Education & Pedagogy

This article describes the inaugural symposium of the Arnhold Institute for Dance Education Research, Policy & Leadership at Teachers College, Columbia University in New York City (USA). Titled 'Pioneering Visions for Access and Equity in Dance Education,' the symposium focused on seminal Black and African-American histories that, though they have largely been ignored, have shaped the field of dance and dance education at Teachers College and beyond. Four guest scholars presented research examining over one hundred years of history. The essay provides historical context for the symposium, a summary of the presentations, and reflections on the importance of this symposium for future research and educational policy.

This article provides an overview of current special education policy in Mexico and highlights two successful schools in rural Jalisco that have garnered recognition as particularly creative and responsive institutions. A void exists in the literature about the types of specialized services that children with disabilities are likely to encounter south of the border. U.S. educators can maximize the success of their Mexican origin special needs students, by having a better understanding of this schooling context. The topic of this paper is of particular urgency to a record number of families who are facing voluntary or involuntary deportation, and who are concerned about access to quality services for their differently abled children, particularly if they find themselves in rural communities.

In this qualitative study, 8 mild/moderate education specialists in California were interviewed to discuss what lessons were learned regarding online instruction and service delivery for students receiving special education services when schools closed due to the COVID-19 health crisis. Thematic analysis indicated that the following strategies were successful and would continue to be used or eventually implemented: Addressing affect before academics, frequent face to face interactions with students online, using familiar technology with flexibility, and creating consistency between home and school routines. Giving asynchronous assignments and nonconsequential attendance and evaluation were considered ineffective practices posing major barriers impacting instruction and special education service delivery.

To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This "Research Methods" article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.

This essay compares and contrasts the educational movements of three nations--the United States, Mexico, and the Soviet Union--established according to Eurocentric cultural values. In each country, mass education was undertaken to help produce an assimilative national culture during formative periods characterized by instability. In two of these nations, the U.S. and Mexico, this foundation eventually required an accommodation to address multiculturalism. This latter-day perspective is designed to recognize, respect, and appreciate a variety of cultures. This essay examines the ways in which these two oppositional goals--monoculturalism and multiculturalism--have intersected in schools.

This article analyzes the approach of human resource management (HRM) and its practice in teacher education, exploring the effect that the casualization of academic staff at universities has on initial teacher education and vice versa. Drawing on a framework based on criteria of HRM practices, antecedents, and organizational commitment within the confines of academic identity, the article reviews the literature, considering the changing context of teacher education in Ireland, and explores the HRM concerns of part-time teacher education employees within this analytical framework. The article concludes by highlighting key issues and challenges in unbundling the traditional HRM approach, particularly in the context of educational research and the imperative of doing so within the evolving teacher education landscape.

The purpose of this study was to examine undergraduate students' reasons they would or would not choose to major in special education. Given the chronic shortage of special education teachers, it is essential to understand the variables that may influence an undergraduate student to choose a career in special education so that recruitment strategies can be effectively developed. The results from 121 survey respondents indicated that most students decided to pursue a career in special education in high school, or college, to make a difference in the lives of K-12 students. In addition, those individuals who chose to pursue a career in special education had previous experience with individuals with disabilities.

The study aims to portray the implementation of bilingual language policy and its implications for multiculturalism and internationalization of higher education. The meta-analysis research design enables the researchers in this study to search the available published public documents that are relevant for this study. The result of the study indicates that the implementation of language policy on bilingual education in higher education contexts facilitates the preservation of local and national identities, fosters multicultural pedagogical interaction, and supports the internationalization of universities. This study recommends further in-depth investigation in a multicultural setting with longitudinal approach.

This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar-activists respond to the challenges and possibilities for democracy and education, with consideration of the importance of reimagining education as being for democracy. The questions asked in this paper have particular salience for educational leaders, who must be at the centre of any commitment to democratic education.

Situated in the context of teacher education reform which vehemently emphasises inquiry-based science education, this study examined the conceptualisations and enactment of inquiry-based science education by a group of four pre-service teachers enrolled in a teacher professional development programme in India, using mixed-method research design. This study elucidates the tapestry of PSTs growth as inquiry-oriented science teachers during the field internship period. Several factors that are teacher-related, student-related, and classroom-related were identified in influencing pre-service teachers' conceptualisation and enactment of scientific inquiry. It is advocated that to translate teacher education reform rhetoric to classroom practices, it is essential to develop a culture of inquiry in schools. Implications for pre-service teacher education programme are drawn.

Despite national and international attempts to eliminate gender inequality in education, it remains a pressing issue in Turkey. Because gender equality is often shaped by and through discursive practices, the present study explores how educational policy and media discourses create gender inequalities in education. The critical discourse analysis examines 124 policy documents published by 12 governmental organizations and 252 newspaper clippings found in 14 different national newspapers published in Turkey over the last decade. Additionally, interviews were conducted with 13 teachers working at K-12 schools. Our analysis showed that while official statements support gender equality in education, contradictions underlying many educational policies continue to re/produce gender inequalities.

Despite the growing importance of shadow education, literature on middle-class parental involvement has focused on the significance of family-school partnerships, and has neglected to examine the influence of parental involvement in terms of shadow education. Drawing on narratives of middle-class Korean mothers, this study explores their strategies and practices for shadow education to provide their children with a meaningful advantage in academic competition. It applies Bourdieu's social capital theory to understand their struggle for high-quality shadow education, and finds a strong impact of networks of mothers for effective interaction with the education marketplace. In this regard, the author suggests a concept of 'market-based parental involvement', which is distinguished from the traditional form of middle-class parental involvement based on family-school partnerships.

The purpose of this article is to share qualitative findings about a study that examined the factors that school leaders value when hiring physical education teachers. A second objective is to discuss the categories and themes that emerged through focus group interviews with school leaders, current PE teachers, recent physical education graduates, and Physical Education Teacher Education (PETE) students. Finally, tips and suggestions are provided for individuals who are involved in the hiring process or looking for physical education teaching positions. The results of the focus group interviews generated four themes: (1) job application criteria; (2) interview factors; (3) hiring concerns in physical education; and (4) mixed responses on "weight matters".

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education.

This study employed four waves of Institute of Education Sciences nationally representative data to investigate changes in K-12 technology and engineering education teachers in terms of demographics, qualifications, and service loads over time through the 2007-2008 and 2011-2012 Schools and Staffing Surveys and the 2015-2016 and 2017-2018 National Teacher and Principal Surveys. Gender, age, teaching experience, race, employment status, certification status, certification pathway, teacher placement, educational level, student caseload, categorical student caseload, limited English proficiency caseload, and service load were examined. Most of the characteristics that were examined experienced a modest degree of movement over time.