Kassem, Derek; Mufti, Emmanuel; Robinson, John (2006). Education Studies: Issues & Critical Perspectives. Open University Press This major text for Education Studies students provides a critical account of key issues in education today. The text features: (1) A critical analysis of key issues in Education Studies to encourage students' thinking about education in the broadest terms; (2) Themed sections with introductions to link the issues discussed in each chapter; (3) Use of specific examples of educational diversity to illustrate how concerns such as ethnicity, gender and class operate in educational institutions; and (4) An examination of educational issues as they relate to other phases of educational provision, such as home schooling and universities. "Education Studies: Issues and Critical Perspectives" is a text for Education Studies students. It is also of value to students on QTS courses and students and professionals in areas such as sociology, childhood studies, community studies and education policy. The table of contents is divided into four sections. The first section, Inside the… [Direct]

Fuglestad, Anne Berit, Ed.; Hoines, Marit Johnsen, Ed.; (2004). Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 2. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. This document contains the second volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme \Inclusion and Diversity\. This volume features 65 research report papers: (1) Constructing Meanings and Utilities within Algebraic Tasks (Janet Ainley, Liz Bills, and Kirsty Wilson); (2) Proportional Reasoning of Quasi-Illiterate Adults (Silvia Alatorre and Olimpia Figueras); (3) Uses of Example Objects in Proving (Lara Alcock); (4) Improving Student Teachers' Attitudes to Mathematics (Solange Amorim Amato); (5) Time and Flow as Parameters in International Comparisons: A View from an Eighth Grade Algebra Lesson (Miriam Amit and Michael N. Fried); (6) Disciplined Calculators or Flexible Problem Solvers? (Julia Anghileri); (7) A Statement, the Contrapositive and the Inverse: Intuition and Argumentation (Samuele Antonini); (8) Solution–What Does It Mean? Helping Linear… [PDF]

Yeakey, Carol Camp, Ed. (2000). Edmund W. Gordon: Producing Knowledge, Pursuing Understanding. Advances in Education in Diverse Communities: Research, Policy, and Praxis, Volume 1. This volume focuses on the work of Edmund W. Gordon and the influence he has had on contemporary thinking in psychology, education, and social policy, and the implications of his work for the schooling of lower-status youth and children of color in the United States. The chapters are: (1) "The Social Context of Emotions in Black Adolescents: Impact of Principles on Process and Products" (Rollock); (2) "Beyond Deficits and Difference: Psychological Integrity in Developmental Research" (Boykin and Allen); (3) "Exploring African-American Adolescents' Home and School Psychosocial Contexts of Career Development" (Spencer, Ashford, Thompson, and Hartman); (4) "Race, Class, and Educational Opportunity: Trends in the Sociology of Education" (Edgar Epps and Carolyn Epps); (5) "School Readiness: Implications for Day Care and Early Childhood Education for Low-Income Children" (Haynes, Ben-Avie, and Gilliam); (6) "Building Capacity for…

Walberg, Herbert J., Ed.; Wang, Margaret C., Ed. (1996). Strategies for Improving Education in Urban Communities. A Collection of Articles in Honor of Edmund W. Gordon and Maynard C. Reynolds. This collection, which was prepared to honor Edmund W. Gordon and Maynard C. Reynolds for their leadership at the Temple University Center for Research in Human Development and Education, represents the work of researchers from the Center on Education in the Inner Cities. It is organized around the four themes of educational resilience, student diversity, school-family-community connections, and ecological and contextual influences on children in inner cities. The following are included: (1) \Educational Resilience in Inner Cities\ (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) \Influence of Kinship Social Support on the Parenting Experiences and Psychosocial Adjustment of African-American Adolescents\ (Ronald D. Taylor, Robin Casten, and Susanne M. Flickinger); (3) \Turning around Five At-Risk Elementary Schools\ (H. Jerome Freiberg, Neil Prokosch, Edward S. Treister, and Terri Stein); (4) \Investigating the Pedagogy of Poverty in Inner-City Middle-Level… [PDF]

Trueba, Enrique T., Ed.; Zou, Yali, Ed. (1998). Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society. SUNY Series, Power, Social Identity, and Education. The essays in this collection provide insights into the dilemmas faced by immigrants and ethnic minorities and by school personnel and policy makers. The first part of the book consists of comparative studies of ethnic identity, and the second part focuses on some lessons learned from studies of ethnic identification and equity, with implications for teaching. The following essays are included: (1) "Cultural Politics of the White Ethniclass in the Mid-Nineties" (George and Louise Spindler); (2) "Leadership, Education, and Political Action: The Emergence of New Latino Ethnic Identities" (Cirenio Rodriguez and Enrique (Henry) T. Trueba); (3) "Power and Learning in a Multi-Ethnic High School: Dilemmas of Policy and Practice" (Jon Wagner); (4) "Teaching against the Grain in Bilingual Education: Resistance in the Classroom Underlife" (Rebecca Constantino and Christian Faltis); (5) "Affirmative Action in Engineering Education: A Case…

Willie, Charles V., Ed.; And Others (1991). The Education of African-Americans. The 17 papers in this volume are products of a study group on the education of African Americans that was part of a national project, "The Assessment of the Status of African-Americans." The volume takes a comprehensive look at the education of African Americans, specifically early childhood through postsecondary education, and relevant public policy issues since 1940. The focus is on the known status of African American education and the factors that must be considered to develop educational strategies, evaluate programs, and improve policy. The following papers are included: (1) "The Civil Rights Movement and Educational Change" (M. Weinberg); (2) "The Social and Historical Context: A Case Study of Philanthropic Assistance" (C. V. Willie); (3) "School Desegregation since Gunar Myrdal's 'American Dilemma'" (R. A. Dentler); (4) "The Future of School Desegregation" (C. V. Willie); (5) "Meeting the Needs of Black Children in…

Griffin, Robert E., Ed.; And Others (1997). VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996). This document contains 59 selected papers from the 1996 International Visual Literacy Association (IVLA) conference. Topics include: learning to think visually; information design via the Internet; a program for inner-city at-risk children; dubbing versus subtitling television programs; connecting advertisements and classroom reading through visual literacy; tools for humanizing visual symbols; a review of a video on advertising and obsession with thinness; hypermedia and the fundamentals of electronic literacy; elementary students' perceptions of visuals on the World Wide Web; stereotypes in film; teachers' perceptions of instructional design; visual learning activities; tri-coding of information; diversity in Cyborg images; concept mapping; the meaning of color in trademarks; visual literacy in elementary education; visual learning via computer-based simulations; adapting a paper-and-pencil test to the computer; representational strategies in a documentary about racial relations;… [PDF]

Gordon, David T. Ed. (2000). The Digital Classroom: How Technology Is Changing the Way We Teach and Learn. Harvard Education Press This book features more than 25 articles and essays that discuss the rewards and challenges of integrating technology into schools, as well as short editorials from technology experts, educators, and cultural critics. Digital technologies are reshaping the way education is practiced, raising many questions: How can we better prepare teachers for the challenges of high-tech classrooms? How can educators tap into the vast resources of the Internet to enhance curriculum? What can be done to close the "digital divide?" This special report from the "Harvard Education Letter" features new articles and essays that address these questions and discuss the rewards and challenges of integrating technology into schools. Topics include professional development, equity issues, building a technology program, distance learning, girls and computers, special needs, using technology to teach science, math, reading, and writing, and much more. "The Digital Classroom" also… [Direct]

(2006). Fund the Child: Tackling Inequity & Antiquity in School Finance. Thomas B. Fordham Foundation & Institute Education funding today is a mess, and a solution is needed that addresses its biggest problems: most disadvantaged students do not receive the funding they need; red tape and overhead waste time and money; and new types of education options, like charter schools, are starved for dollars. Unfortunately, until now, so-called solutions have consisted of nothing more than soothing slogans and gimmicks. But a broad, bipartisan coalition now urges a new method of funding the nation's public schools–one that finally ensures the students who need the most receive it, that empowers school leaders to make key decisions, and that opens the door to public school choice. It is a 100 percent solution to the most pressing problems in public school funding–and it is called Weighted Student Funding. This proposal's signatories call on policymakers to transform the school funding system in service of meeting the nation's high ambitions for student learning. Weighted Student Funding, the best hope… [PDF]

Kinsley, Carol W., Ed.; McPherson, Kate, Ed. (1995). Enriching the Curriculum through Service Learning. In this practical guide to service learning, 21 contributors describe specific service-learning projects that have enhanced the curriculum in schools across the United States and that have improved student learning in the process. In the Foreword, U.S. Secretary of Education, Richard W. Riley, encourages schools to incorporate service learning into the curriculum. An introduction, \Changing Perceptions to Integrate Community Service Learning into Education\ (Kinsley, McPherson) describes the roots of service. Part I on community service learning as a vehicle for active learning contains four chapters: \Literature in Language Arts: Quilting Lessons in the School Curriculum\ (Keenan); \Inclusion and Community Service Learning: A Partnership\ (Chamberlain); \Social Studies Moves into the Community\ (Fellows); and \The Need to Consider Service Learning in Developing Future Vocational Education Programs\ (Silcox). Five chapters in Part II focus on changing the culture of the school…

(2007). The Learning of Mathematics: 69th NCTM Yearbook [2007 NCTM Yearbook (69th)]. National Council of Teachers of Mathematics Learning mathematics is the central goal of mathematics education, yet it is the least frequently addressed of the National Council of Teachers of Mathematics' (NCTM's) Principles and Standards. With an increasing population of English language learners and the inclusion of students with learning disabilities into the regular mathematics classroom, how can all the differentiated needs be met in one classroom? What is the balance between focusing on developing concepts and memorization of certain facts and rules? NCTM's sixty-ninth yearbook furthers the discourse on learning with five main areas: how students learn, students' learning in school contexts, measuring and interpreting students' learning, teachers' learning of mathematics, and reflections on mathematics teaching and learning. Twenty-two chapters are presented in five parts. Part 1, Perspectives on How Students Learn is introduced by W. Gary Martin and includes: (1) Changes through the Years: Connections between… [Direct]

Bellomo, Katherine (2016). Science Education: Opportunities for Science, Technology, Society, and the Environment and Social Justice through "Political Knowledge". AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). Science, technology, society, and the environment (STSE) education is a part of the science curriculum in Ontario schools and also a theoretical positioning for a science teacher. This qualitative study uses individual interviews, group meetings, and action research to explore, how science teachers, develop and implement inclusive science curriculum for a diverse student population, and how they understand their role, as teachers of STSE/social justice perspectives. Findings showed that teachers faced several challenges to curriculum development and to action research, which is of significance as they develop: a critical theory of teaching; an understanding of teaching as a political act; and as they include social justice issues as part of an STSE-informed approach to more inclusive science teaching…. [Direct]

Pedersen, Jon, Ed.; Totten, Samuel, Ed. (2007). Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field. Research in Curriculum and Instruction. IAP – Information Age Publishing, Inc. Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. The authors (many of whom, themselves, are noted professors of education and who have done significant work in the field of social issues and education) delineate and analyze the efforts (e.g., theoretical work, research, curriculum development, and teaching) of such pioneers within the larger framework of their life-story. As a result, the reader is not only introduced to the significant work of each pioneer but valuable and often fascinating insights into how his/her life experiences informed his/her thinking, beliefs, goals and work. This book constitutes a rich and unusual record of the thinking and accomplishments of those luminaries who worked tirelessly in the belief that a well-educated and well-informed populace was absolutely… [Direct]

Caillods, Francoise, Ed.; Hallak, Jacques, Ed. (1995). Educational Planning: The International Dimension. With the exception of one essay, the content of this book is a selection of articles from past issues of \Prospects,\ UNESCO's quarterly review of education. Most of the articles were written in the late 1980s or early 1990s. They identify trends in educational planning and management and explain why planning is more necessary than ever. Following \Introduction: A New Scope for Educational Planning,\ by Francoise Caillods and Jacques Hallak, articles in part 1 examine new issues for the educational planner: (2) \Teaching/Learning Conditions in Developing Countries\ (Francoise Caillods and T. Neville Postlethwaite); (3) \Planning the Quality of Education: Different Information for Different Levels of Decision Making\ (Kenneth N. Ross and T. Neville Postlethwaite); (4) \Educational Reform and Planning in the Current Economic Crisis\ (Martin Conroy); (5) \The Impact of the Debt Crisis on Education in Latin America: Implications for Educational Planning\ (Fernando Reimers); (6)… [PDF]

Sulentic, Margaret-Mary Martine (1999). Inventing Culturally Relevant Pedagogy in Two Fourth/Fifth-Grade Combination Classrooms: Diversity and Diglossia among Black English Speakers. When educators lack the knowledge, understanding and acceptance of their students' language and culture, especially when it differs from their own, a huge mismatch can and often does occur between school and home. What happens to African American children who are raised speaking Black English but schooled in standard English? How do teachers help students who differ from the mainstream mediate socio-cultural tensions and navigate demands of two cultures and speech communities? This qualitative study examines the socio-cultural context of language, diglossia, and diversity in two fourth/fifth grade, predominantly African American classrooms in Waterloo, Iowa. A nesting design was selected for this study to situate Black language interactions within each classroom, the school district, the Waterloo communities and language classification in American society at large. The ethnographic techniques of participant observation, audiotaping, and interviewing were used to collect data…. [PDF]

Lagemann, Ellen Condliffe, Ed.; Miller, Lamar P., Ed. (1996). Brown v. Board of Education: The Challenge for Today's Schools. The 1954 Supreme Court decision in the case of "Brown v. Board of Education of Topeka, Kansas" provided the legal basis for equal educational opportunity. More than 40 years after the decision, equal opportunity, equal access, and affirmative action remain issues of intense debate. This book offers essays by 23 prominent voices in American education, who discuss the issue of equal educational opportunity for all students. The essays include the following: (1) "An American Dilemma Still" (Ellen Condliffe Lagemann); (2) "Tracking the Progress of 'Brown'" (Lamar P. Miller); (3) "Dream Deferred but Not Defeated" (Roger Wilkins); (4) "The Unending Struggle for Equal Educational Opportunity" (Robert L. Carter); (5) "The Federal Government and the Promise of 'Brown'" (Brian K. Landsberg); (6) "The Legacy of 'Brown v. Board of Education'" (Constance Baker Motley); (7) "Revisiting the Supreme Court's Opinion in 'Brown…

Haughton, Harry S. (1986). Reproducing Visible-Minority Exclusion from the Ontario School Curriculum: An Ethnography of Educational Processes. This study examines how the Ontario (Canada) educational system serves Southeast Asians and West Indians. This is the most recent stage of a longitudinal study started about 16 years ago. The main purpose of the larger study is to examine the notion of curriculum as a social process of cultural selection engaged in by schools operating as the Ontario state's major agent of cultural transmission and acquisition. The 12 findings of the research reported represent the results of an extensive survey of the literature related to the under-achievement of these "visible minorities" in the school systems of Great Britain, the United States, and Canada. The study indicates that these groups have little input into the control of the curriculum process of Ontario schools. Other findings are: (1) despite the initiatives taken by most boards of education and the Ontario Ministry of Education in the area of multicultural education, the concept of anti-racist education has not been…

(1984). Community Goal-Setting Process. THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Districts are currently searching for methods to do Something about the many problems facing education. Dwindling resources, a lessening of public confidence, and a rapidly changing world all make the search for a better way an urgent one. Continuing a district tradition of taking a pro-active role in addressing the problems facing education today, the Board of Education approved a series of community goal-setting conferences. The community conferences involved over 350 parents, students, community members and staff at a three-Saturday conference to identify district needs and establish community and district goals. The goals with supporting statements were subsequently adopted by the Board of Education for inclusion in the district master plan. The Community Conference can serve as a meeting place for the great diversity of ideas about what our schools should be doing and how they should go about it. Those who participate in…

Pelo, Ann, Ed. (2008). Rethinking Early Childhood Education. Rethinking Schools, Ltd "Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. This book is divided into eight parts. Part One, "Prioritize Anti-Bias, Culturally Sensitive Teaching and Learning," contains the following: (1) What Color Is Beautiful? (Alejandro Segura-Mora); (2) Why an Anti-Bias Curriculum?… [Direct]

(2019). NOAA Education Accomplishments Report: Advancing NOAA's Mission through Education, Fiscal Year 2019. National Oceanic and Atmospheric Administration This guiding document outlines five goals and supporting objectives that help advance National Oceanic and Atmospheric Administration's (NOAA's) mission through education: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Safety and Preparedness; (4) Future Workforce; (5) Organizational Excellence. In this report, NOAA introduces the reader to students whose restoration project saved their shoreline from a hurricane, a meteorology class that learned the art of high-stakes weather forecasting, and an educator from South Dakota who brought his students to a NOAA lab in Mississippi so they could see the ocean for the first time. The stories shared in this report show how today's youth are emerging as the next generation of problem-solvers. Educators and partners empower students to take action and make changes in their schools and communities, whether convincing school administrators to rethink cafeteria waste or educating their communities about climate change. Across… [PDF]

Campbell, Anne, Ed.; Fairbairn, Gavin, Ed. (2005). Working with Support in the Classroom. SAGE Publications Given that the government is committed to recruiting 50,000 extra teaching and teaching assistants by 2006 (Smithers, Guardian 18 October 2002), arguably the best use of teaching assistants can be achieved when they are properly briefed about the learning outcomes, content and appropriate styles of presentation for the group of pupils with whom they will be working. The frequent use of teaching assistants in supporting children who have special needs requires high levels of personal skills and the ability to empathize with the various difficulties encountered by children. It is untenable for the most needy pupils to be entrusted to the least qualified person in the room. It is the duty of the teacher to ensure that the teaching assistants can undertake the task of supporting children with special needs at least as well as he or she can, otherwise there is no rationale for having a teaching assistant working with these children (for further details of special educational needs and the…

Morrison, George S. (2018). Early Childhood Education Today, 14th Edition [Access Card Package]. Pearson George Morrison's Revel "Early Childhood Education Today" presents current, research-based information on providing high-quality early education to "all" children so that they can be successful in school and in life. Featuring an engaging writing style and filled with practical examples of authentic teaching practices used by master teachers, the book is popular with both pre-service teachers and current teachers and staff enrolled in college programs to earn additional certifications and degrees. Its strong coverage of development in the age/grade-specific chapters, emphasis on diversity, and coverage of contemporary topics and issues make this text stand apart from other early childhood education texts. This updated edition integrates 14 themes that are critical in the field today: the importance of all children's language and literacy development and competence; teaching children who may need help with English language learning; teaching in increasingly diverse… [Direct]

Ballantine, Jeanne H., Ed.; Spade, Joan Z., Ed. (2007). Schools and Society: A Sociological Approach to Education, Third Edition. SAGE Publications (CA) This third edition, now published by Pine Forge Press, features original readings and article excerpts by leaders in the area of Sociology of Education. With a wide array of theoretical perspectives, a broad range of respected sources, and inclusion of both classic and contemporary studies, this comprehensive, integrated text addresses key issues in the field with a balanced presentation. Edited by Jeanne H. Ballantine and Joan Z. Spade, both of whom actively teach Sociology of Education courses, this text continues to offer theory, methods, and classical and current issues organized around the theme of the open systems approach to make both the pedagogy and presentation of material coherent for students. Thus, the book is not just a collection of articles, but a presentation of a holistic view of educational systems. The book is divided into 10 parts. Part I, What Is Sociology of Education? Theory and Methods, contains the following chapters: (1) Getting Started: Understanding… [Direct]

Adie, Lenore; Carrington, Suzanne; Deng, Meng; Gu, Dingqian; Hu, Xiaoyi; Mu, Guanglun Michael; Saggers, Beth; Wang, Yan; Zhu, Nan (2015). International Representations of Inclusive Education: How Is Inclusive Practice Reflected in the Professional Teaching Standards of China and Australia?. International Journal of Disability, Development and Education, v62 n6 p556-570. Inclusive education focuses on addressing marginalisation, segregation and exclusion within policy and practice. The purpose of this article is to use critical discourse analysis to examine how inclusion is represented in the education policy and professional documents of two countries, Australia and China. In particular, teacher professional standards from each country are examined to determine how an expectation of inclusive educational practice is promoted to teachers. The strengthening of international partnerships to further support the implementation of inclusive practices within both countries is also justified…. [Direct]

Lo, King Shuen; Ngai, Sze Wan Emily; Wong, Edwin K. P. (2006). The Need of Safety-Net Programme for a Mass Education System. New Horizons in Education, n54 Nov. Background: The Project Yi Jin (PYJ), an alternative pathway for secondary school leavers and adults to further their education, has been receiving full support from the government, the Federation for Continuing Education in Tertiary Institutions (FCE) in Hong Kong and the public. Graduates of PYJ have the equivalent academic status of their counterparts in the main stream education. It was first implemented in 2000/01 by the FCE and has been offered to more than 35,000 students by 2006/07. With the success of the programme as a safety-net for a mass education system, it should continue to function more vigorously as new reforms are being implemented in the Hong Kong education scene in the future. The Chief Executive in his 2004 Policy Address has set out the direction to develop a new secondary and university system, i.e., (3+3) for secondary + 4 (tertiary) [the old one is (3+2+2)+3], to be launched in 2010/11, that will effectively prepare the next generation to cope with the… [PDF] [PDF]

(2000). The Jossey-Bass Reader on Educational Leadership. This comprehensive reader features 24 chapters in 5 primary areas of educational research. Part One, "Leadership, Management, and Organizational Behavior," demonstrates that leadership has a strong conceptual basis that is basic in all human situations. It contains 6 articles: "The Nature of Leadership" (J. Gardner); "Give Me a Lever Long Enough… and Single-Handed I Can Move the World" (P. Senge); "Condensation of the Fourteen Points for Management" (W. E. Deming), "We Need Noncoercive Lead-Management from the State Superintendent to the Teacher" (W. Glasser); "Leadership as an Organizational Quality" (R. Ogawa and S. Bossert); and "People and Organizations" (L. Bolman and T. Deal) . Part Two, "Principals and Superintendents," explores the roles of principals and superintendents and contains 9 articles: "Looking for Leaders" (S. M. Johnson); "Standards for School Leaders"…

Barrentine, Shelby J., Ed.; Stokes, Sandra M., Ed. (2005). Reading Assessment: Principles and Practices for Elementary Teachers. Second Edition. International Reading Association (NJ3) How do teachers respond to the competing pressures of school accountability, high-stakes testing, classroom assessment and instruction? This updated collection of articles from The Reading Teacher can help. Readers will find tools for: (1) Building school assessment policies; (2) Helping students succeed on high-stakes tests; (3) Using assessment to inform instruction; (4) Drawing students into the assessment process; and (5) Choosing assessment protocols for individual students or groups of students. A list of articles for further reading and IRA's position on High Stakes Testing will further broaden knowledge bases of assessment issues. Following the Acknowledgments; and the Introduction, and High Stakes Assessments in Reading: A Position Statement of the International Reading Association, Section One, Foundations of Reading Assessment, contains the following articles: (1) Effective Instruction Begins With Purposeful Assessments (Charlene Cobb); (2) Literacy Assessment Reform:… [Direct]

Brussino, Ottavia (2020). Mapping Policy Approaches and Practices for the Inclusion of Students with Special Education Needs. OECD Education Working Papers, No. 227. OECD Publishing Across OECD countries, there are various and diverse policy approaches in place to promote inclusive education systems for students with special education needs (SEN), understood as learning disabilities, physical impairments and disorders related to mental health. Analysing current policies in place across OECD countries and investigating advantages and disadvantages of diverse policy approaches for students with SEN is important when acknowledging non-negligible disparities in terms of enrolment, graduation, and employment outcomes for students with SEN across OECD countries. Overall, educational approaches to address students with SEN have historically shifted from placing students in special school settings to more mainstream education environments. However, differences still exist in the extent to which students are mainstreamed in schools with the rest of the students. Furthermore, education systems differ in the way they design and implement governance arrangements, resourcing… [Direct]

(1992). Literacy across the Curriculum: Connecting Literacy in the Schools, Community and Workplace, 1992-1993. Literacy across the Curriculum, v8 n1-4 Mar 1992-Win 1993. The first of four issues in this volume consists of these articles: "The Fourth 'R'–Relating"; "On Baseball Cards and Literacy"; "On Literacy and Success"; "National Assessments: What They Can and Cannot Do"; and "In the Classroom: The Integrated Journal." It also contains two book reviews and a list of resources on adolescent literacy, at-risk youth, and dropouts. A supplement, Media Focus, contains "Exploding a Myth: TV Watching Is Not Passive" (Emery); "World View on Media Education"; "Commercial Advertising–Does It Have a Place in the Classroom? Two Views on Youth News Network"; and two book reviews. Issue 2 has these articles: "Concerning Literacy and Ethics"; "Ethics and Educators: Traveling in Hope"; "On Bamboo Literacy"; "On the Increasing Importance of Visual Communication"; "Drawing a Link to Literacy"; "Thinking about Writing and… [PDF]

Nielsen, Sarah M., Ed.; Rocco, Tonette S., Ed. (2002). COERC 2002: Appreciating Scholarship. Proceedings of the Annual College of Education Research Conference (1st, Miami, Florida, April 27, 2002). This conference was designed to offer a view to novice scholars of what scholarship is and provide insights on how to share knowledge with others. The keynote speech by Lisa Delpit, \The Role of Scholarship,\ is not included in this volume. Other conference papers, presented in alphabetical order by first author, include: (1) \Social Studies in Other Nations: A Focus on Nigerian Social Studies/Global Education\ (Sadiq A. Abdullahi); (2) \Towards a Pedagogy of Inferential Statistics in Graduate Education Programs: Insights from Cognitive and Educational Research\ (Cengiz Alacaci); (3) \University Policies That Increase and/or Decrease Access for African-American Women Seeking Advanced Degrees\ (Vannetta Bailey-Iddrisu); (4) \The Complacent Acceptance of Diversity: Human Resource Development in a Culturally Diverse Environment\ (Judith D. Bernier); (5) \The Butter Ws Better: A Preliminary Study of Nostalgia and Cuban American Identity\ (Linda Bliss); (6) \An Investigation of Narration… [PDF]