Education

Provides national data on occupational program offerings, the use of skill competencies, and other occupational program characteristics in public secondary schools and less-than-4-year postsecondary institutions. Data are from surveys conducted through the Fast Response Survey System and the Postsecondary Education Quick Information System.

The beginnings of the Boy Scouts are traced, with particular emphasis on ideological foundation, social reform objectives of the founders (Sir Robert Baden-Powell, Daniel Carter Beard, and Ernest Thompson) and its relationship to other reform movements of the Progressive Era. The philosophical base of scouting is characterized as: 1) a preoccupation with history (attraction to the frontier mystique and the pioneer image combined with a fear that western civilization was receding into decay); 2) a belief that modern man was physically, mentally, and morally weak in comparison to his ancestors; and 3) the belief that the necessary catharsis for modern man must take place outside of the industrial cities. Major objectives of the founders were to emphasize conservation (people and values as well as land), encourage education for citizenship, and stress the need for character education to make adolescents immune to the decadent forces of their environment. Currents which influenced the Boy Scouts from its beginning in 1910 through several decades paralleled the currents in American society--namely, antipathy for the state of the nation versus glorification of all things American, social conformity versus individuality, and cooperation versus self-reliance. In addition, the Boy Scout movement was hampered by conflict among those leaders who favored rigorous outdoor activities based on frontier life and other leaders who favored sublimation of outdoor activities to various versions of character building and patriotism. The conclusion is that the Boy Scouts of America was influenced by various social forces affecting American society and also by the change in stated objectives of a series of charismatic, strong-willed, and idealistic leaders.

This report discusses the possibility of expanding the
resource and finance data to be collected as part of the 1999-2000 Schools and Staffing Survey (SASS) of the National Center for Education Statistics (NCES). The proposal under consideration, which is being field tested in the fall of 1998 and winter of 1999, has two major components. The first is to collect more detailed information about staffing resources in the schools included in the SASS sample. This information would improve understanding of how schools allocate personnel resources, which account for more than 85% of expenditures at most school sites. A review of the options suggests that the data needed to conduct Resource Cost Model analyses of U.S. schools can be collected through the SASS without much increase in the burden on respondents. The second component is to gather expenditure data for individual schools in the SASS sample to permit analysis of expenditures at the school level. The analysis shows that it is possible to collect information by NCES function and object categories and to collect school-level data across a diverse array of districts. A drawback is that an instrument of the complexity needed to meet these two purposes is difficult and time consuming for the respondent. The final section of the paper discusses linking the staffing and expenditure data. Appendixes contain information about the development of the surveys and copies of the public school and private school surveys.

Starting in the late 1980s, two teams of researchers, well known for their criticism of standardized tests on equity and validity grounds, began attacking standardized testing on efficiency
grounds as well, using cost-benefit analysis to do it. Their analyses
are reviewed, and their conclusions discussed. The first team, Lorrie A. Shepard, Amelia E. Kreitzer, and M. Elizabeth Graue, wrote "A Case Study of the Texas Teacher Test," published as a report of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and as an article in "Education Researcher." The second team, Walter M. Haney, George F. Madaus, and Robert Lyons, wrote the book "The Fractured
Marketplace for Standardized Testing," a survey of the industry and a cost-benefit analysis. Correcting for some of the more obvious mistakes of the authors of the analysis of the Texas program pushes the program's net benefits into the black by a wide margin. The analysis of Haney et al. also fails to convince that the costs outweigh the benefits. Concerned and well-trained educators in state agencies and local school districts make the decisions to purchase or develop standardized tests for reasons that are neither unfair nor sinister. They believe that the benefits outweigh the costs, and this belief is shared by much of the public.

Internet has generated rapid changes in social practices and habits of individuals promoting synchronous and asynchronous communication used to the interaction of people accessing other cultures and faraway places.

Schools as paradigmatic organizations must move from a hybrid model to an integrated model of critical use of technology in our particular contexts and characteristics that impose the professors and students.

Addressing the educational hybridity of our schools is political and administrative decisions taken at the central level or jurisdictional convene and discuss with teachers and the educational community in general.

This article focuses on a variety of instructional models all of which can be said to be teacher-centered instruction.  Described b are Direction Instruction, the Elements of Effective Skills Instruction, Expository Teaching, and Mastery Learning. 

The study investigated the influence of ethnicity, gender and grade level on the motivational beliefs and self-regulation in Biology learning through a non-experimental quantitative study among 317 students in 2 co-educational schools in Nakuru (n = 155 ) and Siaya (n = 162) counties, Kenya. The study used a modified version of Motivated Strategies for Learning Questionnaire (MSLQ) which had 44 items to measure motivational beliefs and self-regulation. A 4 × 2 × 2 MANOVA revealed “ethnicity” as having the largest effect on these variables. There was a statistically significant difference between the Nakuru group and the Siaya group in favor of Nakuru with regard to self-efficacy in Biology learning. They also scored higher in most of the variables. There were no statistically significant gender differences in motivational beliefs and self-regulation in Biology learning. However boys were more self-efficacious with low test anxiety than girls. Girls had higher intrinsic value, cognitive strategy and self-regulation than boys. There were statistically significant grade level differences in favor of grade 12 students. Grade 11 students had the lowest scores in all the variables under investigation. The implications for the study are discussed.

This 6-minute video mini-lecture provides an overview of direct instruction and describes the basic elements.  Direct instruction is an important pedagogical tool that all teachers should have; however, it should be a tool; not an approach to teaching reading and writing.

One of the recent transitions in the Philippine educational system brought by K+12 program is the Mother Tongue-Based Multilingual Education (MTB-MLE) which has already materialized for already three years. The initiation of this new language policy is also an advent of different issues affecting its implementation. In this study, the researchers revealed the factors/problems affecting the teachers, whom were considered as the main constituent towards the attainment of the objectives of MTB-MLE. The goal of the authors is to gather and analyze adequate data on the factors/problems encountered and perceived by the teachers. Their outlook towards the factors/problems would be perceived and assessed since the implementation of the said policy.With this, all the grades 1 to 3 teachers of Tambulig Central Elementary School perceived and assessed the factors brought by MTB-MLE as moderately serious. Furthermore, the teacher-respondents also disclosed the most major problem they had encountered since the implementation of the new language policy which is the need to cope with the national test which is written in English or in Filipino like MTAP exam, NAT and the like.

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Harper Lee’s novel To Kill a Mockingbird is one of the most widely taught texts in language arts classrooms through the English-speaking world and is greatly valued by many readers today for its depiction of youth grappling with racism in the American South of the Depression Era. However, the novel’s subtle and sustained critique of public education has remained largely unrecognized. This essay identifies in the novel an underlying nostalgia for the past homeschooling of Southern white aristocracy as well as disdain for modern public institutions and for the democratic values that those institutions seek to instill in youth.
Keywords: secondary education, home education, reconstruction, education of African Americans, pauper schools

It all comes back to the tradition of hand, heart eye coordination. It is our responsibility to educate learners that are able
to focus their attention on creating the working tools that they will need to be able to apply their craft to any situation
throughout their lives.