Education & Pedagogy

This article presents some aspects of multilingualism and multilingual education in the Nordic countries, drawing upon experiences from the project "Network for Researchers of Multilingualism and Multilingual Education, RoMME" (2011-2013), where Denmark, Finland, Norway and Sweden are represented. The aim is to briefly present and discuss some similar and differing trends within the field of multilingualism and multilingual education in the Nordic countries, taking into account both outside and inside perspectives. On the basis of the RoMME-experiences a tentative holistic cross-professional framework of reference for understanding and researching multilingual education policies and individual language learning paths is suggested and discussed.

In this article the role of comparative studies of music education within the globalized world is discussed by looking at a particular initiative in the general education field called "Didaktik and/or curriculum." By drawing on the characteristics and issues of this particular initiative, as well as on some critical perspectives that those characteristics and issues entail, the potential of comparative studies in the field of music education is addressed. In the course of drawing on those connections, the challenges of comparative studies that arise from globalization and "glocalization" are discussed, along with three levels of such studies that emerge when regarding them as meeting places for ideas, experiences, and competences. This discussion will suggest some possible benefits of future comparative studies of music education.

Postsecondary education for students with intellectual disabilities and autism is a new frontier in higher education. As more programs are developed, information is needed regarding the attitudes of college faculty and students about having these students on campus. This study surveyed university faculty (n = 152) and students (n = 499) about their beliefs related to postsecondary education for students with intellectual disabilities and autism. Results highlight a willingness to embrace these programs but concerns about the effects in the classroom. Faculty participants indicated more uncertainty about inclusion of these students than did students. Implications for practice, education, and future research are provided.

The invitation to provide a review of the articles published in our five year editorship prompts us to evaluate the aims and purposes of music education research, and to consider the function of journals such as "BJME" in bridging the artificial divide between academics and professionals. We identify four themes that were prominent in the volumes we edited: the roles and identities of music teachers; pupil perspectives; blurring of boundaries between home, school and community; and music in higher education. Surveying articles related to these themes, we consider the questions they raise for future research, addressing the day-to-day realities of teaching alongside the exploration of new ideas which extend music education as a significant field of study.

This paper sheds light on the role of tertiary or higher education in economic development across two successful OECD case studies: Finland and South Korea. A number of key aspects are discussed, from the nature of the social contract between higher education and the economy to the endogenous characteristics of domestic higher education to the links between the sector and regional development, innovation and the labour market. The lessons learned are of importance to policy makers and institutional planners across the world, not least to less developing nations and regions, due to the unprecedented opportunities brought by a global, knowledge-based economy.

The individualized education program (IEP) is the foundation for the provision of special education services for a child with a disability. While special education teachers learn about IEP writing in their teacher preparation programs, it can still be difficult to translate this knowledge into practice. Therefore, when faced with the task of leading the IEP team in drafting portions of this critical document, many special education teachers feel underprepared and overwhelmed. This article provides five practical tips to facilitate the process of IEP writing. The tips are: (a) gather input, (b) tell the child's story, (c) incorporate data, (d) make it flow, and (e) utilize resources. By following these simple and practical suggestions, special education teachers can be well on their way to successful IEP writing.

Uttarakhand state is producing large numbers of primary and secondary teachers every year. Teacher training programmers face inadequate facilities for teacher educators and teacher trainees. Professional preparation of teacher educators and trainee teachers needs to be made more relevant and effective. The government and university should develop some procedure of regular monitoring of the faculty positions in the self-financed and other regular institutions offering B.Ed. courses. An institutional vision strategy and action plan for the State Council of Educational Research and Training (SCERT) and for the District Institutes of Education and Training (DIET) is needed. This strategy should begin with a focus on professional development of teacher educators and further research on teacher education.

What happens when forces attempting to privatize education create and produce a Hollywood film with an education reform plot line? This essay explores "Won't Back Down" through cultural studies and progressive education lenses in an effort to unveil misrepresentations of education and education reform. Drawing on scholarship in these fields, the authors deconstruct pervasive and misleading narratives as they are presented in the film, ultimately revealing that the film acts to further distort or "Hollywoodize" an entity that rests on false premises, the education reform movement. Through careful examination and analysis, the authors conclude that rather than charter schools or the fictionalized Parent Trigger Law, the teachers. unions are the implicit target of the film.

This paper investigates the informationization situation of preschool education taking Linxia City in Gansu province. The analysis was conducted by the mean of questionnaire survey and individual interview which was collected in July 2013 in seven ethnic counties in Hui autonomous prefecture of Linxia. As a typical ethnic region, Linxia can reflect the overall minority situation in preschool education informationization in Gansu province, China. The purpose of this paper is to seek suitable early childhood education more practical and constructive solutions exploring the information road of preschool education and providing effective decision support for the development about the related preschool education in Gansu ethnic regions as a whole.

The landscape of doctoral education has changed immensely during the last decades. Different transnational policies, different publics, different purposes and different academic careers all contribute to the need for a new understanding of this underresearched field. Our focus is on explicit curriculum analysis to undertake intentional and meaningful change, especially in terms of the processes and outcomes of doctoral education. We draw on research on doctoral education, as well as the emerging literature on early career researchers (ECRs) and on professional learning, and consider how the concept of curriculum can help us think differently about doctoral education, particularly in relation to processes and outcomes. Finally, we suggest a research agenda for developing the curricula of doctoral education.

Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community.

A report from the Interprofessional Education Collaborative and another from the Institute of Medicine cite working as part of interdisciplinary teams as a core proficiency area for improving health care. This article discusses the core competencies of interprofessional education and the essential role for social workers as leaders and facilitators of this practice. Educators will learn how to help students discover the knowledge, skills, and attitudes for successful interprofessional work. Specifically, this article has the following objectives: (1) Discuss essential elements of effective interprofessional practice; (2) Present exemplars of interprofessional education involving social work; and (3) Identify the roles for social work in leadership, education, and practice in interprofessional education.

This paper reports on research into the operation of English further/higher education, with a focus on the role of partnerships in supporting the massification of higher education. The research draws on the bottom-up policy implementation tradition to provide analysis of the effects on partnerships of a quasi-marketised environment. The rationale and effects of market orientated policy are discussed with reference to empirical data from college staff and partnership managers. In employing the concept of the "street-level bureaucrat" as an agent of policy implementation, this research contributes to the interpretation of policy and partnership which has previously been unexplored within the further/higher education context. Conclusions are drawn with implications for the development of college higher education delivered in partnership.

Considering the heritage Americans been given, they have both the resources and the responsibility to meet the challenges faced as the United States struggles to regain--or sustain--its world leadership in postsecondary education. The growing importance of education has led to a lot of public attention and churning, almost chaotic policy initiatives. The author briefly discusses the history of postsecondary education and how the world has changed over the past 40 years when it comes to affording and meeting educational goals. The author also discusses the standards and assessments movements that have occurred in postsecondary education. He presents ideas on changes to meet the twenty first-century imperatives for postsecondary education.

Many studies indicate that knowledge and knowledge production are the main predictors of social development, welfare and the ability to face the future with confidence. It could be argued that knowledge production is mainly carried out by universities. This study compares 1266 scientific research projects (SRPs) completed by faculties of education in Turkey, the Netherlands, Finland and UK. The results showed that most SRPs in education faculties in Turkey concerned learning and teaching processes and non-teaching fields, while those in education faculties of Finland, the Netherlands and UK were about educational administration. The results of this article emphasized the similarities and differences between SRPs in education faculties of Turkey, the Netherlands, Finland and UK.