pages contain a classified and annotated list of current educational publications for the period July to December, 1930, inclusive. The preceding records for the current year were issued as Bulletin, 1930, No. 15, January to March, 1930, and Bulletin, 1930, No. 32, April to June, 1930. Books, periodicals, and pamphlets here mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. The publications are organized into the following topics: (1) Nursery, Kindergarten and Primary Education; (2) Elementary Education; (3) Secondary Education; (4) Exceptional Children; (5) Junior Colleges; (6) Teacher Training; (7) Colleges, Universities, and Graduate Schools; (8) Public School Administration; (9) Adult Education; (10) Vocational Educational and Guidance; (11) Negro Education; (12) Foreign Education; (13) Proceedings of associations, reports, and office of education publications; and (14) Office of Education: Recent Publications. An index is included. [Compiled in the Library Division of the Office of Education. Best copy available has been provided.]
- Published
- 1931
24. Education and New Developments 2019 - Volume I
- Author
-
Carmo, Mafalda
- Abstract
This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2019), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2019 received 547 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 135 submissions (25% acceptance rate), from which, 114 submissions are published in full text in these volumes. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Denise Whitelock, Professor of Technology Enhanced Assessment and Learning, Institute of Educational Technology, The Open University, UK, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This is the Volume I of the book "Education and New Developments 2019" and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This first volume focus in the main areas of TEACHERS AND STUDENTS and PROJECTS AND TRENDS. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [For Volume II, see ED604966. This document contains the proceedings of END 2019: International Conference on Education and New Developments (Porto, Portugal, June 22-24, 2019).]
- Published
- 2019
25. Meeting the Challenge: A Guidebook for Teaching Gifted Students.
- Author
-
California Association for the Gifted. and Clark, Barbara
- Abstract
This guidebook for California teachers of gifted students discusses common issues and concerns, suggests solutions, and identifies resources. Part 1, in question and answer format, covers: characteristics of gifted students, identification, curriculum and instruction, classroom management, special challenges, characteristics of teachers of gifted students, relationships with parents and colleagues, and the importance of gathering resources. Part 2 includes a variety of resources. Among them are the California Association for the Gifted (CAG) statement of philosophy, a list of professional organizations and journals in gifted education, a review of California legislation pertaining to gifted education, and an overview of characteristics of gifted students. Part 3 is an annotated bibliography of 59 print resources arranged by the following topics: general works; grouping; curriculum; creativity; special challenges (underachievement, at-risk students, minority students); social and emotional needs of gifted students; technology; parent information; and books for students. Part 4 presents CAG position statements in the form of a glossary defining key terms, explaining the term's implications, and stating the CAG position. Examples include "ability grouping,""cooperative learning,""core curriculum,""curriculum compacting,""instructional scaffolding," and "non-traditional identification." (DB)
- Published
- 1996
26. A Bibliography of Teaching Chinese for School Teachers.
- Author
-
Kishere, Dennis
- Abstract
Provides a bibliography for teachers and student teachers that includes a range of sources on different aspects of teaching Chinese. Among the materials covered are those relating to methodology, issues in teaching, curricula, conferences, and linguistic perspectives. (GLR)
- Published
- 1990
27. Problem Solving in the School Curriculum from a Design Perspective
- Author
-
Mathematics Education Research Group of Australasia, Toh, Tin Lam, Leong, Yew Hoong, Dindyal, Jaguthsing, Quek, Khiok Seng, Toh, Tin Lam, Leong, Yew Hoong, Dindyal, Jaguthsing, Quek, Khiok Seng, and Mathematics Education Research Group of Australasia
- Abstract
In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: "Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution. This is an engineering task rather than a conceptual one" (p. 541). In the first paper, the participants look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of their project, in the second paper, they focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet their design criteria. The papers included in this symposium are: (1) Enacting a Problem Solving Curriculum (Leong Yew Hoong, Toh Tin Lam, Quek Khiok Seng, Jaguthsing Dindyal, Tay Eng Guan and Lou Sieu Tee); (2) Problems for a Problem Solving Curriculum (Jaguthsing Dindyal, Quek Khiok Seng, Leong Yew Hoong, Toh Tin Lam, Tay Eng Guan and Lou Sieu Tee); and (3) Resources for Teaching Problem Solving: A Problem to Discuss (Quek Khiok Seng, Toh Tin Lam, Jaguthsing Dindyal, Leong Yew Hoong, Tay Eng Guan and Lou Sieu Tee). Individual papers contain tables, figures and references. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
- Published
- 2010
28. Education and New Developments 2018
- Author
-
Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2018), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2018 received 624 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 168 submissions (27% acceptance rate). The conference also includes two keynote presentations from internationally distinguished researchers, Prof. Dr. Zoltán Rónay (Ph.D, Associate Professor) Research Group for Higher Education and Innovation, Institute of Education, Faculty of Education and Psychology, Eötvös Loránd University, Hungary, and Prof. Dr. Gyöngyi Bujdosó (PhD, Senior lecturer) Faculty of Informatics, University of Debrecen, Hungary, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2018: International Conference on Education and New Developments (Budapest, Hungary, June 23-25, 2018).]
- Published
- 2018
29. Validity in Cross-National Assessments: Pitfalls and Possibilities.
- Author
-
Jakwerth, Pamela M. and Jakwerth, Pamela M.
- Abstract
Five interrelated papers that explore the theme of validity within the context of cross-national assessments are grouped in this collection. These papers were presented at a symposium at the annual meeting of the American Educational Research Association. These papers draw on data from the Third International Mathematics and Science Study (TIMSS). The TIMSS involved more than 12,650 schools, 25,300 teachers, and 655,000 students in about 50 countries. A central problem in the evaluation of results of cross-national assessments is that of content validity as evaluated in relation to the specific domain to which test scores are intended to relate. In international assessments, as in national studies, more than one type of domain is of potential interest. Some domains relate to the explicit and implicit intended goals of the curriculum, the "intended" curriculum, and others related to what is actually implemented in the classroom, the implemented curriculum. The degree to which a cross-national assessment reflects a country's curriculum and instruction has great impact on the interpretation of results. The following papers are included: (1) "Opportunity To Learn and the Pitfalls of International Rankings: A Validity Issue?"; (2) "Domain Definitions for Curriculum-Sensitive Tests: Improving the Content Validity of Cross-National Assessments"; (3) "Evaluating Test-to-Curriculum Match: Indices of Content Validity for Curriculum-Sensitive Assessment"; (4) "Item-Topic Clusters, Disaggregation, and Variety of Statistics: Some Approaches to Solving the Validity Dilemma in Cross-National Assessments"; and (5) "Validity Issues in Cross-national Relational Analyses: A Meta-Analytic Approach to Perceived Gender." References, when included, follow the individual papers. (SLD)
- Published
- 1997
30. Art Criticism: The Potential of Conrad Fiedler's Ideas for Art Education.
- Author
-
Abrahamson, Roy E.
- Abstract
This paper discusses the ideas of Conrad Fiedler, a 19th century German philosopher of art, concerning art criticism, or the judging of works of visual art. In addition to a brief biography of Conrad Fiedler, the paper's main subject is Fiedler's ideas on art criticism as expressed in his book "On Judging Works of Visual Art" (1876, translated 1948). The paper also includes translation of some of Fiedler's aphorisms and statements from his other writings. Fiedler rejected the idea that art is based on contemplation of beauty. He strongly disagreed with the Kantian idea that art was only an undeveloped, rudimentary step in the acquiring of cognition. He saw art as a mental process involving another kind of cognition rather than abstract, conceptual cognition. Unlike the art educators and aestheticians of his day, Fiedler saw artistic consciousness as an inherent endowment of the human mind, that shows its presence already in the behavior of children. Fiedler identified an entire domain of the human mind, an intuitive domain consisting of artistic thinking, artistic cognition, and artistic configuration. These are holistic in their nature, being inherent endowments of gestalt, unifying lawfulness of the human mind. In accordance with Fiedler's views, using the term "aesthetics" without defining it, or treating it as an equal with art, or failing to realize the subjectivity of its criteria for art criticism may confuse and mislead art students. (DK)
- Published
- 1991
31. How Can We Study Children's/Youth's Out of School Experiences to Inform Classroom Practices?
- Author
-
McCarthey, Sarah, Duke, Nell K., Bloome, David, Faust, Sara, García-Sánchez, Inmaculada M., Stornaiuolo, Amy, and Alvermann, Donna
- Abstract
The collection of papers represented in the Integrative Research Review responds to the question: How can we study children's/youth's out of school experiences to inform classroom practices? Using a variety of lenses to address the question, the authors consider how to understand, respond to, and serve children and youth in a variety of contexts. Duke explores a quasi-experimental design showing the potential impact on student achievement and motivation in schools that incorporate literacy practices from children's lives outside of school compared to the traditional curriculum. Bloome and Faust take a philosophical approach to explore the languaging of the relationship between students' out-of-school lives and classroom practices and its implications for the construction of personhood by examining one classroom event from a microethnographic discourse analysis perspective. García-Sánchez highlights the methodological features that allow linguistic anthropologists to make visible the agentive and innovative character of immigrant children's communicative practices in a variety of learning situations. Drawing on the transliteracies approach, Stornaiuolo considers work with a group of young people to study multimodal composing and the development of school makerspaces in a 6-year partnership project with a local innovation high school. Alvermann discusses the papers, pointing out the affordances and challenges of each perspective.
- Published
- 2020
- Full Text
- View/download PDF
32. Thirty Years of Sharing. Summer Sessions Commitment to: Students, Innovations, and Quality. North Central Conference on Summer Schools, 1949-1978.
- Author
-
North Central Conference on Summer Schools, Rockford, IL., Seagren, Alan T., and Randall, Ruth E.
- Abstract
A history of the North Central Conference on Summer School (NCCSS) is presented. The NCCSS is an organization of colleges and universities in the north central area of the United States that provides undergraduate and/or graduate instruction during the summer months. The organization utilizes the structure and techniques of a conference to review issues pertinent to institutions that offer summer instructional programs. The history of the organization is divided into three time periods: 1949-1958, 1959-1968, and 1969-1978. For each period a discussion of the annual programs, summary and observations, chronology, officers and board members, and committees and chairmen are included. Some of the topics covered in the annual programs include: faculty salaries, curricula, enrollment, publication methods, credit, budgets, organization, administration, admissions, and calendars. It is suggested that the Conference plays a vital role in maintaining the educational standards of summer schools, and in offering a forum for discussion of important issues. Its importance is also emphasized in light of the movement toward lifelong education and the declining traditional age cohort for higher education. A position paper on standards and a membership record are included. (SF)
- Published
- 1979
33. University Programs. Symposium 20. [AHRD Conference, 2001].
- Abstract
This symposium on university programs consists of three presentations. "Institutional and Curricular Characteristics of Leading Graduate Human Resource Development (HRD) Programs in the United States" (K. Peter Kuchinke) reports a study on institutional arrangements, student enrollments, and core curriculum content and found a large degree of heterogeneity among program names, departmental affiliations, and specializations; declining student enrollment; increased part-time course taking; and disparity between course offerings and much current writing in the field. "Assessment of a Graduate Program in HRD: Perceptions of Key Stakeholders" (Julie A. Furst-Bowe, Joseph Benkowski) discusses these findings: overlap among courses; difficulty in providing administrative and student services to students; need for additional staff; lack of quality classrooms and instructional facilities; and quality and level of research and scholarship among faculty and students. "Predicting Academic Performance in Management Education: An Empirical Investigation of Master of Business Administration (MBA) Success" (Baiyin Yang, Xiaoping Rosa Lu) suggests that undergraduate grade point average was the most important predictor for the graduate academic performance, followed by Graduate Management Admission Test (GMAT) quantitative and GMAT verbal, while language made little contribution. All three papers include substantial bibliographies. (YLB)
- Published
- 2001
34. Political Economy of Education in Lebanon: Research for Results Program. International Development in Focus
- Author
-
World Bank, Abdul-Hamid, Husein, Yassine, Moham, Abdul-Hamid, Husein, Yassine, Moham, and World Bank
- Abstract
Education is a source of national pride in Lebanon. When the general public was asked how the education system was performing, 76 percent of respondents had a positive opinion; and these satisfaction rates have been consistently high over the years. However, perception of education quality does not reflect the reality of the sector; and learning outcomes, which are the determining metrics of success in education, have been lower than the international average, with a declining trend since 2007. This volume seeks to uncover why the education system in Lebanon is not reaching its full potential. It uses a political economy approach to study the drivers and factors that guide education operations to produce and utilize education outcomes. This includes the study of the context, stakeholders, and processes that shape education policies, institutions, and activities. It also aims to identify enablers and constraints for policy change, policy implementation, and results achievement. The analysis encompasses how education policies are developed; how education consumables--such as curricula, textbooks, and learning materials--are produced, distributed, and used by learners; how education services are delivered and monitored; and how results are measured. It includes the identification of the most influential actors in the education arena, as well as their vested interests. It also examines unfavorable frameworks for action that are likely to block the adoption of reforms and delay or derail their implementation. The system-level analysis presented in this volume used a mixed-method approach. Qualitative and quantitative analyses were conducted based on a review and analysis of more than 1,900 research papers, articles, and books; laws and policies; expenditures; trends; and enrollment and outcome indicators. Primary methods of inquiry were also used and included interviews, focus group discussions, and a household-based perception survey. [The studies under Research for Results (R4R) were made possible through generous financial contributions from the United Kingdom's Department for International Development (DFID) and the United States Agency for International Development (USAID).]
- Published
- 2020
35. Navajo Tribal Education Policies. Approved November 14, 1984 [by the] Navajo Tribal Council.
- Author
-
Navajo Tribe, Window Rock, AZ. Div. of Education.
- Abstract
The comprehensive educational policies adopted and incorporated into law by the Navajo Tribal Council are contained in this booklet. These policies, adopted during a special session of the Navajo Tribal Council (November 13-16, 1984), are broad statements of the educational needs and aspirations of the Navajo people. The mission statement defines appropriate education as one that fosters: competency in all basic areas of academic and cognitive skills, English and Navajo language skills and knowledge of American and Navajo culture, Navajo and United States citizenship, self-discipline and a positive self-concept, preparation for lifetime responsibilities, and a positive attitude towards education. Sections outline the Tribe's responsibility and authority; the educational agency; school boards; parental involvement; Navajo and Indian preferences; educational standards and the curriculum (including Navajo language, culture and social studies); and professional training for educators. Program policies for special education and education of gifted, talented and highly motivated students, as well as student services (counseling, substance and alcohol abuse guidance programs, bus routes and transportation) are also included. School operations and facilities are addressed, along with post-secondary education (the Navajo Community College), adult and early childhood education programs, vocational and career education, and handicapped programs. Definitions of terms are appended. (JMM)
- Published
- 1984
36. The Comprehensive High School: An Historical Perspective.
- Author
-
National Center for Research in Vocational Education, Berkeley, CA., Copa, George H., and Pease, Virginia H.
- Abstract
This report charts a brief history of the comprehensive high school in the United States designed particularly to highlight those key decisions that make them what they are. The first and longest part of the paper is organized chronologically into sections with the following headings: 1600-1890--Getting Started; 1890-1920--Basic Reform/Social Efficiency; 1920-1940--Reorientation/Being Progressive; 1940-1960--Reaction/Subject Centering; 1960-1980--Relevance/Equity; and 1980s--Return to Basics/Excellence. Within each section, key statements, studies, decisions, and changes are cited along with analysis of their reasons, actors, and consequences where apparent. The second part of the paper analyzes and summarizes the preceding descriptions of the development of the comprehensive high school in the United States. The following characteristics are examined: (1) growth in size of population served; (2) definition of comprehensive high school; (3) purpose of comprehensive high school; (4) recommended curriculum; (5) recommended methods of instruction; (6) important issues debated; and (7) source of leadership in the national commissions and study groups reviewed in this paper. These characteristics are summarized in a table for the time periods addressed. The report also lists the following issues concerning the comprehensive high school: purpose, curriculum that best follows from the purpose, instructional methods best used to teach the curriculum, and high school organization. Thirty-four references are listed. (YLB)
- Published
- 1992
37. Culminating Experience Action Research Projects, Volume 17, Fall 2010
- Author
-
University of Tennessee at Chattanooga, College of Health, Education and Professional Studies, McAllister, Deborah A., Cutcher, Cortney L., McAllister, Deborah A., Cutcher, Cortney L., and University of Tennessee at Chattanooga, College of Health, Education and Professional Studies
- Abstract
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2010, are presented below. Papers include: (1) Student Perceptions of Layered Curriculum[R] vs. Traditional Coursework on Class Grades for 11th-12th Grade Economics and Government Students (Heidi Beckham); (2) What Motivates Young Readers to Read? (Sarah Bolton); (3) Just Story Time? An Evaluation of the Effects of Reading Aloud to Secondary-aged Students (Keeton Christian); (4) Using a Behavioral Management Reward System to Decrease the Behavioral Problems in a High School Setting (Amber Collins); (5) Ready for Middle School Math? (Dorothy L. Finch); (6) Improving Vocabulary Acquisition and Grammar Comprehension in The Second Language through Five Minutes of In-class Reading Time (Veronica V. Herrera); (7) Technology and Mathematics: Classroom Companions for the Future (April J. Huddleston); (8) Perceptions of Fourth-Grade Math Students on Computer-Based Homework (Amanda I. H. Legge); (9) Do Students Retain More Information through Real Life Images or through Clip Art Cartoon Images? (Courtney Sloane Phillips); (10) The Visual Aspect of Vocabulary: Increasing Comprehension and Retention (Nicole Pinkerton); (11) Increasing Grammar Accuracy in the TPRS Classroom (Erin Segroves); (12) Effective Differentiated Instructional Strategies of Middle Grades' Mathematics Instructors (Elizabeth W. Stewart); (13) Vocational Education: Is It Meeting the Needs of the Community? (Stephen Tompkins); (14) The Effect of Daily Quizzes on Student Scores and Class Participation: A Study on High School Economic Students (Elizabeth Warren); and (15) Math-ercise...Could It Fatten Up Scores? (Wendi Worley). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 16, Spring 2010," see ED518906. Abstract modified to meet ERIC guidelines.]
- Published
- 2011
38. Culminating Experience Action Research Projects, Volume 15, Part 2, Fall 2009
- Author
-
McAllister, Deborah A. and McAllister, Deborah A.
- Abstract
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from fall semester 2009 (part 2), are presented in this document: (1) The Impact of Hands-On Activities and Labs in a Secondary Science Class (Melissa Greever); (2) Action Research Study of Group Work vs. Individual Work in High School Students (Emily Mitchell); (3) Parental Involvement (James Pierce); and (4) Numeracy Across the Middle School Curriculum (LaShelle M. Smith). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 15, Part 1, Fall 2009," see ED518899. Abstract modified to meet ERIC guidelines.]
- Published
- 2009
39. Culminating Experience Action Research Projects, Volume 10, Spring 2007
- Author
-
Tennessee Univ., Chattanooga., McAllister, Deborah A., Deaver, Sharon R., McAllister, Deborah A., Deaver, Sharon R., and Tennessee Univ., Chattanooga.
- Abstract
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from spring semester 2007. The following papers are included in this document: (1) Alternative Grading: A B from You, an A from Me (Julia L. Anderson); (2) Expanding Technology Use for the 21st Century Classroom (Natasha Brunton); (3) Congress Comes to the Sixth Grade (A Role-Play Exercise) (Andrew Campbell); (4) Factors behind Students' Bad Behavior at School (Nighat Jonathan Cecil); (5) Multiple Intelligences Responding Positively to a Writing Curriculum with Integrated Technology (Esther Clark); (6) Using Technology in Instruction: Internet Web Sites (Jonathan E. Craig); (7) An Investigation Of Homogeneous versus Heterogeneous Grouping in Cooperative Learning Situations (Chara Davis); (8) Using Classwide Peer Tutoring to Increase High School Math Students' Academic Performance (Stephen C. Durand); (9) Effective Strategies for Mastering Spanish in Grades 9-12 (Julieta Goode); (10) English as Second Language Students in a Kindergarten Classroom (Emeri D. Gordon); (11) Impact of Qualified Teachers on Head Start Education (Karina Hendrix); (12) Are Educators Meeting the Needs of all Students? (Allison Hughie); (13) Can Flying Objects Induce Identifiable Respect? (Carl. Kiefer); (14) An Evaluation of Learning in a Eurasian Geography Unit through a Pre-Test/Post-Test (Wayne Kohlwes); (15) Improving Middle School Students' Problem Solving Skills by Increasing the Use of Word Problems (Sarah Lail); (16) Perceptions of Faculty and Administration on the Effectiveness of In-School Suspension for the Modification of Student Behavior (NaJuana P. Lee); (17) Photographs Used in the Classroom to Enhance Children's Literacy Experience (Sean Loftin); (18) Should I Really not Smile until Thanksgiving? Discovering the Key to Effective Classroom Management (Jessica Power); (19) Using Computers in the Classroom to Enhance Students' Acquisition of Knowledge (Eric N. Roberts); (20) Using Probeware Technology to Teach pH Chemistry: A Pre-Test and Post-Test Evaluation (Scott C. Siegel); (21) Writing to Learn (Tina Varnell); (22) Can Mathematics Avoidance Be Avoided? (Kara White); and (23) Rhythm and Rhyme--The Effects of Music on Vocabulary Development of Kindergarten Students (Andrea Ziegler). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2008
40. Teaching America: East European Jewish Immigrants and the Public School Curriculum in Turn-of-the-Century New York City.
- Author
-
Brumberg, Stephan F.
- Abstract
This paper describes the curriculum that immigrant children encountered when they entered the New York City public schools at the beginning of the twentieth century. Focusing on the interaction between the curriculum and one group, East European Jews, the paper examines: (1) what the schools were attempting to teach Jewish and other immigrant students; and (2) if and how the Jewish community in New York sought to influence the nature and content of the public education that the children were receiving. It is suggested that New York City's German Jewish leadership and the leaders of public education shared the common concern of promoting the full assimilation and integration of East European Jews into American society. The paper describes how, toward this end, both elite groups collaborated on instructional programs designed to meet their transformational goals, and implemented the programs without ascertaining the wishes or seeking the consent of the East European Jewish community. (MJL)
- Published
- 1983
41. The Conference on Training for Foreign Service Called by the Commissioner of Education of the United States and Held in the City of Washington, December 31, 1915. Bulletin, 1917, No. 37
- Author
-
Department of the Interior, Bureau of Education (ED) and Swiggett, Glen Levin
- Abstract
Training for foreign service adequate to achieve the end in view, must be based upon satisfactory consensus in commercial education. This type of instruction should be established in all cities of present or potential foreign trade opportunities. This first conference to be held in the United States for the specific purpose of discussing the problem from the standpoint of government, business, and education, in order to ascertain a "modus operandi" in the establishment of an adequate course of instruction through the cooperation of these three essential agencies, was called by the Commissioner of Education of the United States. The following contents from the conference are included in this bulletin: (1) Letter of transmittal; (2) Introduction. (3) Appointment of Steering Committee; (4) Introductory remarks by the chairman; (5) Remarks by Mr. John Barrett; (6) Address by Mr. Wilbur J. Carr, Director of Consular Services; (7) Discussion of Mr. Carr's paper; (8) Address by Mr. James W. Farrell, president of the National Foreign Trade Council; (9) Discussion of Mr. Farrell's paper. (10) Preparation for foreign service in schools and colleges--Discussion of the papers of the morning session; and (11) The committee of fifteen on educational preparation for foreign service. The report of the committee on commercial education for foreign trade of the National Foreign Trade Council is appended. (Contains 2 footnotes.) [Best copy available has been provided.]
- Published
- 1917
42. Challenges in the 1990s for College Foreign Language Programs. Issues in Language Program Direction: A Series of Annual Volumes.
- Author
-
Magnan, Sally Seiloff and Magnan, Sally Seiloff
- Abstract
This collection of papers includes the following: "Style Wars: Teacher-Student Style Conflicts in the Language Classroom" (Rebecca L. Oxford, Madeline E. Ehrman, and Roberta Z. Lavine); "Articulating Learning in High School and College Programs: Holistic Theory in the Foreign Language Curriculum" (Janet Swaffar); "Reconsidering the FL Requirement: From Seat-Time to Proficiency in the Minnesota Experience" (Betsy K. Barnes, Carol A. Klee, and Ray M. Wakefield); "Team Teaching French with Teaching Assistants" (Theodore E.D. Bruan and Bonnie A. Robb); "On Apples and Oranges: The Effects of Integrating Beginners and False Beginners in Elementary French Classes" (Steven J. Loughrin-Sacco); "The Question of Language Program Direction is Academic" (James F. Lee and Bill VanPatten); "The Graduate Teaching Assistant in an Age of Standards" (Joseph A. Murphy); "Advancing the Case for an Advanced Methods Course" (John F. Lalande II); "Bridging the Gap Between Teaching and Learning: A Critical Look at Foreign Language Textbooks" (Renate A. Schulz); "CALL Today: Implications for Multisectioned Language Programs" (Robert Ariew); and "The Preparation and Support of Graduate Teaching Assistants in Foreign Languages: A Bibliography" (David P. Benseler and Christine Cronjaeger). (Papers contain references.) (SM)
- Published
- 1990
43. Challenges of Urban Education: Sociological Perspectives for the Next Century.
- Author
-
McClafferty, Karen A., Torres, Carlos Alberto, Mitchell, Theodore R., McClafferty, Karen A., Torres, Carlos Alberto, and Mitchell, Theodore R.
- Abstract
The papers in this collection discuss the challenges facing urban education and the sociology of urban education. The more comprehensive perspective presented in this document can contribute to the improvement of city schools and the empowerment of urban students. Following an introduction, "Challenges of the New Sociology of Urban Education" (Karen A. McClafferty, Carlos A. Torres, and Theodore R. Mitchell), the papers are: (1) "Power, Meaning, and Identity: Critical Sociology of Education in the United States" (Michael W. Apple); (2) "Social Theory and Educational Research: Reframing the Quantitative-Qualitative Distinction through a Critical Theory of Methodology" (Raymond A. Morrow); (3) "Sociology of Education and Urban Education Policy" (Geoff Whitty); (4) "Where Neoliberal Ideology Meets Social Context: A Comparative Analysis of U.S. Charter Schools and England's Grant-Maintained Schools" (Amy Stuart Wells); (5) "Corporations and Classrooms: A Critical Examination of the Business Agenda for Urban School Reform" (Roslyn Arlin Mickelson); (6) "A Comparative Analysis of Existing Secondary School Discipline Policies: Implications for Improving Practice and School Safety" (Pamela Fenning, James D. Wilczynski, and Marianela Parraga); (7) "Modeling the Effects of Changing Demography on Student Learning: Applications Designed To Change School District Practices" (Anthony Gary Dworkin, Laurence A. Toenjes, Margaret K. Purser, and Ayman Sheikh-Hussin); (8) "Gangsta Pedagogy and Ghettocentricity: The Hip-Hop Nation as Counterpublic Sphere" (Peter McLaren); (9)"Battlin' Nihilism at an Urban High School: Pedagogy, Perseverance, and Hope" (David Keiser); (10) "Gaps, Bridges, and Buffers in the Research, Policy, and Practice of Urban Education: A Dialogue" (Theodore R. Mitchell, Carlos A. Torres, and Karen A. McClafferty); and (11) "Memoirs of Urban Education Policymakers: A Dialogue among Three Former Urban School Superintendents" (Harry Handler, Sid Thompson, and Eugene Tucker with Carlos A. Torres and Karen A. McClafferty). Each paper contains references. (Contains 10 tables and 1 figure.) (SLD)
- Published
- 2000
44. Logical Reasoning in Science Education [and an Annotated Bibliography].
- Author
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ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH., Connelly, F. Michael, Binns, Richard W., Connelly, F. Michael, Binns, Richard W., and ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH.
- Abstract
This paper on logical reasoning in science education was written from a philosophical, rather than a psychological, orientation within an overall curricular framework. Six areas are treated within this curricular framework: philosophical consideration, logical structure in a field of enquiry, materials development and evaluation, epistemological characteristics, student development and use of logical reasoning in science, and evaluation-research activity. In each area, selected studies are cited and briefly discussed. Research methodology is stressed throughout the paper. An annotated bibliography intended primarily for the use of researchers in science education is included and consists of materials from educational and research journals, curriculum project newsletters, and doctoral dissertations. The references are classified according to the six areas of the paper, with those articles found most useful in developing the paper identified by asterisks. (PEB)
- Published
- 1974
45. Western Kansas Country Schools. Country School Legacy: Humanities on the Frontier.
- Author
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Mountain Plains Library Association, Silt, CO. Country School Legacy Project. and Jones, Donna R.
- Abstract
Oral histories provide background information for five essays which address the development of country schools in Western Kansas during the late 1800's. The first paper provides a historical review of the founding of country schools in Western Kansas, with specific country schools (many are now historical sites) described. The second paper portrays country schools as being the heart of the rural community where potluck dinners, minstrel shows, 4-H Club meetings, literary meets, church and Sunday school, ball games and most other community activities were held. Teachers, their roles, rules, and regulations are reviewed in the third paper. The basics, reading, writing, arithmetic, and recitation, which were stressed in the country school, are presented in the fourth paper via stories dealing with the early classrooms and instructional materials. The last paper portrays the public and parochial country school as one of the major elements in Western Kansas that helped immigrants learn American customs, history, language, and patriotism. Among the ethnic groups discussed are: American Indians, Volga-Germans (German Russians), Blacks, French, Swedes, Mennonites, and Czechoslovakians. Appended to the second paper is a list of the 104 historic site forms completed and a list of 35 oral interviewees. (AH)
- Published
- 1982
46. Irish Educational Studies, Vol. 3 No. 1.
- Author
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Educational Studies Association of Ireland, Dublin., McKernan, Jim, McKernan, Jim, and Educational Studies Association of Ireland, Dublin.
- Abstract
Research issues concerning all levels of education in the Republic of Ireland and in Northern Ireland are examined in 22 papers. The papers deal with the following topics: information technology and education; the concept of authority as it applies to the professional teacher; an analysis of the theories of R.F. Dearden; a critical assessment of Michael Oakeshott's concept of education; building student self-concept through specific teaching strategies; storytelling; curriculum research; equality as a curriculum goal; pastoral care as a component of Irish education; mathematics education and the open university, readability levels of history texts used in Irish primary schools; reading standards at the college level; English language and literature education; learning with broadcasting; professionalism in teaching; competing ideologies in teacher training; teacher attitudes following the first year of teaching; and a history of the Northern Ireland Induction Program for teacher training. (LP)
- Published
- 1983
47. Improvement of Instruction in Rural Schools through Professional Supervision: Abstracts of Addresses Delivered at the First Conference of Supervisors of the Southeastern States, Held at Nashville, Tennessee, December 14 and 15, 1925. Bulletin, 1926, No. 12
- Author
-
Department of the Interior, Bureau of Education (ED)
- Abstract
This bulletin contains abstracts of the addresses delivered at a two-day conference of State and county rural-school supervisors in the Southeastern States, called by the United States Commissioner of Education, at Peabody College for Teachers, Nashville, Tennessee, December 14 and 15, 1925. Abstracts were prepared from notes or manuscripts submitted by the authors. The conference was attended by approximately 100 rural educational workers, most of whom are engaged in State and county supervision. The States represented are Alabama, Georgia, Florida, Kentucky, Louisiana, North Carolina, Ohio, Oklahoma, South Carolina, Tennessee, Virginia, and West Virginia. The United States Bureau of Education was represented by two members of the staff of the Division of Rural Education. The Program presented at the conference was arranged to consider the six large problems indicated by the Roman numerals in the table of contents: (I) The Supervision of Instruction; (II) Teaching Problems; (III) The Value of Supervisory Plans and Programs; (IV) Intelligent Use of the Textbook; (V) Problems Concerned with the Course of Study and Its Use; and (VI) Equitable Distribution of the Supervisor's Time. Under each of these at least one major paper or address was presented, followed by free discussion from the floor. Individual abstracts contain tables and footnotes. [Prepared in the Division of Rural Education. Best copy available has been provided.]
- Published
- 1926
48. Making Connections: Intentional Teaching for Integrative Learning
- Author
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National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland), Higgs, Bettie, Kilcommins, Shane, Ryan, Tony, Higgs, Bettie, Kilcommins, Shane, Ryan, Tony, and National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)
- Abstract
In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners. In doing so they try to analyse and name the learning that is taking place, and so make it visible to the reader. The work is intended as a resource for all those involved in teaching and student learning in Higher Education and beyond. The ultimate goal is to ensure that students in higher education can make meaningful connections within and between disciplines, for example by integrating on-campus and off-campus learning experiences, and tying together and synchronising different perspectives and ways of knowing. This paper contains the following chapters: (1) Drawing on Medical Students' Representations to Illuminate Concepts of Humanism and Professionalism in Newborn Medicine (C. Anthony Ryan); (2) Integrative Learning in a Law and Economics Module (John Considine); (3) Making Connections for Mindful Inquiry: Using Reflective Journals to Scaffold an Autobiographical Approach to Learning in Economics (Daniel Blackshields); (4) Integrative Learning on a Criminal Justice Degree Programme (Sinead Conneely and Walter O'Leary); (5) The Use of Learning Journals in Legal Education as a Means of Fostering Integrative Learning through Pedagogy and Assessment (Shane Kilcommins); (6) Beyond Wikipedia and Google: Web-Based Literacies and Student Learning (James G.R. Cronin); (7) Archetype or for the Archive? Are Case Histories Suitable for Assessing Student Learning? (Martina Kelly, Deirdre Bennett and Suin O'Flynn); (8) The Arts in Education as an Integrative Learning Approach (Marian McCarthy); (9) Assessing the Role of Integrated Learning in the BSc International Field Geosciences (IFG) at University College Cork, Ireland (Pat Meere); (10) The Confluence of Professional Legal Training, ICT and Language Learning towards the Construction of Integrative Teaching and Learning (Maura Butler); (11) Integrative Learning with High Fidelity Simulation and Problem-Based Learning: An Evaluative Study (Nuala Walshe, Sinead O'Brien, Angela Flynn, Siobhan Murphy and Irene Hartigan); (12) Facilitating Learning through an Integrated Curriculum Design Driven by Problem-Based Learning: Perceptions of Speech and Language Therapy (Catharine Pettigrew); (13) Building Student Attributes for Integrative Learning (Bettie Higgs); and (14) End-Game: Good Beginnings are Not the Only Measure of Success (C. Anthony Ryan, Bettie Higgs and Shane Kilcommins). Each chapter contains tables/figures and references.
- Published
- 2010
49. Our Schools & Our Future... Are We Still at Risk?
- Author
-
Peterson, Paul E. and Peterson, Paul E.
- Abstract
This collection of papers reviews the state of U.S. education 20 years after the original "A Nation at Risk" report on the quality of schools by the National Commission on Educational Excellence. The first paper presents "Findings and Recommendations by the Koret Task Force on K-12 Education." Part 1, "'A Nation at Risk': Then and Now," includes: (1) "A Historic Document" (Diane Ravitch); (2) "Little Gain in Student Achievement" (Paul E. Peterson); (3) "What Has Changed and What Has Not" (Caroline M. Hoxby); (4) "Minority Children at Risk" (Paul Hill, Kacey Guin, and Mary Beth Celio); and (5) "The Importance of School Quality" (Eric A. Hanushek). Part 2, "Why So Little Was Reformed," includes: (6) "The Politics of the Status Quo" (Terry M. Moe); (7) "Teacher Reform Gone Astray" (Chester E. Finn, Jr.); (8) "The Curricular Smorgasbord" (Williamson M. Evers and Paul Clopton); and (9) "Neglecting the Early Grades" (E.D. Hirsch, Jr.). Part 3, "Getting Serious," includes: (10) "Real Accountability" (Herbert J. Walberg) and (11) "Real Choice" (John E. Chubb). (SM)
- Published
- 2003
50. More Student Success: A Systemic Solution
- Author
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State Higher Education Executive Officers and State Higher Education Executive Officers
- Abstract
This book tells how to build a system leading to more student success beginning in elementary school and continuing through high school and postsecondary education. It identifies the key elements, describes effective practices, and shows how they come together to help students and educators succeed. "More Student Success" is an updated and expanded successor to a 2003 State Higher Education Executive Officers (SHEEO) publication, "Student Success: Statewide P-16 Systems" (ED478023). The 2003 publication emerged from "case studies" to learn about P-16 practices in five states: California, Louisiana, Maryland, North Carolina, and Rhode Island. Higher education and K-12 leaders from many states, as well as staff from SHEEO, the Pathways to College Project, the Western Interstate Commission on Higher Education (WICHE), the Education Commission of the States (ECS), and the College Board, participated in the case studies to ask challenging questions and learn from each other. "More Student Success" has updated the earlier book to reflect progress since 2003, and it includes a new chapter, by George Kuh, on increasing the rate of student achievement in postsecondary education. Following an executive summary by Paul Lingenfelter, the following essays are presented: (1) Early Outreach (Andrea Venezia and Terese Rainwater); (2) Curriculum and Assessment Systems (Sharmila Basu Conger and Christine Tell); (3) High Quality Teaching (Edward Crowe); (4) Student Financial Assistance (David A. Longanecker and Cheryl D. Blanco); (5) Success in College (George D. Kuh); and (6) Data and Accountability Systems (Hans P. L'Orange). (Individual papers contain references.)
- Published
- 2007
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