CIVIC EDUCATION-PROGRAMS FOR ADULTS. By Arthur P. Crab tree. Washington, D. C.: National Association of Public School Adult Educators, 1956. 64 pp. $1.50

1957 ◽  
Vol 7 (4) ◽  
pp. 248-249
Author(s):  
Phillip E. Frandson
Keyword(s):  
Public School ◽  
Civic Education ◽  
National Association ◽  
Adult Educators ◽  
Education Programs

Migrants and the Labor Market: The Role and Tasks of Adult Education

2021 ◽  
Vol 32 (1) ◽  
pp. 29-39
Author(s):  
Tetyana Kloubert ◽  
Chad Hoggan
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Adult Educators ◽  
Learning Needs ◽  
Integration Process ◽  
Multiple Forms ◽  
Education Programs ◽  
Successful Integration

The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.

Trends Impacting One Public School Program for Students Who Are Deaf or Hard-of-Hearing

2014 ◽  
Vol 36 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Kevin J. Miller
Keyword(s):  
Public School ◽  
Hard Of Hearing ◽  
Educational Outcomes ◽  
Language Model ◽  
Spoken Language ◽  
Teacher Education Programs ◽  
Educational Service ◽  
School Program ◽  
Education Programs ◽  
Selection Of

This article reflects on the author’s experience supervising a public school program for students who are deaf or hard-of-hearing, specifically addressing national, regional, and local trends affecting it. These trends included teacher efficacy, changes in educational service delivery, advances in technology, the selection of the listening and spoken language model, the needs of university teacher education programs, and telepractice. Furthermore, the author describes how the program responded to these trends, which ultimately resulted in positive educational outcomes for the students being served.

Accrediting Agencies

2019 ◽  
pp. 187-203
Author(s):  
Carla E. Aguilar ◽  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Field Experience ◽  
Music Educators ◽  
National Association ◽  
Education Programs ◽  
Educator Preparation ◽  
Schools Of Music ◽  
Music Education Programs

This chapter provides an overview of two agencies that accredit collegiate music education programs: the Council for the Accreditation of Educator Preparation (CAEP) and the National Association of Schools of Music (NASM). Examining points of overlap and divergence, it explains that CAEP relies on NASM for recommendations about music content and that the CAEP standards go into greater depth about student teaching and field experience requirements than the NASM Handbook. While music educators must adhere to certain hard policies demanded by these agencies, they have discretion regarding how they create and adjust soft policies in order to meet those ends. The chapter offers that music educators might use accreditation processes to reflect on their values and to spur innovations while resisting standardization across universities.

Why Special Education Isn 't Special

1974 ◽  
Vol 44 (4) ◽  
pp. 437-458 ◽  
Author(s):  
Carl Milofsky
Keyword(s):  
Special Education ◽  
Public School ◽  
Special Educators ◽  
Education Programs ◽  
Special Education Programs

Special education has developed in recent years to diagnose more effectively and teach children who, for a wide variety of reasons, cannot learn from a regular curriculum. In this article, the author notes that despite their increasing size and sophistication, special education programs have not been successful for the majority of their students. He suggests that one reason for their ineffectiveness may be the ways in which special educators-teachers,psychologists and administrators-relate to the regular personnel of schools. Because special education is marginal to public school operation, political and organizational obstacles may infringe on the autonomy, funds, and quality of programs special educators can provide.

A Study of Sex Education Programs for Visually Handicapped Persons

1971 ◽  
Vol 65 (10) ◽  
pp. 318-340
Author(s):  
Frederick E. Bidgood
Keyword(s):  
Public School ◽  
Sex Education ◽  
Education Program ◽  
Residential Schools ◽  
Education Programs ◽  
The Public ◽  
Teaching Aids ◽  
School Programs ◽  
Visually Handicapped ◽  
Further Development

The vast majority of public and residential schools feel a responsibility to provide sex education for their visually handicapped students, and although less so, the feeling is also strong in agencies dealing with the blind. The majority offer some kind of sex education program, but many of these programs need further development. In general, the public school programs seem more thorough and better planned than those of the residential schools or agencies. There is a recognized need to provide good sex education programs, but a lack of good audio and tactual teaching aids, among other things, is blocking progress. The schools and agencies see the problem and are seeking solutions.

Innovation in Civic Education

2022 ◽  
pp. 181-198
Author(s):  
Tom Driscoll III ◽  
Shawn McCusker
Keyword(s):  
Digital Media ◽  
Civic Education ◽  
Civic Life ◽  
Instructional Approaches ◽  
Advocacy Groups ◽  
Education Programs ◽  
Equity Issue ◽  
Education And Technology

Educators, advocacy groups, and policymakers are mobilizing to strengthen civic education across the nation. These renewed commitments must be designed and implemented in ways that ensure today's graduates are ready to effectively engage in modern civic life. Since civic education is key to effective participation in our democracy, ensuring a quality civic education is also an equity issue. Students must have foundational knowledge about our nation's values and government, effectively evaluate the validity of claims in digital media, take and defend positions across multiple platforms, and leverage technology to inform and mobilize their community around ideas they care about. This chapter explores proven practices in civic education and technology-enhanced instructional approaches that schools can leverage to modernize their civic education programs.

The Philosophical Foundations of Civic Education

2010 ◽  
Vol 30 (3/4) ◽  
pp. 21
Author(s):  
Peter Levine ◽  
Ann Higgins-D'Alessandro
Keyword(s):  
Civic Education ◽  
Future Generations ◽  
Education Programs ◽  
Philosophical Foundations

Those who study and evaluate civic education programs are often reticent about their values or unsure how to defend them. Peter Levine and Ann Higgins-DAlessandro offer a range of philosophical resources for thinking about the values that society should hold and how it should try to transmit these values through civic education to future generations.

What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

1988 ◽  
Vol 13 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Richard S. Neel ◽  
Nancy Meadows ◽  
Phyllis Levine ◽  
Eugene B. Edgar
Keyword(s):  
Special Education ◽  
Public School ◽  
Secondary Students ◽  
The State ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Follow Up Study ◽  
Follow Up Studies ◽  
Special Education Programs

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.

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