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The Civil Rights Project has been examining out-of-school suspensions since 1999 due to concerns about the frequency of suspensions, observed racial disparities in their systemic use and the possible negative impact, especially for children of color. Most important, a robust study of school discipline by the Council of State Governments tracked every middle school student in Texas over 6 years and has helped educators crystalize what the evidence has always suggested: that the frequent use of out-of-school suspensions has no academic benefits, is strongly associated with low achievement, a heightened risk for dropping out and a greater likelihood of juvenile justice involvement. If suspending a student out-of-school for minor infractions is a counterproductive educational response, logic dictates that it should be reserved as a measure of last resort. Unfortunately, education policy makers and parents are not fully aware of just how many students are at risk for being suspended.For the first time, this report and companion spreadsheet covering nearly 500 districts reveals to the public the unusually high levels of risk for suspension as well as the stark differences in discipline when these risks are presented by race, gender and disability status. The alarming findings suggest not only a hidden crisis for many historically disadvantaged subgroups in too many districts but also a widespread need to reform discipline policy for California's public schools. Data released from the Office for Civil Rights (OCR) at the US Department of Education revealed that more than 400,000 students were suspended out-of-school at least one time during the 2009-10 school year in California. That's enough students suspended out-of-school to fill every seat in all the professional baseball and football stadiums in the state, with no guarantee of any adult supervision. OCR collected data from districts on the number of students who were suspended just once during the year and the number suspended more than once. The analysis in this report combined these two mutually exclusive categories in order to report the number of students suspended one or more times as a percentage of their total enrollment. We describe this percentage throughout this report as the "risk" for suspension. This article and the associated data can also be found at http://civilrightsproject.ucla.edu

As a manifestation of functionalism, free education becomes a way to eradicate economic disparity by opening access to school for all people. This method is standard in many developing countries as it could foster development. However, the most fundamental problem of this disparity, oppression, and class domination are understudied. To make things worse, studies that do discuss these topics suffer from class bias conceptualization of free education. Therefore, this study aims to demonstrate how free education takes part in a capitalistic society as a superstructure through the correspondence thesis. Subsequently, this study identifies essential elements in (capitalistic) free education. Phenomenological-based qualitative method is used to describe experiences of 21 informants in Selamat Pagi Indonesia (SPI) Senior High School. Data gathered from observation, interview, and secondary sources, and then analyzed phenomenologically. We found that free education, instead of bringing people to equality and freedom from disparity, entraps students deep into modern capitalism through 1) normalization to serve, and 2) giving up power to the capitalist. This condition would benefit many corporations from taking part in aiding the school foundation and perpetuate the domination of the bourgeoisie over the working class. Thus, this study suggests that the capitalistic feature of free education is disrupting its conventional conceptualization.

Intro -- Contents -- Preface -- Chapter 1 -- An Examination of Pre-Service Teachers' Content Knowledge on Linear Equations: A Cross-Cultural Study -- Abstract -- Introduction -- Impact of Mathematics Content Knowledge -- Why Balance Method and Inverse Method? -- Element Interactivity and Linear Equations -- Balance Method -- Inverse Method -- Operational and Relational Lines -- Element Interactivity and Instructional Design -- The Present Study -- Method -- Participants -- Materials -- Procedure -- Results -- Equation Solving Test -- Concept Test -- Solution Strategies -- Discussion -- Conclusion -- References -- Appendix A. Samples of One-step, Two-step and Multi-step Equations -- Appendix B. Concept Test -- Chapter 2 -- Decolonising the Language of Learning and Teaching in an Open and Distance e-Learning Landscape -- Abstract -- Acronyms and Abbreviations -- Introduction -- Methodology -- Narrative Method -- Theoretical Framework -- Exploration of Unisa Language Policy -- Exploration on the Design of New Modules within the Transformation Concept of Africanisation by using leleme la ga mme as LoLT -- Exploration on How Unisa can be Welcoming and Motivate Students to Learn in an ODeL -- The Self-Concordance Model -- The Strength Approach Theory -- Conclusion -- Summary of Main Points -- Recommendations -- Recommendations for Further Research -- References -- Chapter 3 -- A New Teacher for a New School: Pedagogical Challenges of the Future -- Abstract -- 1. Competency-Based Learning as a Starting Point -- 2. The Value of Education: Coexistence and Citizenship -- 3. The Commitment to an Inclusive School -- 4. The Challenge of Innovation and Creativity -- 5. The Exile of Individuality -- 6. Winning the Digital Challenge -- 7. Promote Continuous Professional Development or Lifelong Learning -- Conclusion -- References -- Biographical Sketch.

Von 1966 bis 1976 ließ das Bildungssystem in Botsuana viel zu wünschen übrig. 1977 gab die Regierung ein Weißbuch mit dem Titel 'National Policy on Education' heraus, in dem erklärt wurde, was die Bildung in Botsuana erreichen sollte und wie. Hauptziel ist die Verbesserung der Primärerziehung. Kurz vorgestellt werden 6 von der USAID mitfinanzierte Programme, die die Einführung von Neuerungen, von Unterrichtsstrategien und -programmen in der Primärerziehung zum Ziel haben. Gleichzeitig wird auf die Probleme aufmerksam gemacht, die die Durchführung dieser Programme mit sich bringen. Besondere Aufmerksamkeit wird der Lehrerausbildung und -weiterbildung gewidmet. (DÜI-Ott)

Prevalent notions of 'education cities' and 'education hubs' are vaguely defined, operate at blurry scales and tend to reproduce promotional language. The article contributes to theorising the geographies and spaces of globalising higher education by developing the concept of transnational education zones. Through an urban political economy lens, we review the relations between universities and cities, consider universities' role in the political economy and understand universities as transnational urban actors. We exhaustively map the phenomenon of transnational education zones and empirically analyse cases from four cities (Doha, Dubai, Iskandar and Flic en Flac) with respect to their embeddedness in state-led projects for the 'knowledge economy', their vision for transnational subject formation and their character as urban zones of exception. The conclusion develops a research agenda for further critical geographic inquiries into the (re)making of cities through the development of transnational spaces of higher education that explores the relations between globalising higher education and material and discursive transformations at the urban scale. ; Leibniz-Gemeinschaft https://doi.org/10.13039/501100001664 ; Peer Reviewed

"Written to meet the needs of students preparing for the Government Teachers' Certificate Examination." ; Mode of access: Internet.

Discusses past experiences (including those of the UN) present efforts, and future curricula; includes ethics, non-proliferation education, an Internet-based module, the role of scientists, and the Global Campaign for Peace Education; 5 articles and an open forum. Text in both English and French. Parallel title: L'éducation pour le désarmement.

Education and development a brief history -- Education as an economic investment -- The right to education -- Education and human development -- Education, gender and development -- Education and/as violence -- Education and sustainable development a new development agenda

A REASONABLE ASSUMPTION ABOUT LOCAL EDUCATION AUTHORITIES WOULD BE THAT THE MORE THEY KNOW ABOUT THE QUALITY OF THEIR SERVICES THE BETTER PLACED THEY WILL BE TO IMPROVE THEIR FUTURE POLICIES. THE ASSUMPTION IS FLAWED. SOME EDUCATION AUTHORITIES ARE FINDING THAT IS NOT POLITICALLY EXPEDIENT TO ACT ON WHAT IS KNOWN AND THAT IT IS THEREFORE BETTER NOT TO KNOWN IN THE FIRST PLACE. A LEFT-WING EDUCATION COMMITTEE, FOR INSTANCE, MAY NOT WANT TO BE TOLD THAT ITS POLICY OF EMPLOYING THE SAME NUMBER OF TEACHERS FOR A DIMINISHING SCHOOL POPULATION IS NOT PRODUCING A GAIN IN THE LEVEL OF CHILDREN'S ACHIEVEMENT. SUCH ACHIEVEMENT WAS NEVER REALLY THE ISSUE; THE ISSUE WAS THE PROTECTION OF JOBS. SMALLER CLASSES BECOME AN END IN THEMSELVES AND FOR MAINTAINING JOBS. EQUALLY, MATTERS SUCH AS TRUANCY AND EVEN LITERACY AND NUMERACY CAN BE TRANSFORMED FROM EDUCATIONAL ISSUES INTO GENERAL "SOCIAL" ISSUES. SO THE CAUSES OF TRAUNCY, ILLITERACY AND SO FORTH ARE REMOVED FROM THE RESPONSIBILITY OF TEACHERS AND SCHOOLS AND PLACED IN THE MORE GENERAL AREA OF SINGLE-PARENT FAMLIES, UNEMPLOYMENT AND CLASS. NOT ONLY IS THIS MUCH RICHER AREA FOR POLITICKING, BUT IT NEED NOT INVOLVE THE LOCAL POLITICIAN IN ASKING TOO CLOSELY ABOUT THE PERFORMANCE OF HIS EMPLOYEES IN THE SCHOOLS