Education & Pedagogy

This study examined 158 lesson plans at one institution across two teacher education programs, inclusive early childhood and elementary education, to determine the impact of Internet usage as inspiration on preservice teachers' lesson plans. Fisher's exact test determined statistically significant differences between the Internet use of preservice teachers in the two programs. The data revealed that the preservice teachers in the elementary education program used more Internet resources when planning lessons compared to the preservice teachers in the inclusive early childhood program. Follow-up interviews suggest that the preservice teachers in the inclusive early childhood program had more practicum field experiences, thus increasing their use of physical resources and reducing their use of Internet resources.

This article describes how, generally, the majority of inmates will recidivate again within five years of being released from incarceration. Recidivism represents cyclical criminality that affects all American communities. Despite substantial expenditures toward the warehousing of inmates within the corrections system, less emphasisis directed toward leveraging vocational and career educational programs as resources through which recidivism rates may be reduced societally. However, in 2015, the Second Chance Pell Pilot Program was announced as an experimental program whereby prisoners may access Pell funding for educational purposes. Given the advent of this experimental program, this article reviews some historical literature and recommends future directions regarding education among corrections settings.

This paper discusses the relevant literature on higher education rankings and its impact on higher education institutions across the globe. The literature suggests that global university rankings impact higher education institutions both in advanced economy and developing countries to build competence to race and exist. Universities in an advanced economy are building institutional competitive competence to race in the global university rankings under the umbrella term of 'World Class University,' whereas universities in developing countries are building institutional competence by pursuing to build research intensive universities. The essay argues that global university rankings are shaping the field of higher education institutions, and the capacity of resources dictates universities the type of competence to build to exist: institutional competitive competence and institutional competence.

Published histories of American art education seldom include the stories and accomplishments of Black art educators. There is a need to research, teach, and publish these histories to provide a more inclusive and equitable picture of American art education and to encourage more people of color to consider careers in the field. Using primary and secondary sources analyzed and interpreted through the portraiture method paired with Critical Race Theory as a conceptual lens, this article examines the professional life of Thomas Watson Hunster (1851-1929), founder of art education programs for Black K-16 learners in Washington, DC.

The objective of this research is to evaluate the class and social studies teachers' attitudes on the place-based education approach applied in social studies lesson. The research is carried out using a survey model. In the research, a scale was developed to evaluate teachers' attitudes about "Place-Based Education" approach and activities applied in social studies lessons. After the necessary permissions taken from the Ministry of National Education, the scale was applied to 212 teachers. There was no significant difference between class and social sciences teachers' attitudes towards place based education approach for gender, branch, educational background, years of service and in-service training variables.

The articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of 'new' and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A 'comparative curriculum research' inspired by theories and methods from comparative education might be helpful in this endeavour.

This study examines the impact of post-secondary education on the well-being of Europeans, comparing single-item hedonic and multi-dimensional eudaimonic models of well-being, operationalized as 'satisfaction with life' (SWL) and 'flourishing'. The results indicate that the impact of education varies significantly when well-being is defined from each of these two perspectives: although vocational education is not significantly associated with the SWL of women and men, it is significantly associated with the extent to which both men and women are flourishing in their lives. Tertiary education is significant across all models for both SWL and flourishing. This study highlights the importance of comprehensive conceptualizations and measurements of well-being in European educational research and public policy.

The National Institute of Corrections (2012) and the U.S. Department of Education (2012) have encouraged the implementation of motivational interviewing (MI) into services provided by correctional professionals, including reentry education. This study investigated the impact of a 21-hour MI training program on correctional education professionals' knowledge and skills in MI. Results demonstrated that the training was effective in increasing participants' knowledge about MI; their self-efficacy in enhancing students' motivation to engage in healthy, prosocial behaviors; and their ability to demonstrate MI-consistent skills. Implications for MI training within correctional education are discussed as well as suggestions for MI implementation and research.

Based on a qualitative, comparative, multiple case study of the contributions and status of 21st century women's colleges and universities, this article analyzes the topic of women's access to postsecondary education in ten nations. Despite decreasing numbers of women-only institutions in some regions (e.g., North America), the sector is growing in others (e.g., South Asia). In all regions, they provide access for women who would not be able to attend postsecondary education, a phenomenon mediated by cultural, religious, and economic factors. I describe three main mechanisms through which women's institutions provide access: legal, practical (financial and academic), and cultural.

Liberal arts education is based on a philosophy that uses an interdisciplinary curriculum to cultivate critical thinking, creativity, moral reasoning, analytical skills, and a sense of social responsibility. As China continues to invest in higher education, faculty, administrators and policy makers are aware that a narrow focus on professional and scientific training is insufficient to enable students to meet today's global needs and challenges. Through qualitative and quantitative research and document analysis, this article examines Chinese policy development and transformation regarding higher education and liberal arts education in general, and the current state of liberal arts education in three universities in Shanghai in particular.

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. In this article, we draw on a project on the reform of teacher education in Russia and through a comparison with the development of teacher education policy in England--especially over the last forty years--we explore how the evolution of a new politics in both contexts has affected policy on teaching and teacher education. Looking, for example, at "post-communism" and "neoliberalism" and their respective impacts on political systems, a number of contradictions and paradoxes are identified, when comparisons are drawn between the two systems.

A strengths assessment of the College of Education at Kansas State University in the United States showed that a majority of faculty had strong interests in social justice issues in education. The need for providing continuing post-graduate education in social justice education with theory-to-practice relevancy is critical in formal and informal lifelong learning initiatives. Over the course of 2 years, a social justice education graduate certificate program was co-created by college faculty from all departments. This article explores the content and structure of the program as well as the collaborative development process. Barriers, assets, and lessons learned are discussed to suggest approaches for other colleges.

The complexity of teacher education is fascinating, illusive, and creative. While it is simultaneously difficult to grasp and conceptualize, complexity has real presence and effects, and needs to be managed and simplified for meanings to emerge. In this article the author uses a complexity-based approach to examine the multi-layered acts of professional learning and assessment that provide a means for enacting transformative pedagogies in teacher education programs. By transformative pedagogy, the author means an approach that aims to enable neophyte teachers to examine what educational, moral, and political commitments help guide their work as professional teachers, as well as encourage and engender critical citizenship, reflective thinking, social consciousness, and disposition for social justice.

Bilingual education has unique and complex features. In the course of language study, with the mother tongue as a foundation, acquiring a second language depends on the features of student's learning and age. Based on the construction of J. Cummins's (1984) dual iceberg theory dual-language model, students' bilingual education is founded on the living world based on mother tongue expression and value presentation, which conflicts with second language study and culture based on mother tongue acquisition, and is also code-switching intermediated by meaning migration. Therefore, in the choice of bilingual education model based on meaning reconstruction, progressive bilingual education models are necessary trend in future bilingual education. [This article was translated by Jeff Keller.]

The use of distance learning methods by universities has experienced significant growth over the past two decades. While this growth has been witnessed nearly equally across the various academic disciplines, it represents unique opportunities in business education. In this article we will profile how technological innovations in distance learning have historically caused disruptive changes in business education. The article then profiles three specific distance learning technologies that are emerging as revolutionary forces in changing business education. The impact of these technologies will be examined from both a pedagogical perspective and an institutional perspective. The influence of these educational technologies in addressing the unique needs of business students will also be discussed.