Education & Pedagogy

Adolescence is a time for dreaming for youth to imagine and set a course for the future. High school students naturally spend time imagining the future if and where to continue their education, to find a job or pursue a career, to move away from home, or to start a family. The Individuals with Disabilities Education Act (IDEA) includes a process to help youth with disabilities turn their dreams into reality. This Parent Brief provides information on the benefits of and strategies for including health in the Individualized Education Program (IEP) process. [Article excerpted from National Center on Secondary Education and Transition (NCSET) at http://www.ncset.org/publications/viewdesc.asp?id=2967.]

All teachers play a pivotal role, if not the most important role, in the success or failure of culturally and linguistically diverse children, but most importantly in the field of special education as overrepresentation of these children continues to grow. We believe that those teachers who are aware of their own ethnic identity are better prepared to work with children from culturally and linguistically diverse backgrounds. Consequently, it is our contention that the knowing of one's ethnic identity is an ethical issue for special education teachers as they attempt to understand the lives of those children who differ from themselves. This paper explores the notion of cultural and ethnic identity and its relationship to the special education teacher.

This study investigates the determinants of adult learners' participation in higher education in a lifelong learning environment. The author argues that the determinants of adult learners' participation in higher education include individual demands, state and institutional policy objectives and industry-driven demands rather than demographic factors in the Ghanaian context. Framed along an interpretive paradigm, the study sought to examine the underlying principle for adult learners' participation in higher education in Ghana and juxtaposing their views with those of policy-makers and managers of higher education institutions. Using an explanatory research design and a mixed method of gathering and analysing data from respondents in two structurally diverse universities, the study concludes that industry-driven factors play important role in the decisions of adult learners to enrol in Higher Education Institutions.

The purpose of this study was to examine the influence of Sport Education on the constructs that facilitate amotivation. A total of 78 amotivated secondary students were engaged in a 15-lesson unit of badminton taught using the Sport Education or skill-drill-game approach. Constructs that facilitate amotivation were assessed using the Amotivation Inventory in Physical Education survey using a pre-test and post-test design. Data were analysed using linear mixed modelling. Results indicated that Sport Education brought about a significant change for half of the pre-cursors of low levels of motivation. These findings indicate support for the notion that Sport Education can facilitate positive change for students with low levels of motivation.

A national study was conducted to investigate the inclusion of environmental education (EE) into educator preparation programs across the United States. Responses from teacher educators in institutions of higher education indicated that the infusion of EE into educator preparation programs is limited and varies greatly across the nation. Findings also identified more barriers than supports for the inclusion of EE, and there exists minimal knowledge and use of the North American Association for Environmental Education Guidelines for the Preparation and Professional Development of Environmental Educators by teacher educators for programmatic development and assessment. The results also indicated that most state licensure programs have few or no requirements related to environmental education, and in the majority of educator preparation programs, environmental education is not institutionalized.

In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, "Is experiential outdoor education for middle school-aged students a valuable use of school time?" The answer is a resounding "YES!" School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity.

This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory professional body with regard to preparation for the profession. The results show that the reports address issues that are of relevance for the higher education institutions' provision of quality programmes and for their quality assurance. The article also considers the extent to which the reports hold institutions accountable against the professional standards, while also acknowledging the professional responsibility of institution staff. Catering for both of these logics is necessary so that professional accreditation can contribute effectively as a mechanism for quality assurance, including enhancement, in the institution.

In the last half-century the primary aim of sex education has centred on sexual health and reducing the number of sexually transmitted infections and teenage pregnancies. However, this focus on the biological aspects of sex under the premise of the 'value neutral' transfer of knowledge has been criticised. Scholars have instead suggested integrating aspects of moral education into the sex education curriculum which should focus on the well-being of romantic partners and of society as a whole. Using the example of intimate partner violence (IPV) this article adds to ethical sex education scholarship by justifying the placing of moral and interdisciplinary content about IPV in curricula. It argues that as IPV is impossible to eradicate solely by the use of law, sex education is one of the best ways to tackle it.

This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. "A meta-review of typologies of global citizenship education." "Comparative Education" 56 (2): 144-164.). It finds approaches to critical GCE can be described in broad terms that conflate quite distinct agendas; critiqued as unpragmatic, idealistic, and morally-relativistic; and fail to engage substantively with their complicity within the systems they seek to transform. It then explores what a selection of empirical research on secondary schools in 'global North' contexts that draws on critical GCE analyses contributes to illustrating the possibilities and tensions of critical GCE in practice.

Writing often serves as a medium for students to express their feelings as well as share their perspectives gained. Students can benefit from learning to articulate through authentic and relevant writing. Writing can be beneficial in all core subjects (not just English Language Arts) as well as special programs (such as Fine Arts and Physical Education). This article shares the importance of writing to learn, with discussion about integrating writing in core subjects at school and beyond the classroom (at home). In order to further engage students, insight will be shared on how to teach the major purposes for writing in a way that is more applicable and relevant to students' lives.

Improving the poor's overall quality through education and promoting local economic development and social progress is an important way for China to alleviate poverty. At present, China has formed a policy system of poverty alleviation by education with its characteristics and has achieved remarkable results. This article first elaborates the definition and impact of poverty alleviation by education, and then through the use of literature review and other research methods, it combs the policies of China's poverty alleviation by education in different historical periods. The aim is to summarize China's poverty alleviation by education, analyze possible policy problems, and finally make constructive suggestions for its future development.

Online education, when done well, combines the use of technology to provide feedback to a degree and intensity that replicates the tutorial system that Newman preferred. Well-moderated discussion boards, adaptive learning technology, rapid grading with resubmission, and collaborative documents can mimic a measure of the Oxbridge "tutorial" system for currently under-served students. Online education lacks residency, which was key for Newman. However, insofar as Newman required residency to be pastoral, intentionally aimed at the improvement of students' souls, and insofar as current residential universities do not include a pastoral function, existing residential universities fall short of Newman's ideal. Given his reservations regarding untutored residence, therefore, online education may be a compromise Newman would have been willing to make.

There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice teacher educators learned 5 years after enrolment in a doctoral course, and how this learning shaped their teacher education practice over time. The analysis illuminates conceptual and practical tools as well as unanticipated learning that were salient for novice teacher educators' learning and practice.

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education.

This study estimates the extent to which apprenticeship affects the academic trajectories of vocational high-school students. Previous research has shown that apprenticeship-based high schools (or dual vocational education) increase employment outcomes compared to school-based-only vocational education. Employing a propensity score matching design, we show that apprenticeship's advantages do not occur at the expense of academic outcomes: apprentices are 0.5 percentage points more likely to graduate on time (p = 0.068) and 3.3 percentage points more likely to access higher education (p = 0.000) than their non-apprentice counterparts. In portraying apprenticeship as a strategy that benefits academic outcomes, this article highlights the importance of how vocational education systems are implemented.