Search results

Five principles underlie the changing policy architecture of American K-12 education. The author discusses these principles; how they are blurring the traditional demarcation of public and private schools; and the implications of this discussion for a private education research agenda.

Education is largely absent in recent work on the history of development and modernization. Yet it was central to the political project of many leaders of decolonization and figured prominently in five-year plans and other development schemes. The article highlights the central role of education in concepts of development and social planning in the Middle East. This could take the form of central plans but also of statistical and computer-generated projections of future educational and manpower needs. After showing how different concepts of planning education were circulated at the level of international organizations, the article investigates the first Egyptian five-year plan. It looks at the Egyptian Institute of National Planning in Cairo, highlighting that Egyptian planners drew on a variety of different experts and institutions from the US and the Soviet Union to the GDR and India. While the late 1960s ushered in more scepticism toward formal planning and projection, the emphasis on expertise, knowledge and skills as central variables of modern societies has endured.

Mode of access: Internet. ; Latest issue consulted: April 8-9, 1968. ; Description based on: April 6-7, 1964; title from title page.

Intro -- Contents -- Chapter 1: Where Are We Now? Where Could We Be? -- Chapter 2: The Culture of Classroom Science: Discourse, Dialog, and Language Practices -- Negotiation -- Student Access -- Linguistic Markers of Access and Power -- Power Conventions of Language -- Power Leads to Dialog -- Conclusion -- Chapter 3: Nature of Science Misconceptions: A Source of Cultural Conflict -- How Does Traditional Education Produce NOS Misconceptions? -- How Does Traditional Education Produce Scientists? -- Science as Product Versus Process: Cultural Conflict -- Science as Process: Correcting NOS Misconceptions Through Outreach -- Chapter 4: Culture and Conflict: Science and Social Controversy -- Evolution Misconceptions -- Climate Change Misconceptions -- How Are These Classes of Misconceptions the Same? -- Effectively Addressing Socially Contentious Misconceptions -- Chapter 5: Science and Religion: Meshing and Conflicting Worldviews -- Science and Religion: State of the Union -- Science and Religion: Roads to Reconciliation? -- Chapter 6: A Case Study in Transforming Communities: The Science Booster Club Program -- Introduction to the Case Study -- February 2015: The Setting -- March-April 2015: Introduction to the Problem -- May-July 2015: Network Analysis -- July-September 2015: Let's Play -- September 2015: A Strategic Retreat -- October-December 2015: Expansion -- January-March 2016: Growth -- April-June, 2016 -- Funding and New Connections -- July-August, 2016 -- Big Events -- September-November 8th, 2016 -- Well, That Was Pleasant -- November 9-December 2016 -- Early Response -- January-March 2017 -- Storm and Calm -- April-June 2017 -- Goodbye, Iowa -- Conclusion -- References -- Index

The goal of research Implementation of Teaching and Learning Strategies in Early Childhood Education is a Government program in an effort to improve the quality of human resources with the development of long-term investment through education activities as early as possible. Fundamentally, the Indonesian government has listed this program, as outlined in the Medium Term Strategic .Related to that, this research is aimed to see how far the effectiveness and efficiency of the process of implementing the activity specifically in the area of study. As an effort to improve the implementation of the form of activities of Early Childhood Education Implementation, the implementation process is carried out in order to obtain information as big as possible and high relevance, thus forming a focused discussion and sharpen the discussion undertaken. The problem of implementation of the strategy that runs systematically and projected is measured on the basis of the process of implementation and scope of activities in the implementation.

"Call for Leadership and Governance" -- "J. Kohler: Concept of Understanding of (Good) Leadership and (Good) Governance" -- "1. Call for (Good) Governance and (Good) Leadership" -- "1.1 Political Expectations and Demands, Predicaments and Options" -- "1.2 Technical Paradigm Shift – New Public Management" -- "1.3 Call for Autonomy – Responsibility and Accountability as Consequences" -- "1.4 Governance and Leadership as Joint Desiderata" -- "2. Governance" -- "2.1 Approach to the issue" -- "2.2 Short Definition" -- "2.3 Complex Definition" -- "2.4 Values and Alternatives" -- "2.5 Concrete Issues" -- "3. Leadership" -- "3.1 Approach to the Issue" -- "3.2 Short Definition" -- "3.3 Complex Definition" -- "3.4 Values and Alternatives" -- "3.5 Concrete Issues" -- "4. Linking and Embedding Governance and Leadership in Expert Organizations and Societal Culture" -- "[1] Barzelay, M. (2001): The New Public Management: Improving Research and Policy Dialogue." -- "[2] Bergan, S. (Ed.) (2004): The University as Res Publica: Higher Education Governance, Student Participation and the University as a Site for Citizenship. Council of Europe higher education series No. 1. Strasbourg" -- "[3] Clark, B. (1983): The Higher Education System – Academic Organisations in Cross-National Perspective. Berkeley" -- "[4] Coaldrake, P.: Stedman, L. (1999): Academic Work in the Twenty-First Century: Changing Roles and Policies. Occasional paper series, Higher Education Division, Department of Education, Training and Youth Affairs, Australia." -- "[5] Fried, J. (2005): "Higher Education Governance in Europe: Autonomy, Ownership and Accountability – A Review of the Literature." In: Kohler, J

Education helps men and women claim their rights and realize their potential in economic, political and social arenas. It is also the single most powerful way to lift people out of poverty. Yet, many people — especially women — are still excluded from education in Nigeria. Education should be an intrinsic part of any strategy to address the gender-based discrimination against women and girls that remains prevalent in our society. Hence, this paper offers an overview of women education in Nigeria and its benefits to women, families and the society as a whole. It highlights the ongoing concerns about education in Nigeria. The paper further examines education's links with family responsibilities and employment, two important elements in women's empowerment.

With the world increasingly dependent on mathematics and problem-solving skills, the poor mathematics performance of deaf and hard of hearing students is cause for concern. The present article focuses on the mathematics competency of teachers of deaf and hard of hearing students as a factor in this poor performance. As part of a larger study (Pagliaro, 1996, 1998a), deaf education teachers provided data on their postsecondary education and their professional development activities related to mathematics. Administrators were also questioned to investigate the schools' contribution to these activities. Results reveal an insufficient level of mathematics preparation among deaf education teachers, especially at the high school level. Few hold degrees in a mathematics-related field, and only a moderate number seek professional development in this discipline. Recommendations for improving the mathematics competencies of deaf education teachers are provided, with the objective of improving student performance.

In the present paper the effects of different pay-as-you-go pension systems on fertility decisions of a representative household are examined. Thereby, the analysis focuses especially on the interplay of parental quantity and quality decisions, introduced by Becker (1960). As it will be shown, a traditional pay-as-you-go system in either case distorts decisions of parents leading to an erosion of the financial basis of the system. In contrast, the assessment of a child-related pay-as-you-go system is ambiguous. If parents are solely responsible for expenditures on the quality of children, it is inefficient, too. However, if it is combined with a device like public education, optimality can be restored.

Testimony issued by the Government Accountability Office with an abstract that begins "The Financial Literacy and Education Improvement Act created, in December 2003, the Financial Literacy and Education Commission. This statement is based on a report issued in December 2006, which responded to the act's mandate that GAO assess the Commission's progress in (1) developing a national strategy; (2) developing a Web site and hotline; and (3) coordinating federal efforts and promoting partnerships among the federal, state, local, nonprofit, and private sectors. To address these objectives, GAO analyzed Commission documents, interviewed its member agencies and private financial literacy organizations, and benchmarked the national strategy against GAO's criteria for such strategies."