Education & Pedagogy

This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators' knowledge of diverse learners and professional practices are discussed.

Chemical education practices in teaching and instruction have seen significant progress in recent decades. However, despite the advances in chemical education, challenges in providing connections and synchronicity between conceptual understanding and student appreciation remain at the forefront of the global drive for sustainability in science education. Herein, an overview of integrating primary research with chemical education is outlined to showcase how the rich scientific literature can reinforce concepts in chemistry teaching. Examples of the most recent primary chemistry research works are given to set a nonexhaustive list of scientific literature which can be utilized in chemistry instructions and will serve as templates for chemical educators to align concepts with chemistry research. The synchrony between chemistry research and chemical education provides an integrative tool to deepen conceptual understanding while seeing the connections in real-world applications.

Young people need digital competency and confidence to effectively harness computing power to solve problems and design solutions; a core component is improving young people's computational thinking. Unfortunately, access to computer science education is lacking for all youth, and in particular for youth who live in lower-income households, who are Black or Latino, or live in rural areas. With funding from Google, through the National 4-H Council, California 4-H embarked on a three-year project to build the capacity of 4-H professionals, volunteers, and teenagers to facilitate computer science education with youth. Our programming was effective as assessed with survey methodology. We offer recommendations to Extension professionals in replicating computer science education.

This paper develops a new measure of human capital, calculated as a cohort-weighted average of the quality of education (PISA scores) and the quantity of education (mean years of schooling). Contrary to the existing studies, the relative weights of quality and quantity are estimated (and not calibrated). The quality of education is estimated to be three to four times more important for education than the quantity of education. The new measure has a strong link to productivity, which materialises with long lags. Productivity gains are much greater from improvements in the quality than quantity component of human capital.

Teaching is increasingly defined through the syntax of cognitive science, by retrieval practice, spaced learning, and interleaving, generating a computational rhythm for learning as a system of inputs and outputs that builds up an individual's memory over time. This, I argue, is at odds with the choreography of art and design education as an aesthetic, social, and material practice. An alternative mapping is required to fully understand the chronology of learning that takes place in and through the subject of art and design with human and nonhuman others. Drawing from a review of research in the field of Neuroaesthetics, I will seek to defend the unique temporality of art and design education and imagine different visualisations of learning in the subject beyond the computational.

Teaching through collaborative making has found its way into K12 schools and colleges of education, but minimal research exists on making for learning in special education settings. Even less research is available focusing on preservice special education teachers using making as a pedagogical tool for academic interventions. This multiple case study explored five preservice special education teachers' perceptions, conceptions, acting knowledge, and efficacy when teaching students with disabilities through making. Results indicated that participants' beliefs about teaching through making evolved, and they reported a deepened understanding of effective teaching methods for students with disabilities.

This paper suggests ways in which the profile of philosophical research in education could be raised, to demonstrate that it is legitimate and genuinely productive to engage in non-empirical research in education. I begin with some historical context for philosophical research in education, exploring the approach known as "conceptual analysis" as it was practiced some decades ago. I then identify four different ways of engaging in philosophical research in education today, namely, (1) a contemporary version of conceptual analysis, (2) a hermeneutic approach, (3) the philosophy of educational content, and (4) the philosophy of quantitative methodologies. I conclude by identifying three practical strategies for graduate students and researchers in the field, which touch on doctoral training, teacher education, and interdisciplinary or generalist research efforts in education.

ePortfolios are increasingly being used for teaching, assessing, and supporting students' learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.

This paper problematizes the argument that technology supports spaceless education, and analyses how space acts during remote teaching. This study examines how physical spaces can act as un/equalizer among higher education students. With interview data produced by international students studying in Finnish universities during the outbreak of the COVID-19 pandemic in 2020, our study shows that spaces play a pivotal role in shaping study experiences. When the universities' physical spaces were closed, the introduced pedagogical practices, along with students' socio-material realities, formed new entanglements that positioned higher education students in different, often unequal, positions.

Research demonstrates a connection between parent perspectives and children's decisions to pursue careers in STEM (e.g. Albritton et al., 2020; Fouad et al., 2016). However, there is limited research on parents' impact on CS education advocacy. Through one-on-one parent interviews, this study found that parents engage in educational advocacy, but have limited access to CS resources and information on how to advocate for computing education. Regardless, parents recognize their children need to learn computing and want access to CS. This research illustrates the importance of leveraging parents' advocacy to ensure meaningful CS education for all.

Within the framework of comparative education studies, this article discusses the process of borrowing and implementing Complex Instruction (CI) in Europe, focusing on three different multicultural and heterogeneous educational contexts in Italy: five primary schools, a Master academic teaching course, and a first literacy course for migrant adults. The paper explores the potential of CI for intercultural education and active citizenship. It aims to highlight how this cooperative approach can be an opportunity to question the usual school norms and habits and challenge what is taken for granted in the relationship with diversity, by transforming teaching into a creative and emancipatory experience in dialogue with diverse students.

Many colleges and universities are increasingly relying on grant funding to supplement their efforts to educate and support their growing diverse student populations. Mercy University has a long history of preparing excellent teachers and educational professionals. This article explores how the School of Education at Mercy University has secured and employed federal, state, and local grants to not only strengthen their endeavors to prepare future educators, but to drive innovative change through unique programming and mentoring support.

Education plays an important role in the dissemination of neoliberal narratives. The neoliberal approach to education focuses on human capital and subordinates people to the pure logic of the market. It shapes educational processes in a considerable way, including Human Rights Education (HRE) and Peace Education (PE). The conscious perception and unmasking of the prevailing neoliberal paradigm should therefore be a high priority in a critical approach to HRE and PE. On the basis of the Agenda 2030 for Sustainable Development in which HRE and PE are considered vital to achieving the Sustainable Development Goals, the authors show that it is essential to combine the question of a genuine decolonization of HRE and PE with a critical examination of the neoliberal paradigm.

Traditionally, in U.S. K-12 schools, inclusive education has been used in the context of students with disabilities participating in the general content area or the mainstream classroom together with their peers. We redefine inclusive education (and subsequently inclusive teacher education) to refer to teaching all students, including multilingual learners. We argue, based on our conceptualization and practice, that training inclusive teachers requires (1) a carefully planned curriculum; (2) instructors who are inclusive educators themselves and know from experience and training the mainstream classroom, special education and/or English as a second language (ESL); and (3) collaboration with schools and districts.

This article analyzes the current status and problems of vocational education for China's ethnic minorities. It concludes that these problems have both universal areas in common with China's overall education situation and individual characteristics; they also have both extrinsic and intrinsic qualities. The universal areas include the extrinsic problems of education in adapting to social transformation, and the intrinsic overall structural imbalances in education. Individual areas include, extrinsically, the new human and technical requirements of industrial restructuring and, intrinsically, the fact that vocational education specialties are too one-dimensional and lag behind development. This article presents some strategies and approaches to address and respond to these problems.