Education & Pedagogy

The 2021 edition of the Annual Condition of Education Report (COE) marks the 32nd edition of the report. For over 30 years, the Department has published the COE in order to provide education stakeholders critical data about the status of Iowa's education system. The 2021 COE covers a wide variety of content including information about Iowa's students, schools, educators, administrators, performance and school finance. The data for this annual report are presented in the following categories: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the 2020 report, see ED614805.]

This book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a 'new publicness' of education. This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings -- from early childhood education through to higher and professional education -- chapters spotlight the Irish educational and political context, as well as exploring international implications. Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.

Research has demonstrated the correlation between lack of educational attainment and involvement in the juvenile justice system and the importance of education in preventing recidivism. In acknowledgment of the importance of education in the juvenile justice system, more than 2,600 residential juvenile justice facilities report providing education services (Hockenberry, Sickmund, and Sladky, 2009). Around the country, the prevalence and type of education services, screening for grade level and academic needs, student participation in education services, perceived quality of education services, and student academic and vocational outcomes vary. This Fact Sheet examines these aspects of juvenile justice education drawing from three data sources: (1) The Office of Juvenile Justice and Delinquency Prevention's (OJJDP) Juvenile Residential Facility Census (2006); (2) The U.S. Department of Education's Title I, Part D, Consolidated State Performance Reports (school year 2006-07 through 2008-09); and (3) OJJDP's Survey of Youth in Residential Placement (2003).

As Costa Rica's economy has developed in recent decades, the education system that helped propel the country to upper middle-income status now needs reform to respond to rising expectations and changing demands for skills. New challenges are emerging: economic growth has recently slowed, inequality is widening and productivity growth is weak. How can Costa Rica improve both the quality and equity of its education system while also addressing efficiency challenges? This report assesses Costa Rica's policies and practices against best practice in education from across the OECD and other reference countries in the Latin American region. It analyses its education system's major strengths and the challenges it faces, from early childhood education and care to tertiary education. It offers recommendations on how Costa Rica can improve quality and equity to ensure strong, sustainable and inclusive growth. This report will be of interest in Costa Rica as well as other countries looking to raise the quality, equity and efficiency of their education systems.

The General Education Board has, since its foundation in 1902, to July 1, 1921, appropriated $88,125,444.56 for various phases of educational work, $80,408,344.99 of this having been paid to or set aside for colleges and other institutions for whites, $5,806,205.62 for institutions for Negroes, and $1,910,893.95 for miscellaneous objects. This bulletin contains a statement of appropriations of the General Education Board for the year ended June 30, 1921. Also contained, are income receipts for the period beginning July 1,1920, and ended June 30, 1921, and a statement of disbursements of income for educational purposes. Included in the contents are: (1) General Education Board; (2) Rockefeller Foundation; (3) Carnegie Foundation for the Advancement of Teaching; (4) Jeanes Fund; (5) John F. Slater Fund; and (6) Ohekos-Stokes Fund. [Best copy available has been provided.]

This paper focuses on the Netherland's arts and cultural education. The Ministry of Education, Culture and Science is responsible for setting the aims for cultural and creative dimensions of formal education. Decisions related to the implementation of arts curriculum are made at school level. The cultural and creative aims of the whole curriculum are defined as follows: "Primary education aims to broadly educate children. The education addresses their emotional and intellectual development, the development of their creativity, and their acquisition of social, cultural and physical skills...". This paper contains the following sections: (1) Responsibility and purpose; (2) Organisation and aims of arts education; (3) Special provision with a focus on art education; (4) Assessment of pupils' progress and monitoring of standards in the arts; (5) Teacher education in the arts; (6) Initiatives; (7) Ongoing reforms and proposals; and (8) Existing national surveys and reports on practices. (Contains 2 footnotes.)

This paper deals with research on a comparative education course as assessed by students at the University of Zululand, South Africa. The paper outlines the teacher training program at that university, the place of comparative education within that program, and the curriculum of the comparative education course. At the end of the course 245 students were asked to rate the course as a whole and thereafter each of the following topics on a 5-point Likert scale: education policy; human rights and education; comparative education; the education system of South Africa; the education system of England; and the education system of Kenya. Students were also asked which countries' education systems and/or topics not included in the course they would like to be part of the course. Finally, they were asked to motivate their ratings and their desires of topics that they feel should be included in the course. This paper summarizes and discusses the response to the comparative education course. Contains several tables. A sample questionnaire is appended (Author/BT)

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

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

This publication contains a sample of the 50 indicators in "The Condition of Education 2006." Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. The 2006 edition contains a special analysis and "The Condition" indicators are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. [For "The Condition of Education 2006," see ED491909.]

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

Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2011 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 11 figures and 1 table.) [For the full report, "The Condition of Education 2011. NCES 2011-033," see ED520001.]

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

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

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