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The research is devoted to the theoretical and experimental study of forming the professional competence of a would-be teacher assistant of inclusive education through pedagogic modeling. The authors specify the notions of "a tutor" (teacher assistant), "inclusive education", "persons with special needs", "individual development program", and "modeling". The essence of "pedagogical modeling" is defined, as well as the groups of its objects within the professional competence of the would-be teacher assistants in the inclusive education; the implementation of the psychological-pedagogic modeling of an individual development program for persons with special needs is substantiated. It is proved that any model has a sign nature, thus, the psychological bases of the research are the theory of content-based summarization and the "sign" concept of the educational process. The study reflects the methodological system of forming the professional competence of the would-be teacher assistants of inclusive education through pedagogic modeling and substantiates the content component of the model, implemented in the individual development program of persons with special needs and through applying the relevant methods, forms and means of education. It is proved that the efficiency of forming the professional competence of the teacher assistants of inclusive education by the means of pedagogic modeling depends on introduction of an experimental technique, which provides support and increase of the qualitative indicators of both the teaching and the personal properties of the persons with special needs receiving educational services. Due to the synergetic impact of professional knowledge, the would-be teacher assistants of inclusive education develop an increased motivation to forming the professional skills and competences when working with persons with special needs.

The dialogue around preschool educators has increased as concerns about the quality of early education have been raised across the world. This paper contributes to a novel historical and contemporary understanding of the professionalisation of Russian preschool educators. This history bears similarities and differences to those of other nations, making this project of interest to cross-cultural comparisons. A particular emphasis is laid on the challenges of, and opportunities for, professionalisation by discussing the issue of professional knowledge and expertise, autonomy, and authority. Data for the study comes from two sources: (1) the historical analysis of preschool educators in Russia; (2) semi-structured interviews undertaken with 25 preschool educators from the major organisations representing them. The research showed the central role played by the state in all historical phases of the professionalisation of Russian early education. It was found that Russian preschool educators are discontented with their current professional standing, and look to the state to enhance it.

Machine generated contents note:ch. 1State Marijuana Legalization: DOJ Should Document Its Approach to Monitoring the Effects of Legalization /United States Government Accountability Office --ch. 2Statement of Benjamin B. Wagner, U.S. Attorney of the Eastern District of California. Hearing on "Is the Department of Justice Adequately Protecting the Public from the Impact of State Recreational Marijuana Legalization?" --ch. 3Testimony of Douglas J. Peterson, Attorney General of the State of Nebraska. Hearing on "Is the Department of Justice Adequately Protecting the Public from the Impact of State Recreational Marijuana Legalization?" The Legalization of Marijuana in Colorado the Impact (Volume 3) /Chelsey Clarke --ch. 4Testimony of Dr. Kathryn M. Wells, Medical Director, Denver Health Clinic at the Family Crisis Center. Hearing on "Is the Department of Justice Adequately Protecting the Public from the Impact of State Recreational Marijuana Legalization?"

The present paper critically reviews various educational interventions and the resultant trends in the participation and learning outcomes in the domain of tribal education in India. A review of the existing policies on formal education suggests that there have not been clear-cut policy provisions for the education of tribal children aligning with their socio-cultural needs. They are often clubbed with other disadvantaged groups, wherein they are perceived as mere beneficiaries of various government schemes and incentives. Given the profound diversity of the tribal groups, a 'one size fits all' approach may not work, which obliterates their identity and blurs the cultural differences. The interventions too have primarily focused on their assimilation with the mainstream society than towards inclusion. The paper also discusses various forms of exclusion and marginalization of tribal children in schools and delineates possible pathways for building more inclusive and democratic educational ecosystems.

After the restoration of the state independence of Georgia in the field of social sciences, the attitude and assessment of political education has changed. Despite the reliance on ideology and academic disciplines, including the principles of policy sciences, their development in line with formal or informal rules that stand far from real institutionalization frameworks. Moreover, the latter acquired sharply differentiated and less regular character. One of the most challenging tasks in the general public is the revival of the structure, content and learning methods of political education. To change not only the list and methods of political education, but also the science of science facing a difficult task to ensure the formation of ideas and ideas that are respond well to the achievements of the world civilization, the fair state and the development of civil society.

An Invitation to Critical Mathematics Education deals with a range of crucial topics. Among these are students' foreground, landscapes of investigation, and mathematics in action. The book is intended for a broad audience: educators, students, teachers, policy makers, anybody interested in the further development of mathematics education. The book discusses concerns and preoccupation. This way it provides an invitation into critical mathematics education.

Aesthetic education plays an important role in people's education and training. Guided by the Marxist aesthetic education view, studying the construction of aesthetic education in the new era is not only an important condition for shaping a good personality and an inevitable requirement for guiding people's better life in the new era, but also a theoretical basis for guiding the cultivation of innovative talents in the new era, and a real need for dealing with the misunderstanding of aesthetic education in the new era. As an important part of socialist cultural construction, aesthetic education can cultivate people's perception, acceptance and creativity of beauty, shape individual's lofty ideals and sentiments by purifying the soul and casting the soul, transform the objective world and beautify the subjective world according to the law of beauty, establish a beautiful world outlook, outlook on life and values, and promote people's quality promotion and all-round development. From the perspective of aesthetic education, we media's characteristics enable it to become a platform for teachers' teaching and students' learning at the same time. With the new changes shown by the relationship between the media and the audience, we media can become an effective carrier to enhance college students' aesthetic education, providing us with a good opportunity to enhance college students' aesthetic education effectively.

This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to transform the public school curriculum and analyzing data from testimonies given at Oregon State Legislature Hearings, we argue that Indigenous Knowledges offer an important resource for educating all students responsibly and improving relationships within and across communities. Framing these ideas as gift-giving logic, we argue that if educators and policy-makers are open, they can learn a great deal from Indigenous Knowledges and advocacy efforts.

Purpose
The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability.


Design/methodology/approach
Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned.


Findings
The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development.


Research limitations/implications
This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students.


Originality/value
As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

This paper gives a critical overview of school reform measures in the German state of Bavaria in the aftermath of the OECD's PISA 2000 and 2003 studies. While the highly selective Bavarian school system has provided the best test results among the German federal states, its overall performance in an international context has been less impressive. In order to improve the Bavarian education system a range of initiatives has been introduced in recent years. While following pedagogically sound ideas in most cases, however, the projects have been hampered by fiscal restraints, ideological reservations against breaking up the traditional three-tier system of secondary education, prevailing bureaucratic restrictions, and a lack of improvements in incentives for teachers' involvement in reform. As a consequence, genuine, fundamental changes in the traditional system have not so far been initiated. (German Politics / FUB)