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This paper tells the remarkable and compelling story of Leonard Covello, a ground breaking progressive educator who worked tirelessly to shape public education in New York City during the first half of the 20th century. Covello was the founding principal of Benjamin Franklin High School (BFHS) in East Harlem in the 1930s. The author invites everyone to explore a little known part of the past and frames a critical discussion about what the future might be. The major objective of this study is to examine Covello's work within the twin frameworks of educational leadership and progressivism. It begins by providing a biographical sketch of Covello and then explores his professional and personal philosophy and the way that these played out in his roles as educational and community leader, sociopolitical activist, and community ethnographer. It then examines BFHS as a new paradigm for educational institutions, with an emphasis on its pioneering work in developing student leaders, engaging in community activism, and promoting intercultural education. Finally, it looks at the larger implications of Covello's work in an era of increased emphasis on testing and standardization. By looking back to Covello's work, the author locates the problems of our present situation in schools' retreat from a core progressive goal--the development of social capital within students and community members. (Contains 3 footnotes. Introduction written by Patrick Shannon.)

What would schools and classrooms look like if they truly mirrored our democratic ideals? In this issue of the Occasional Papers, five authors explore current and historical questions related to the inclusion of children with disabilities in public schools. The history of educating children with disabilities--an ongoing civil rights issue--has progressed over the decades from exclusion, to segregation, to access, towards a vision of inclusion that is yet to be universally realized. Too often in the currently polarized educational climate, the debate on inclusion is reduced to questions of funding, improving students' performance on standardized tests, or simply does not occur at all (very little has been written, for example, on the implications of value added assessments for teachers in co-taught classrooms). Inclusion, however, is an ethic not a place, service, or "outcome." The contributors to this volume explore the meaning of inclusion from a range of more nuanced perspectives. They tackle themes related to historical progress, access and collaboration, and take a close look in particular at the complex and changing relationship of general and special educators. The contributors offer exemplary models, surface critical questions, and identify enduring challenges. An introduction by Valentine Burr is followed by individual essays: (1) Inclusion: What Came Before (Judith Lesch); (2) Doing the Civil Right Thing Supporting Children with Disabilities in Inclusive Classrooms (David J. Connor and Kristen Goldmansour); (3) Overcoming Barriers to Co-teaching (Seamus O'Connor); and (4) From Access to Interaction: Prioritizing Opportunities for Interpersonal and Intrapersonal Development for Children with Physical Disabilities in Inclusive Classrooms (Daniel Atkins). Individual essays contain references and figures.

This collection chronicles the development of the field of special education through the writings of Samuel A. Kirk and comments by contributing scholars in the introductions to each section. The selections of Kirk's work evidence his contributions to the many domains of special education. The testimony and comments by contributing scholars place Dr. Kirk's work in its historical context. The volume begins with a preface by James J. Gallagher, an introduction by William C. Healey, and autobiographical remarks by Samuel A. Kirk. Part II, "Early Childhood Special Education," includes an introduction by Merle B. Karnes followed by "Preschool and Early Education Programs for Handicapped Children" and "The Effects of Early Intervention." Part III, "Mental Retardation," offers an introduction by Herbert Goldstein and two papers: "Research in Education: Mental Retardation" and "Special Education in the 1970s." A section on learning disabilities is introduced by James C. Chalfant and then provides four papers: "From Labels to Action,""Learning Disabilities,""Our Current Headaches in Learning Disabilities," and "Issues in Learning Disabilities.""Remedial Reading" begins with an introduction by Janet W. Lerner followed by "The Organization of Remedial Reading in the Schools,""Characteristics of Slow Learners and Needed Adjustments in Reading," and "How Johnny Learns To Read" (co-authored by Winifred D. Kirk). A section on hearing impairments is introduced by Donald F. Moores followed by four papers: "Behavior Problem Tendencies in Deaf and Hard-of-Hearing Children,""A Comparative Study of the Ontario and Nebraska Tests for the Deaf" (co-authored by June Perry), "Special Education and Rehabilitation," and "The Federal Program for Training Teachers of the Deaf." Part VII deals with the Illinois Test of Psycholinguistic Abilities and is introduced by Jeanne McRae McCarthy, followed by "Illinois Test of Psycholinguistic Abilities: Its Origin and Implications,""Uses and Abuses of the ITPA" (co-authored by Winifred D. Kirk), and "Profiles of Children with Severe Oral Language Disorders" (with Anthony H. Luick as the first author, and others). Edwin W. Martin then introduces a section on Congressional and governmental affairs, including the following papers: "Administration of Education Programs for Handicapped Children,""Education and Training of the Handicapped," and "Elementary and Secondary Education Act of 1966." The final section on social issues includes an introduction by James J. Gallagher and "Education as National Defense,""Education and the National Welfare,""Youth Challenges Gerontocracy," and "The Federal Role in Special Education: Historical Perspectives." A bibliography lists books, journal articles, conference papers, and book chapters by Kirk, in chronological order from 1932 to 1993. (JDD)

This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education--Perspectives from Around the World (Johannes L. van der Walt). Part 1: Comparative Education & History of Education: (2) Economics and Comparative and International Education: Past, Present, Future (Charl Wolhuter); (3) Spontaneous Responses to Neoliberalism, and Their Significance for Education (Johannes L. van der Walt); (4) Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations (Harold D. Herman); (5) Commodity versus Common Good: Internationalization in Latin-American Higher Education (Marco Aurelio Navarro Leal); (6) Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa (Obed Mfum-Mensah); and (7) Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany (Octaviano García Robelo and Ileana Casasola Pérez). Part 2: Teacher Education: (8) Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives (Jana Kalin, Renata Cepic, and Barbara Šteh); and (9) The Internationalization of Teacher Education: Different Contexts, Similar Challenges (Bruno Leutwyler, Nikolay Popov, and Charl Wolhuter). Part 3: Education Policy, Reforms & School Leadership: (10) Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England (Gillian L. S. Hilton); (11) Government Policy in England on the Financing of ITT: Value for Money or a Waste of Resources? (Gillian L. S. Hilton); (12) The Roles of Teacher Leadership in Shanghai Education Success (Nicholas Sun-keung Pang and Zhuang Miao); (13) Capitalism and Public Education in the United States (Peter L. Schneller); (14) STEM Education Policies and their Impact on the Labour Market in Latvia (Rita Kiselova and Aija Gravite); (15) Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme (Corene De Wet); (16) Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools (Vimbi Petrus Mahlangu); (17) Influence of International Organisms in the School Management Autonomy as an Education Policy (Amelia Molina García, José Antonio Sáenz Melo, and José Luis H. Andrade Lara); and (18) The Reorganisation of the Curriculum in Educational Cycles in Codema College: A Positive Step (Claudio-Rafael Vasquez-Martinez, Felipe González-Gonzalez, Francisco Flores, Josefina Díaz, Jose-Gerardo Cardona-T., Hector Rendon, Jorge Chavoya, Sandra-Milena Gutiérrez-Cardenas, María-Ines Álvarez, Joaquín Torres-Mata, Erik-Moises Betancourt-Nuñez, María Morfín, Miguel Álvarez, and Carlos Anguiano). Part 4: Higher Education, Lifelong Learning & Social Inclusion: (19) Training Middle Managers of South African Public Schools in Leadership and Management Skills (Sharon Thabo Mampane); (20) The Higher Education Policy of Global Experts Recruitment Program: Focused on China (Hanna Kim); (21) Job Motivation and Job Satisfaction among Academic Staff in Higher Education (Gordana Stankovska, Slagana Angelkoska, Fadbi Osmani, and Svetlana Pandiloska Grncarovska); and (22) Comparative Analysis of English Language Student's School Paths at a Mexico University (Octaviano García Robelo, Jorge Hernández Márquez, and Ileana Casasola Pérez). Part 5: Law and Education: (23) Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions (Elizabeth Achinewhu-Nworgu); (24) Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education (Elizabeth Achinewhu-Nworgu); and (25) Legal Understanding of "Quid Pro Quo" Sexual Harassment in Schools (Vimbi Petrus Mahlangu). Part 6: Research Education: (26) Burke's Dramatism Framework: A Lens to Analyse Bullying (Lynette Jacobs); (27) Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research? (Juliana Smith and Rosalie Small); and (28) Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland (Anna Czyz). Part 7: Educational Development Strategies in Different Countries and Regions of the World--National, Regional and Global Levels: (29) Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level (Oksana Chigisheva, Anna Bondarenko, and Elena Soltovets); (30) Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics (Tatiana Korsakova and Mikhail Korsakov); (31) Psychological Counseling Services in the Universities of Russia and the West (Elena Kirillova, Boris Kuznetsov, Vasiliy Aleshin, and Evgeniy Vodolazhskiy); (32) Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (on the Example of the Image of Human Head) (Svetlana Melnikova and Ludmila Petrenko); (33) Short Cycle Higher Education Development in Latvia (Intra Luce); (34) Peculiarities of Teaching Medical Informatics and Statistics (Sergey Glushkov); and (35) The Role of Social Practice for the Development of Educational and Professional Standards (Irina Bobyleva and Olga Zavodilkina). Part 8: Key Directions and Characteristics of Research Organization in the Contemporary World: (36) Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited (Galina Zashchitina and Natalia Moysyak); (37) On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines (Lyudmila Dyshaeva); and (38) Terrorism as a Social and Legal Phenomenon (Anna Serebrennikova and Yekaterina Mashkova). Individual papers contain references. [For Volume 14, Number 1, see ED568088. For Volume 14, Number 2, see ED568089.]

The educational history and practices of the Republic of Singapore, prefaced by a description of the inception of the republic, are described in this paper. The uniqueness of that history stems from the republic's multiracial society which requires equal education opportunities for all four official language groups--Malay, Chinese, Tamil (Indian), and English. The information presented in this paper provides material for a case study approach to education in a multiracial society. (JH)

Section 1203 of the Education Amendments of 1978 mandated the undertaking of studies concerning the adequate financing of elementary and secondary education in the 1980s. Created to carry out this mandate, the School Finance Project established as one of its goals reporting to Congress on issues implicit in funding educational adequacy. Several educational authorities were asked to develop alternative definitions of educational adequacy that could be applied when assessing the adequacy of educational finance. The educational needs of regular school pupils, pupils with special needs, and preschool pupils were to be considered. The aspects of educational adequacy to be explored included the philosophical considerations implicit in definitions, the political feasibility of adopting measures of adequacy, the technical problems associated with implementing a program of educational adequacy, and the prospects for achieving adequate educational financing in the coming decade. This document presents 15 of the resulting 16 reports (the 16th published separately), written from the points of view of several educational specialties: the economics of education, law and education, educational administration, education and politics, learning and measurement, the philosophy of education, anthropology and education, and the history of education. (Author/PGD)

The two essays that make up this discussion paper explore the cultural implications for non-formal education. "Modes of Intervention" examines the typical fashion in which nations have aided the development of other nations through technical assistance. This mode comes from the assumption that a modern nation has special knowledge to assist a developing one. A different mode for intervention is suggested, however, one that requires the intervening nation to explore the institutions that already function within a society and build on them toward development goals. "Educational History and Non-Formal Education: A Methodological Strategy" sets out to articulate an historical study of education and to organize the inquiry along the lines of a search for similarities between educational arrangments and extra-educational variables. Education is cast as a dependent variable in a system where change in techno-economic arrangements generates change in social organization and in ideology. A typology is developed that matches primitive, modern, and traditional social units with techno-economic arrangements, social organization, and ideology, and with educational activities (enculturation, skill transfer, and knowledge transfer). This typology, delineated as a format for a cultural history of education or as a step toward an anthropology of education, is considered remarkable in that it does not automatically reveal a particular categorization for non-formal educational activities. (JH)

This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)

The federal role in vocational education from the Smith Hughes Act of 1917 (Public Law 68-35) through the Vocational Education Act of 1963 (Public Law 88-210), as amended in 1976, is discussed. Following a historical overview of related legislation, the vocational education activities authorized under the current act at the federal, state, and local levels are presented. Detailed are the four federal grants to the states administered by the Commissioner of Education. Six tables are then included to illustrate vocational education expenditures and enrollment data: tables I through III illustrate the level of appropriations for vocational education programs at the federal, state, and local educational levels; tables IV through VI illustrate enrollments in vocational education programs by educational level. Concluding the paper is a brief description of three evaluations and studies mandated by the Vocational Education Act and the Education Amendments of 1976. (JH)

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

This book provides an historical assessment of educational cooperation within the British Commonwealth, during both the imperial and postimperial periods. However, the author makes no attempt to examine the educational policies or institutions of the individual territories or countries, except as they have affected the development of international cooperation. Individual chapters examine the nature of the modern Commonwealth, educational policy during the imperial period, educational cooperation in the Commonwealth since 1945, adult education in the Commonwealth, higher education in the Commonwealth, the use of instructional media in the Commonwealth, and international relations between the Commonwealth and other nations. (Author/JG)

The shifting political milieu which surrounded and conditioned all of Illinois' educational endeavors in the half century after 1870 is discussed. Studies of those elements of society which have influenced the development of schools have often neglected the political milieu that affects educational policy-making at the state level. The political milieu of any state plays an important role in determining the destinies of its state-supported educational institutions. Examination of the shifting relationships, objectives, and values within the Illinois government which affected its allocation process between 1870 and 1890 may provide a valuable approach to understanding the development of public education at every level. Between 1870 and 1900 the legislature was criticized for corruption and procedural sloppiness, and the general disorderliness of its meetings did little to encourage careful consideration by merit of issues concerning state-supported education. The community centeredness of American life before the 20th century resulted in a belief in "economy in government" and, consequently, a slow rate of increase in state appropriations. Another significant influence on the allocation of state funds in the late 1890s was the near dictatorship in state politics by Illinois farmers. The emergence of numerous organizations beginning in the mid 1890s combined with a substantial change in the appropriation process itself to push state spending steadily upward through the first decade of the 20th century. (Author/MK)

Polish folk high schools are modeled after schools developed in the mid-1850s in Denmark to provide general, non-credit education for young adults in rural areas. The main objectives of the folk high schools are to provide a climate for individual student development and to serve as centers where young adults can learn about their cultural heritage. The first Polish folk high school was established in 1900. The folk high school movement developed and prospered along with the growing social consciousness and national awakening which characterized Poland up to World War I. Between the world wars, the folk high school movement was dominated by agricultural expert Ignacy Solarz. Solarz established and directed numerous folk high schools throughout Poland which endeavored to help young peasants become cultural and social forces in their communities. Political and ideological struggles in Poland after World War II resulted in closing most folk high schools. By 1958, however, changes in the ideological climate of East Europe encouraged the Central Committee of the Polish United Workers Party to reassess its position on cultural and educational matters and made it possible to reestablish the folk high schools. By the 1970s, the folk high schools have again become viable institutions which train young adults from rural areas to become social, vocational, and cultural leaders in their villages. (DB)

We need conceptual assistance in thinking about access to higher education, systematic categories that will help us analyze and compare the national academic structures that condition problems of access and solutions thereto. An approach that centers on basic structure directs attention to the heavy historical momentum of massive systems of higher education and encourages a long-run view of innovations, releasing us from the need to write the latest chapter on current events. Even small advances in the system ordinarily require time spans of five to ten years, or even a quarter of a century, instead of the one- and two-year periods within which political and administrative thinking is so often cast. A structural view that is informed by a sense of historical development also points to country-by-country variation in solutions to current problems. Questions of access must be located in the broad matrices of different national structures. (Author/MSE)

The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)

The Japanese university system has been evolving gradually from more traditional patterns to more modern ones in terms of increased efficiency and participation, as well as from an elite to a mass enrollment system. However, the basic patterns of control and decisionmaking have changed little. The universities have been able to resist intrusions by the Ministry of Education, but many needed reforms have not taken place. Frustrated in its attempts to introduce structural reforms in existing universities, the Ministry of Education has turned more to the use of incentives to accomplish its aims, and it has established some new institutions on its own initiative. In the long run, these are likely to have considerable influence on the shape of Japanese higher education. (Author)

American higher education developed under conditions vastly different from those of the Continent and Britain. Nine colleges were established in the colonial period before the Revolutionary War. Although some of them were related to state governments in their early history, they were even then importantly independent in comparison to continental institutions. The university came late to America, long after Bologna and Paris and Oxford had experienced centuries of development, decline, and renewal. Both American public and private universities married the German model of specialized research and advanced training to the older English-American model of liberal education by augmenting undergraduate colleges with graduate and professional schools. Along with the private college, the private university, and the state university, other types of institutions emerged, such as the separate teachers' colleges, public comprehensive colleges, technological colleges, art schools, and the two-year college. Complex and contradictory trends have evolved in academic government in recent years, and no simple picture can be drawn that typifies the whole country. The organizational evolution of the American system of higher education as a whole is simultaneously unilinear and multilinear. The unilinear evolution is toward ever larger systems, and the multilinear toward greater diversity within systems. (Author/MSE)

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

This document, which is intended as a primer for adult continuing education, contains 11 chapters examining the philosophical foundations of adult and continuing education. The chapter titles and authors are as follows: "Progressivism and Adult Continuing Education" (Michael Day); "Progressivism: An Anthology" (Andrea Reeve); "Progressivism; Instructional Models" (Donna L. Whitson); "Behaviorism" (Roy A Moxley); "Rediscovering the Value of Continuing Liberal Education for Practitioners" (William H. Young and Keith W. Krasemann); "Liberal Philosophies of Adult Continuing Education--An Anthology Overview" (J. Stephen Guffey and Lary C. Rampp); "Radical Philosophy: Social Vision and Social Change" (J. Randall Koetting and Martha W. Combs); "A Challenge for Women: Equal Power--A Response to 'Feminism and Adult Learning: Power, Pedagogy, and Praxis' by Elizabeth J. Tisdell" (Dorothy Trusock); "Feminism and Adult Learning: Power, Pedagogy, and Praxis (Elizabeth J. Tisdell); "Emerging Perspectives: Transformational Education--Instructional Methods" (Margaret Tobin and Dorothy Becker); "Through Chaos to Transformation: An Emerging Perspective for Adult Continuing Education" (Irene Karpiak); and "Emerging Philosophies and Orientations in Adult and Continuing Education" (Irene Karpiak). (Most papers contain extensive references.) (MN)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]