The objectives of this study are 1) to describe the fact of inequality of Arabic subjects in the curriculum as a compulsory subject at the upper secondary education level, 2) to determine the ...inequality factors of Arabic subjects in the general education curriculum, and 3) to determine the implications of inequality in Arabic as the main subject. Graduates of general education who proceed to Islamic religious universities often encounter challenges in mastering Arabic. This may occur due to the absence of Arabic language subjects during their high school years, compounded by Arabic not being a mandatory component of the general education curriculum. This research uses a qualitative approach with a descriptive research method. Data collection techniques include literature studies, and data analysis used are content analysis. The findings indicate that Arabic is not designated as a core subject in the national education curriculum for secondary education, highlighting the unequal treatment of Arabic within the Indonesian education system. This disparity's repercussion is evident in the challenges encountered by high school graduates when pursuing Arabic studies at Islamic Religious Colleges, stemming from struggles in grasping the fundamentals of the Arabic language. Arabic language learning in general education is only an elective subject in private schools affiliated with religious organizations. This results in students facing challenges in acquiring knowledge in Arabic and grappling with the complexities of learning Islam, particularly for Muslim students.
An assessment framework was developed and implemented for UCLA's science general education (GE) program that combined overall program goals, individual course improvement, and faculty engagement. ...Specifically, the framework targeted (a) developing institutional goals for GE courses, (b) ensuring alignment of individual course learning outcomes with institutional goals, (c) exploring the student experience during GE courses, and (d) engaging faculty to understand the classroom experience. Using the methods detailed, information was gathered regarding student learning experiences, scientific skill/literacy level, and attitudes toward science after completing the GE course. Furthermore, this process also facilitated faculty involvement in the assessment and an improved awareness about course pedagogy. This framework can be applied to assess other general education programs (diversity, writing, etc.) or even individual departmental science programs.
Research on disproportionality in special education has largely overlooked how students of color with disabilities are less likely to spend time in general education classrooms than White peers with ...disabilities. Although disparities in general education inclusion for students of color with disabilities raise larger concerns about educational inequality within schools, when these gaps begin to emerge and what factors may explain them remain less understood due to methodological challenges. In leveraging individual-level administrative data from a large school district over a 10-year period, this longitudinal study found general education inclusion declines for all students as they age. However, Black students with disabilities experienced the least inclusion, whereas Asian American and Pacific Islander (AAPI) students with disabilities were included in the general education classroom more than Latinx and White peers with disabilities; this disparity was largely associated with academic test score differences and disability type.
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such ...as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs' underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 ...students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform. Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens.
There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to ...inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on the impact of professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice—including student progress in the general education curriculum—are discussed.
This article presents a reflection on a seven-year general education reform process. The authors divide and explain the process of reform in four stages: Review and Recommendation for Reform; ...Building Conceptual Foundations; Moving from Theory to Practice; and Implementation. The authors discuss the value of establishing goals and markers of success for each of these stages. In addition, they identified three key commitments used in each of the stages: (1) conducting work collaboratively and transparently; (2) supporting decisions with research; and (3) putting students first. These commitments kept the authors grounded in institutional priorities and created the conditions for success.
This study reports a secondary analysis from a quasi-experimental design study (N = 13 schools) to examine the effects of aligned Tier 1 (T1) and Tier 2 (T2) instruction for a subsample of fourth ...graders with inattention and reading difficulties. Of this sample (N = 63 students), 100% received free- or reduced-price lunch, 92% identified as Hispanic, and 22% received special education services. T1 instruction focused on implementing practices to support reading comprehension and content learning during social studies instruction. The aligned T2 intervention focused on remediating reading comprehension difficulties using the same evidence-based practices implemented in T1, thus supporting students with connecting learning and applying skills across settings. Schools were assigned to one of three conditions: (a) aligned T1-T2 instruction; (b) nonaligned T1-T2 instruction, in which T1 and T2 practices were not intentionally aligned; or (c) business-as-usual (BaU) T1 and T2 practices. No significant differences were detected between the nonaligned T1-T2 and BaU conditions on student outcomes. However, large, statistically significant effects were detected in favor of the aligned T1-T2 condition compared to BaU on measures of content knowledge (Unit 1 ES = 0.85; Unit 2 ES = 1.46; Unit 3 ES = 0.79), vocabulary (Unit 1 ES = 0.88; Unit 2 ES = 0.85), and content reading comprehension (ES = 0.79). The aligned T1-T2 condition also outperformed the nonaligned T1-T2 condition on content knowledge (Unit 2 ES = 1.35; Unit 3 ES = 0.56), vocabulary (Unit 1 ES = 0.82), and the content reading comprehension assessment (ES = 0.69). Various effect sizes were not different from zero after correcting for clustered data. Although the magnitude of the effect sizes suggested promise, additional research is needed to fully understand the effects of aligned instruction on the reading outcomes of students with inattention and reading difficulty.
