Addressing School Dropout in Texas: A Summary for Administrators and Policymakers of "Dropout Prevention: A Practice Guide"

This booklet summarizes the information from: Dropout Prevention: A Practice Guide, available on the Institute of Education Sciences web site at http://ies.ed.gov/ncee/wwc.Educatio

The Case for Investing in Disadvantaged Young Children

Bildung, Kinder, Pädagogik, Bildungspolitik, Bildungsinvestition, Education, Children, Education sciences, Educational policy, Human capital investment

Efficient Provision of High-Quality Early Childhood Education: Does the Private Sector or Public Sector Do It Best?

Bildung, Kinder, Pädagogik, Bildungspolitik, Bildungsinvestition, Privatwirtschaft, Öffentlicher Sektor, Education, Children, Education sciences, Educational policy, Human capital investment, Private sector, Public Sector

VCU Professor Researches Early Intervention Programs for Preschools, Ties to RTR Program

The Institute for Education Sciences, IES, a branch of the US Department of Education, awarded a grant to VCU professors Bryce McLeod, Ph.D and Kevin Sutherland, Ph.D to research behavioral problems in local preschool children. The four-year grant totaled up to $1.6 million

Recruiting High Quality Teachers

Bildungspolitik, Qualifikation, Lehrkräfte, Hochqualifizierte Arbeitskräfte, Pädagogik, Erwerbsstatus, Gehalt, Educational policy, Occupational qualification, Teaching personnel, Highly skilled labour, Education sciences, Occupational status, Salary

Reading First Impact Study: Interim Report

This report, written by Abt Associates and MDRC and published by the U.S. Department of Education's Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students' reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context

Ethical Competence for Teachers: A Possible Model

In Education Sciences, the notion of ‘competence’ is widely used, both as an aim to be reached with students and as performance in teachers’ education. This article advances a type of competence that is highly relevant for teachers’ work, namely the ‘ethical competence.’ Ethical competence enables teachers to responsibly deal with the daily challenges arising from their professional roles. In this study, I put forward a definition of ethical competence and I propose a conceptual structure, both meant to support the illustration, description, and development of ethical competence for teachers

Education and work in the Argentinean pedagogical field

This article aims at contributing to the link between education and work in the Argentinean pedagogical field by means of a reconstruction of the structural modifications of the professional characteristics in the last forty years of Education Sciences Degree. The analysis suggests that the reconfiguration of the link between education and work in Education Sciences gives rise to other ways and conditions of knowledge production in the education field. These new characteristics have enabled progress on those conceptions that recognize Education Sciences as fragmented, hybrid and unstructuredFacultad de Humanidades y Ciencias de la Educació