Higher education, further education, vocational education and continuing education all refer to progression to a third educational step. That is, a step beyond secondary education, which itself is a step beyond elementary or primary education. While optional, continuing beyond secondary education most often suggests some form of need ‘to acquire advanced knowledge’. But advanced in what way? Advanced in focus? Advanced in depth? Advanced in application? Advanced in the range of knowledge of those who teach in it? Advanced in expectation? Honors education, which is present globally and is highlighted in the United States through a distinctive 100-year history, has reflected on, and continues to reflect on what ‘advanced’ higher education might entail. Consequently, here in Advancing Honors Education for Today and Tomorrow contributors consider some of the interests that strike them as significant in the present and future of advanced learning.

Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms

The dream of public higher education in America is to provide opportunity for many and to offer transformative help to American communities and the economy. Expanding Opportunity in Higher Education explores the massive challenges facing California and the nation in realizing this goal during a time of enormous demographic change. The immediate focus on California is particularly appropriate given the size of the state—it educates one out of every nine students in the country—and its checkered political record with respect to civil rights and educational inequities. The book includes essays not only by academics looking at the state's educational system as a whole, but also by those within the policy system who are trying to keep it going in difficult times. The contributors show that the destiny of California, and the nation, rests on the courage of policymakers, both within the universities and within the government, to move aggressively to reclaim the hope of millions of students who can make enormous contributions to this society if only given the chance.

What exactly are the characteristics of honors pedagogy? What are the teaching strategies that are particularly relevant and successful for academically gifted and motivated students? In spite of the substantial body of literature about the practice of honors education, largely referring to the United States, very little systematic and empirical research has been done about honors pedagogy. This study contributes to a better understanding of honors pedagogies, focusing not just on what might distinguish honors teaching and learning from standard expectations and methodologies but also on how honors pedagogy offers both instructors and students an opportunity to fundamentally rethink their philosophy of education. The present study points out the similar and different approaches and dispositions in American and Dutch honors teaching. Cultural differences, distinctive educational systems, and diverse priorities play a role in defining both the shared and unique perspectives on honors education in both countries. Therefore, a baseline comparison is made between American and Dutch honors teachers with respect to their teaching strategies.

This volume is constructed around several significant questions, relevant to every honors program and national perspective. These questions are: “How do various nations view honors education?”, “How do ideas about honors achievements compare internationally?”, “Who defines honors education in each nation and how similar are those definitions from place to place?”, and “What do nations consider most significant when an undergraduate is said to “graduate with honors”?” The cross-disciplinary, intersecting epistemology of honors education stands out worldwide. No matter whether it is known as “honors”, “honours” or “talent-development”, honors education is associated with a student-centric ethos of attainment-setting, and with comprehensive and often creative approaches to teaching and learning. Today, in our more globally connected world, there is good reason to closely and critically consider how an exploration of honors education worldwide can empower both educators and students to match personal and communal aspirations with educational outcomes.