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A guide to the educational priorities and change to expect from the Obama administration Although the Obama's goals for education have been articulated in his speeches and on his website, what's missing is a picture of what these proposals mean in practice. This guide provides the articles, stories, and commentary to clarify Obama's priorities for education. The plan itself is comprehensive and covers preschool, K-12, and college-level education. Among its recommendations: expand early education, improve teacher quality, support school innovation, make math and science national priorities

What is wrong with education? Why do educational reforms always miss their target? How can we create a better education system? And what can we learn from other countries? Reclaiming Education tackles the challenges facing education that really matter - hte ones that academics often ignore, parents demand solution to and politicians need to confront. Drawing on his global research, James Tooley shows that there is an alternative to poor quality and wasteful inefficiency in education, and that education can be radically transformed to guarantee freedom and higher standards. ""Tooley radically

Chile's education system can foster stronger economic, democratic and social development in the country. There are significant macroeconomic benefits to education, such as increased productivity. That said, individuals tend to benefit the most from high-quality, equitable education systems. In 2004, the OECD performed a review of national education policies and an analysis of the Chilean education system. This review aims to identify key changes in the Chilean education system mainly from 2004-16, in order to analyse where education in Chile stands today and offer recommendations to help provide better education opportunities for all Chileans in the coming years. The review therefore examines different areas of education policy in Chile, from early childhood education and care (ECEC) to higher education.

This book explores Singapore's language education system. Unlike previous volumes, which discuss the bilingual requirement for learning, it focuses on Singapore's quadrilingual system, bringing together articles on each of the four languages - English, Mandarin, Malay and Tamil - as well as articles that examine more than one language. It highlights past successes, current concerns, and future directions for language education. The book focuses on classroom pedagogy in all four official languages, showcasing how languages are taught and learned in Singapore as a basis for better understanding the system "from the inside out." The authors present empirical, classroom-based studies on language pedagogy in all four languages, as well as updated information on the current socio-political context and how it has influenced attempts at pedagogical innovation. Consideration is given to the dialectical relationship between policy and practice. The chapters also include discussions of pre-school-age learning, influences of language policy, home literacy practices, and commentaries by international language-in-education scholars. This approach also provides a basis for international comparison - especially for those who are interested in fostering English proficiency while maintaining one or more national languages. The volume is particularly important in light of the continuing international efforts to integrate English into national educational systems where it is not the dominant language

Intro -- Contents -- Preface -- Chapter 1 -- Indian Higher Education System: A Study from Ancient to Modern Age -- Abstract -- Introduction -- Education in Ancient India -- Educational System in Gurukul -- Relation between Teacher and Students -- Size of the Class in Ancient India -- Taxila -- Specialized Subjects of Higher Education -- Nalanda -- Education in the Epics -- Education in the Later Ancient Period -- Development of Social Work -- Development of Personality -- Making Formal and Informal Education Responsible -- Providing Free Education -- Societal Needs -- Higher Education in Medieval India -- The Madrasah as a System of Education -- Education in the Colonial Period -- Colonial Education -- Women's Education in India -- Present Indian Education System -- Central Government and Higher Education -- Where India Stand Globally -- Conclusion -- References -- Chapter 2 -- Human Rights Education in India: Needs And Future Actions -- Abstract -- Introduction -- Goals of Human Rights Education -- Human Right Education in India -- The Impartation of Human Right Education -- Future Aspect of HRE -- Conclusion -- References -- Chapter 3 -- Blended Course Design and Delivery in the Present Scenario -- Abstract -- Introduction -- Faculty and Student Perceptions of E-Learning -- Theoretical Support for Blended Course Design and Delivery -- Blended Delivery -- Discussion -- Flexibility -- Blended Design and Instruction Considerations -- Adjust the Course Design -- Activities -- Conclusion -- References -- Chapter 4 -- Open and Distance Education Evolution in Contemporary Situations -- Abstract -- Introduction -- Characteristics of Distance Education -- Features of Open and Distance Education -- Scope of Open and Distance Learning -- The Paradigm Shift in Distance Education -- Nomenclatures Used for Open and Distance Education.

Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania's education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system. This report assesses Lithuania's policies and practices against best practice in education from across the OECD and other countries in the region. It analyses its education system's major strengths and the challenges it faces, from early childhood education and care to tertiary education. It offers recommendations on how Lithuania can improve quality and equity to support strong, sustainable and inclusive growth. This report will be of interest in Lithuania and other countries looking to raise the quality, equity and efficiency of their education systems.

How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia's policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia's education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education systems.

This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world. Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right. A must-read for practitioners, policy-makers, scholars and students in the field of education.

This book includes an analysis of the broad stages in the developmental pattern, of the key variables that must shape it, of their function in moral judgement and of the principles that must lie behind a moral education that has autonomy as its goal.

Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy's orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge. The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases. This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work.

Intro -- EDUCATION IN AMERICA: ISSUES, ANALYSES, POLICIES,AND PROGRAMS: VOLUME 1 -- EDUCATION IN AMERICA: ISSUES, ANALYSES, POLICIES,AND PROGRAMS: VOLUME 1 -- CONTENTS -- PREFACE -- Chapter 1 SELECTED CHURCH-STATE ISSUES IN ELEMENTARY AND SECONDARY EDUCATION -- SUMMARY -- CURRICULUM RESTRICTIONS -- PRAYER IN SCHOOLS -- Government Sponsored Religious Activities -- Privately Initiated Religious Activities -- FUNDING TO RELIGIOUS INSTITUTIONS -- Federal Funding for Programs and Materials at Religious Schools -- Federal Funding of Private School Vouchers -- CIVIL RIGHTS PROTECTIONS RELATED TO RELIGION IN SCHOOLS -- PRIVATE SCHOOL STUDENT PARTICIPATION IN ESEA PROGRAMS -- Title IX-E-1 Requirements -- Consultation -- Expenditures -- Complaint Resolution and Bypass Procedures (Sections 9502-9504) -- Additional Provisions (Section 9506) -- Title I-A Equitable Participation Requirements -- Other Relevant Provisions in the ESEA -- SUPPLEMENTAL EDUCATIONAL SERVICES AND FAITH-BASED PROVIDERS -- End Notes -- Chapter 2 THE LAW OF CHURCH AND STATE: PUBLIC AID TO SECTARIAN SCHOOLS -- SUMMARY -- OVERVIEW -- SPECIFIC DECISIONS CONCERNING PUBLIC AID TO SECTARIAN ELEMENTARY AND SECONDARY SCHOOLS -- Bus Transportation -- Textbooks and Instructional Materials -- Teachers and Other Personnel -- Tests and State-Required Reports -- Maintenance and Repair Costs -- Vouchers and Tax Benefits -- Health and Nutrition Services -- General Public Services -- SPECIFIC DECISIONS CONCERNING PUBLIC AID TO SECTARIAN COLLEGES AND UNIVERSITIES -- General Aid -- Construction Assistance -- Student Publication Subsidy -- Vouchers -- End Notes -- Chapter 3 RELIGIOUS DISCRIMINATION IN PUBLIC SCHOOLS: A LEGAL ANALYSIS -- SUMMARY -- BACKGROUND -- Religious Discrimination in the Context of Schools -- Legal Rules Governing Religion in Schools -- First Amendment Protection of Religion

Intro -- Preface -- Contents -- Abbreviations -- 1 Picturing Wittgenstein's Relationships to Education -- 1.1 Introduction: Quick Studies (etude) for a Philosophical Portrait -- 1.2 A Place for Biography: Significance Without Explanatory Force -- 1.3 Wittgenstein's Tractatus (1922) and the Vienna Circle (1926-29) -- 1.4 Wittgenstein as a Philosophy Teacher: His Return to Cambridge (1929-1947) -- 1.5 Conclusion: 'Scenes of Instruction' in the Later Wittgenstein -- References -- 2 Judging Portraits of Wittgenstein -- 2.1 Introduction -- 2.2 Geographical Digressions: A Parable on Finding Our Way Back Home -- 2.3 Replacing a Distorted Portrait of 'Training' in the Later Wittgenstein: Why Does the Training Word, Abrichtung, Pierce Educators? -- 2.3.1 Stage Setting -- 2.3.2 Friesen's Misreading: Reacting Incorrectly to Wittgenstein's Remarks -- 2.3.3 Aesthetic Judgment -- References -- 3 Wittgenstein as a School Teacher -- 3.1 Introduction -- 3.2 Elementary School Teaching -- 3.3 The Significance of the Haibauer Incident (Der Vorfall Haibauer) -- 3.4 Philosophically Questioning Certainty: Distinctions Between Empirical (Causal) Inquiries and Grammatical Concerns -- 3.5 Wittgenstein's Emphasis on Training -- 3.6 Reading Wittgenstein as a 'Pedagogical Philosopher': Signature Themes -- References -- 4 Pedagogical Investigations -- 4.1 Recontextualizing Wittgenstein's Cases of Training and Learning -- 4.1.1 Two Profiles of Wittgenstein's Philosophical Method -- 4.1.2 Exemplification -- 4.2 Judging Teachers -- 4.2.1 Analytic and Criterial Delineations of 'Teaching' -- 4.2.2 Wittgenstein's Background-Contextualism -- 4.2.3 Exemplification: Retelling in the Classroom -- 4.3 Teacher Autonomy Within Curricular Rules -- 4.4 Conclusion: 'A Picture Holds Us Captive' -- 4.4.1 'A Picture Held Us Captive' in the Investigations -- 4.4.2 Weltanschuung.

Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education. Rooting constructions of gender and sexuality in specific geographical contexts, the contributors consider a range of issues. Themes discussed include the gender gap in educational attainment; pedagogical strategies; stereotyping in curricula; and education policy. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further.

This volume focuses on the integration of environmental education into science teacher education. It examines and discusses environmental education foundations and pedagogical principles, and the integration of technology to promote environmental education.