Suchergebnisse

The South Carolina Budget and Control Board, Division of General Services published the findings of an audit of the procurement policies and procedures of the South Carolina State Board for Technical and Comprehensive Education.

As Katz and Bradley (2013) document, the confluence of partisan politics and budget cuts have left the federal government and to a lesser extent, state governments impotent to address the countless economic and education challenges facing the United States. Out of necessity, metros and regions are taking the lead in collaborating, innovating, and governing in Post-Recession America. Instead of waiting for federal or state governments to impose prescriptive, one-size fits all solutions, localities are seizing opportunities to strengthen their economies by working with stakeholders to develop policies tailored to their unique and complicated needs. ; The Lincy Institute Policy Brief Education Series

Vol.[3] published by Columbia University Press. ; Supplementary to The colleges and the courts, by E.C. Elliott and M.M. Chambers, published in 1936. ; Subtitle varies slightly. ; At head of title [v.1-2]: The Carnegie Foundation for the Advancement of Teaching. ; [v.1] 1936-40.--[v.2] 1941-45.--[v.3] 1946-50. ; Mode of access: Internet.

"This volume looks at the ways in which climate change education relates to broader ideas of justice, equity, and social transformation, and ultimately calls for a rapid response to the need for climate education reform. Highlighting the role of climate change in exacerbating existing societal injustices, this text explores the ethical and social dimensions of climate change education, including identity, agency, and societal structure, and in doing so problematizes climate change education as an equity concern. Chapters present empirical analysis, underpinned by a theoretical framework, and case studies which provide critical insights for the design of learning environments, curricula, and everyday climate change-related learning in schools. This text will benefit researchers, academics, educators, and policymakers with an interest in science education, social justice studies, and environmental sociology more broadly. Those specifically interested in climate education, curriculum studies, and climate adaption will also benefit from this book. Elizabeth M. Walsh is Associate Professor in Science Education and Meteorology & Climate Science at San José State University, USA"--

American democracy fosters the common good of society by allowing citizen involvement in government. Sustaining American democracy depends on civic involvement among citizens. Civic involvement, which consists of citizens' informed involvement in government, politics, and community life, is a desired behavior among adult citizens in the United States and it is a desired outcome of higher education. However, people in the latter part of the twentieth century have questioned the extent to which higher education makes a difference in civic involvement among adults in the United States. College educators are challenged to explain the relationship between higher education and civic involvement among adults in the 1990s. The purpose of the present study is to investigate the relationship between higher education and civic involvement. The researcher approached this issue by examining relationships between measures of civic involvement and personal characteristics such as education level, race, gender, age, and socioeconomic status among adults in the United States. The researcher compared joint relationships between civic involvement and personal characteristics among college graduates with the joint relationships between civic involvement and personal characteristics among adults with some college education and adults with no college education. Data from the Adult Civic Involvement component of the National Household Education Survey of 1996 (NHES:96) were analyzed. This survey was conducted by the National Center for Education Statistics. Using list-assisted, random digit dialing methods and computer assisted telephone interviewing techniques, data were collected from a nationally representative sample of non-institutionalized civilians who were eighteen years of age or older at the time of the survey. Data were collected regarding respondents' (a) personal characteristics, (b) use of information sources, (c) knowledge of government, (d) community participation, and (e) political participation. The selected technique for analyzing data was canonical correlation analysis (CCA), which is a form of multivariate analysis that subsumes multiple regression, multivariate analysis of variance, and discriminant analysis. The results revealed that civic involvement among adults in the United States is moderate at best. Low to moderate civic involvement among adults is mostly attributed to the absence of civic behaviors among adults with no college education. Among adults, overall civic involvement has strong relationships with education level, race, gender, age, and socioeconomic status. While the relationship between higher education and civic involvement is strong, there are significant differences in civic involvement among college graduates when grouped according to race, gender, age, and socioeconomic status. White male college graduates with high incomes tend to demonstrate the attributes of civic involvement to a greater extent than other groups. Among adults with some college education, overall civic involvement is characteristic of older males.Similarly, older adults with no college education demonstrate civic involvement to a greater extent than younger adults with no college education. These findings are consistent with the results of previous studies. The findings also extend the results of previous studies by explaining the relationships between civic involvement and multiple personal characteristics when analyzed simultaneously. The findings suggest a need for ongoing analyses of civic involvement among adult citizens and among college students. The results further imply a need for college personnel to identify and implement strategies that will improve the civic outcomes of higher education for minorities and females in various age and income categories. ; Ph. D.

Armed conflict and natural disasters disrupt ways in which education is delivered and accessed. Disruptions may be traumatic but they provide opportunities. Adapted from the source document.