Education & Pedagogy

There is little research on care in higher education, and yet for many of those who teach in higher education institutions, care is an important part of their work. Care in the compulsory education sector has traditionally been linked to the feminine, and this paper considers whether this is also the case in higher education. It investigates how care is conceptualised and gendered in the literature and in narratives of teaching staff from New Zealand universities. It finds that there is much more to care than traditional models offer, and shows how this complexity of care challenges gendered stereotypes. It concludes that a broader understanding of care can help break the link to the feminine and acknowledge the value of care in higher education and beyond.

The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education. Also, the reputation of the candidate's institution, as well as the candidate's grade point average and work experience, all have an impact on an employer's hiring decision. However, the perception of respondents is that online education is becoming more acceptable. Further, the online education experience of recruiters does not impact their hiring decisions.

Finland's education system is regarded as one of the most effective in the world. Shared values of the Finnish welfare society continue to influence national education policies that determine how education is organized, governed, and led. Findings from a national study of the superintendency, however, suggest recent demographic and financial changes as well as ideologically driven legislative reforms are radically changing provision of education, stimulating mergers, altering organizational and governance patterns, and changing superintendents' work. National policies are redefining the role of the superintendent from being a bureaucratic functionary to a member of an executive management team.

Utilizing resource dependence theory, this study investigates the relationship between institutional reliance on net tuition dollars as a source of revenue and institutional expenditures for education and related activities at public, four-year institutions of higher education in the United States. Drawing on an 11-year panel of university-level data and utilizing an instrumental variables approach which acknowledges the potential endogeneity of institutional revenue structure, I find that institutional expenditures are quite responsive to changes in revenue patterns. This is a finding that is discussed within the context of the longstanding trend of decreased state support for public higher education, as well as the increasing popularity of market-oriented approaches to the management of public higher education systems observed in the United States and abroad.

The focus of this paper is the preparation of alternative route to certification candidates (ARC) for the elementary school classroom. One of the important dispositions of an ARC teacher in the urban elementary classroom is the ability to understand the culture of the family, school and community surrounding the children. This article demonstrates one approach that may be designed for integration into the teacher preparation sequence to address this need. The method used in this article integrated aesthetic education into teacher preparation through a collaboration between Lehman College, CUNY and the Lincoln Center Institute. This paper details one unit designed for use in the English Language Arts (ELA) classroom that integrates aesthetic education to nurture literacy development.

Higher education as a field of study emerged as universities became complex institutions requiring data and interpretation for effective management and governance. The field expanded in the mid-20th century, and now includes many research and other journals, books, and other reports and publications. Academic departments and centers have been established to produce research and analysis, as well as to train professionals for university management. Government agencies also produce data on higher education, and many universities have established departments for institutional research to help them in management and planning. The field of higher education studies has grown along with the massification of postsecondary education worldwide.

Following pushes from the disability movement(s) and increased interest in children and young people becoming involved in research concerning them, inclusive research is growing within and beyond education establishments. Yet this arena is alive with interesting and largely unanswered questions. This paper discusses some of them: What do inclusive research and inclusive education have in common? Where have the moves towards inclusive (participatory and emancipatory) research happened and why? How viable are the claims to the moral superiority of inclusive research? What kinds and quality of knowledge does inclusive research produce? Finally the question is addressed of what all this means for inclusive education, arguing that inclusive research has under-explored potential to reinvigorate inclusive education and provide new connections to democracy and social justice in education.

In England, social choice in education faces trade-offs between equity and efficiency. The scope of these trade-offs ranges from the introduction of choice to correcting "market failures" to reduce inequalities and restrict social injustices. The article analyses the English school education system and its relationship with social preferences. The authors argue that the moral and legal need for non-discriminatory education supersedes perceptions of cost-effectiveness and utilitarianism. They consider that the current system has failed owing to inappropriate processes within social and public choice and that a reformed system based on a social democratic imperative will allow closer social integration on the basis of ability rather than privilege.

To what extent and why do social origins matter for access to higher education, including access to elite universities? What is the role of private and selective schooling? This paper uses the 1970 British Cohort Study (BCS70) to analyse the trajectories of a generation currently in early middle age. We find that the influence of social origins, especially parental education, remains when both a wide range of cognitive measures and school attainment are controlled. Attending a private school is powerfully predictive of gaining a university degree, and especially a degree from an elite institution, while grammar schooling does not appear to confer any advantage.

In our research and teaching we explore the value and the place of rhetoric in education. From a theoretical perspective we situate our work in different disciplines, inspired by major "turns": linguistic, cultural, anthropological/ethnographic, interpretive, semiotic, narrative, literary, rhetorical etc. In this article we engage in the discussion about what all these turns might entail for education by elaborating on what it implies to read the world as a "text"--as is central in a semiotic approach--and by introducing new rhetoric in general, and the work of the literary critic and rhetorician Kenneth Burke in particular, as a possible theoretical and methodological resource. We illustrate its application in the analysis of a fictional narrative. Our aim is to explore how an understanding of education as rhetoric can be integrated into the teacher education curriculum.

Higher education programs in Puerto Rico include undergraduate degrees in music, music education, composition, popular music, jazz and Caribbean music, and, most recently, a master’s degree in music education. However, little is known about what music graduates do after concluding college. Do they work in music-related areas? Are they satisfied with their music preparation and work? The scarcity of research in this topic, along with the singularity of the island’s geographical situation, offers a distinctive opportunity to study graduates from different higher education institutions, in order better to understand the relationship between their achieved academic preparation and their future work. (Contains 2 tables.)

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education, standardized measures of student achievement and the requirement to show data on student learning in physical education are relatively new ideas. This article reviews issues about using student achievement data to evaluate physical education teachers. It also presents examples of assessments that could be used to document student achievement for the purpose of teacher evaluation. (Contains 1 table.)

Model-based instruction has been increasingly used in physical education for the past two decades. Metzler (2011) identified eight instructional models that are commonly used in physical education today. Each model is designed to promote certain kinds of learning outcomes for students and to address different combinations of the national standards. Since each instructional model promotes a unique array of learning outcomes, there are differences in the kinds of learning activities that can be used across models in physical education. The purpose of this article is to describe how some typical learning activities in physical education can be aligned with each model and across different models. (Contains 3 tables.)

In this article, we share the experience of the "Amplifying Voices" initiative. Held by the Latin American Campaign for the Right to Education (CLADE) within the scope of public policy advocacy, "Amplifying Voices" applies the principles of consultation and dialogue in youth and adult education communities, aiming at a stronger connection between expectations and decision making processes with regards to adult education policies. Over the past two years, this initiative has promoted listening and attentive dialogue in order to strengthen participation and affirm the importance of actors' voices in shaping policy and promoting social change.

The process of developing and implementing a 504 plan is different from that of implementing an Individualized Education Plan (IEP). This author has been a teacher of deaf and hard of hearing students under the Special Education Department in Prince William County Schools for 11 years. She had never had a student referred to the team that handles evaluations under Section 504 of the Rehabilitation Act of 1973--until Mary. Mary had received special education services for her profound hearing loss under the Individuals with Disabilities Education Act (IDEA) until the end of her freshman year, when it was determined that she was no longer eligible. This article discusses Mary's eligibility for services under a 504 plan and how it was implemented to serve in Mary's education.