Education & Pedagogy

Journal articles from 1971-1973 on the metric system were categorized by type of content. Only 43 specifically related to education and teaching. Instructional materials and inservice workshops are increasing. Caution is suggested in the selection of the wide variety of materials becoming available. (LS)

Describes the structure of an inservice Bachelor of Education degree program offered at the University of Sussex, England, and outlines the science component of the program which is specifically designed for teachers of science. (JR)

The purposes of the study reported in this article were to determine whether students are consistent in their responses to evaluations of foundations of education courses and to compare student attitudes toward each of three foundations of education areas: philosophy, history, and sociology. (HMD)

"The Wiley Handbook of Christianity and Education" provides a resource for students and scholars interested in the most important issues, trends, and developments in the relationship between Christianity and education. It offers a historical understanding of these two intertwined subjects with a view to creating a context for the myriad issues that characterize--and challenge--the relationship between Christianity and education today. Presented in three parts, the book starts with thought-provoking essays covering major issues in Christian education such as the movement away from God in American education; the Christian paradigm based on love and character vs. academic industrial models of American education; why religion is good for society, offenders, and prisons; the resurgence of vocational exploration and its integrative potential for higher education; and more. It then looks at Christianity and education around the globe--faith-based schooling in a pluralistic democracy; religious expectations in the Latino home; church-based and community-centered higher education; etc. The third part examines how humanity is determining the relationship between Christianity and education with chapters covering the use of Christian paradigm of living and learning; enrollment, student demographic, and capacity trends in Christian schools after the introduction of private schools; empirical studies on the perceptions of intellectual diversity at elite universities in the US; and more. This book: (1) Provides the breadth and depth of knowledge necessary to gain a sophisticated and nuanced understanding of the complex relationship between Christianity and education and its place in contemporary society; (2) A long overdue assessment of the subject, one that takes into account the enormous changes in Christian education; (3) Presents a global consideration of the subject; and (4) Examines Christian education across elementary, secondary, and post-secondary levels. "The Wiley Handbook of Christianity and Education" will be of great interest to Christian educators in the academic world, the teaching profession, the ministry, and the college and graduate level student body. Chapters include: (1) The Movement Away from God in American Education (Kenneth Calvert); (2) The Two Biological Parent Family, Christianity, and Economic Prosperity (William Jeynes); (3) The Christian Pastoral-Artisanal vs. Academic Industrial Models of Education in America (David W. Robinson); (4) Engaging Questions of Purpose: The Resurgence of Vocational Exploration and Its Integrative Potential for Higher Education (Michelle C. Louis); (5) Why Religion and Religious Freedom is Good for Society, Offenders, and Prisons (Byron R. Johnson); (6) The Integration of Faith Tradition and Teaching in Christian Higher Education (Perry L. Glanzer and Nathan F. Alleman); (7) A Christian Mentoring Program for Character Education of African American Teens and Young Adults from Detroit (Lou Selzer); (8) Character Education Traced Throughout American History (Jamie Kay Jakubowski-Tungyoo and William Jeynes); (9) Publicly Funded Charter Schools with Religious Ties (Daniel Hamlin); (10) Faith-based Schooling in a Pluralistic Democracy (Charles L. Glenn); (11) The Teaching of the Holocaust in American Evangelical Christian Schools (William Jeynes); (12) Learned Piety in a Place of Freedom: A Brief History of Liberal Education in Europe, 1200-2000 (Fred W. Beuttler); (13) Religious Liberty and Educational Pluralism: Abraham Kuyper's Principled Advocacy of School Choice (Wendy Naylor); (14) Christianity and Education: A Brazilian Perspective (Paulo Romeiro); (15) Latinx Parental Expectations in the Home: Educación and the Assets of Religiosity, Family, and Community (Daniel D. Liou, Eric Ambroso, and Rene Antrop-González); (16) Church-based and Community-centered Higher Education: Case Study of an Alternative Strategy for Delivering Faith-based General Education to the Poor around the World (Robert Osburn and Amanda Forbes); (17) "Small Things with Great Love": Apostle Peter's Wisdom for Christian Educators around the World (Mary Poplin); (18) The Supreme Court, 1st Amendment Religion Clauses, and Education: An Overview (Charles J. Russo); (19) Using the Christian Paradigm of Living and Learning to Rethink the Extravert Ideal (Betty J. Talbert); (20) The Dog that Didn't Bark: Enrollment, Student Demographic, and Capacity Trends in Christian Schools after the Introduction of Private School Choice (Dick Carpenter, II and Rebecca S. Keith); (21) School Choice, Worldview, and Secularism's Blindness (Craig S. Englehardt); (22) Education in a Catholic Key (Timothy R. Scully, Sean McGraw, William C. Mattison, and Louis A. DelFra); (23) Minority Male Attainment: Cultivating Spiritual, Social, and Emotional Development (Osie L. Wood, Jr. and Monica Cole-Jackson); (24) Defining our Terms: Why the Vision for the Pluralistic University Depends upon a Clear and Rigorous Understanding of Pluralism (Robert Osburn and William Jeynes); (25) Christianity and Higher Education: Empirical Studies on the Perceptions of Intellectual Diversity at Elite Universities in the United States (Mark Brow); and (26) Religion, Adolescent Wellbeing, and Educational Outcomes (Tommy M. Phillips).

In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress. This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential--often taken for granted in Western countries--giving African children the necessary tools to build a better future for themselves. Of particular interest to the education researcher and policy maker, this volume's contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context. This book is divided into three parts. First, International and National Discourses on Teacher Education, contains the following: (1) Education as a Humanitarian Response as Applied to Teachers and Their Training in Sub-Saharan Africa (Colin Brock); (2) Teacher Education in Sub-Saharan Africa: Issues and Challenges around Teacher Resources and Practices (Bob Moon & Freda Wolfenden); (3) Contradictions in Teacher Education and Teacher Professionalism in Sub-Saharan Africa: The Case of South Africa (Clive Harber); (4) What Hope for the Dakar Goals? The Lower Levels of Education in Lesotho and Uganda since 2000 (James Urwick & Rosarii Griffin with Veronica Opendi & Matemoho Khatleli); (5) A Critical Overview of Education for Sustainable Development with Particular Focus upon the Development of Quality Teacher Education in Sub-Saharan Africa (David Stephens); and (6) Building Capacity for Educational Research in Sub-Saharan Africa: Opportunities, Constraints and Lessons in the Context of Mozambique, Tanzania and Uganda (Peadar Cremin, Mary Goretti Nakabugo & Eimear Barrett). Second, Case Country Research Reports on Aspects of Teacher Education in Sub-Saharan Africa, contains the following: (7) Towards a Holistic Understanding of Special Educational Needs (Jacqui O'Riordan, James Urwick, Stella Long & Maria Campbell); (8) The Teaching and Learning of Mathematics in Ugandan Secondary Schools: Poised for Change? (Paul Conway, Elizabeth Oldham, James Urwick, Sarah Kisa, Justine Otaala & Anne Mugwera); (10) Implementing the Thematic Curriculum in Uganda: Implications for Teacher Education (Marty Holland, Louise Long & Laura Regan); and (11) How Much Is Enough? Investigating Mathematical Knowledge for Primary Teaching in Lesotho (Dolores Corcoran & Anne Dolan). Third, Teacher Education at the Chalkface: Closer Perspectives, contains the following: (12) Teacher Educators and Teaching, Learning and Reflective Practice among the Turkana Nomads of Kenya (Thomas G. Grenham); (13) An Account of the Alternative Education Experience Africa Programme in Transition: Irish Pre-Service Teachers' Experience in Zambia and the Gambia (Fiona Baily & Deirdre O'Rourke); and (14) Teacher Educator Exchange Partnership in Uganda and Ireland: Closer Perspectives on Teacher Education in Sub-Saharan Africa (Patricia Kieran, Carmel Hinchion, Doris Kaije, Ruth Kyambadde & Paddy Bradley).

Education in modern society has an exceptionally important mission -- to shape a responsible and self-sufficient individual equipped with critical thinking and a protective immunity against numerous social myths and threats. The fundamental task of education is to prepare future specialists for life in rapidly changing conditions. This article is dedicated to analysing access to the educational process during wartime by addressing the following objectives: identifying current challenges and the foundations of the influence of globalization processes and domestic factors on Ukrainian education; exploring the impact of information technologies on the development of education; and outlining the main directions for modernizing national education. A systemic-structural approach was employed as a general scientific method which made it possible to identify problematic issues in ensuring access to the educational process during wartime, to analyze the development of Ukrainian education in the context of integrative educational processes, and to formulate proposals aimed at improving the modern national education model. The results of the analysis have led to conclusions regarding the necessity of uniting the efforts and resources of various countries to establish a unified educational system, universal quality assurance standards, and integrative and internationalization processes in education. Several key issues have been highlighted: training and/or retraining of academic staff through academic mobility, collaboration within educational and research grants, professional development programs, and internships. This will ensure high-quality education and the adoption of new teaching methods and formats; development and further improvement of technical infrastructure to support educational processes effectively.

Artificial Intelligence is rapidly transforming education, reshaping how learners engage with knowledge and how educators design meaningful, equitable learning experiences. This edited volume offers a concise yet comprehensive examination of AI in education, highlighting the potential of intelligent systems to support personalization, enhance assessment, expand access, and improve teaching and learning across diverse educational levels. At the same time, it addresses crucial ethical, bias, transparency, equity, and human agency issues, underscoring the need for responsible, human-centered AI integration. Drawing on global perspectives and research-driven insights, the book explores AI-powered learning environments, adaptive feedback, generative AI tools, and emerging models of curriculum design, teacher preparation, and institutional readiness. It emphasizes the importance of AI literacy, fairness frameworks, and inclusive design principles that empower learners and educators rather than replace them. By illuminating both opportunities and challenges, from accuracy and privacy concerns to the promise of competency-based assessment and activity-driven pedagogy, this volume offers readers a balanced and forward-thinking foundation for navigating AI's role in shaping the future of education. Ideal for scholars, teachers, technologists, and policymakers, the book provides essential guidance for those seeking to harness AI's potential while safeguarding educational values, ensuring ethical use, and promoting innovation that strengthens, not diminishes, human creativity, dignity, and diversity.

This hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education examined reclaiming America's academic foundations by getting back to basics when it comes to reading and math through proven instruction. Opening statements were presented by: (1) Honorable Kevin Kiley, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Suzanne Bonamici, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. The following witnesses presented statements: (1) Dr. Cade Brumley, State Superintendent of Education, State of Louisiana; (2) Chandra Roughton, Founder and CEO, Luminous Minds; (3) Dr. Jhanae Wingfield, Assistant Professor of Early Childhood and Literacy Education, Department of Urban Education at Rutgers University-Newark; and (4) Dr. Brent Harrison, Superintendent, Saraland City Schools. Additional material submitted by Ranking Member Bonamici and Honorable Summer L. Lee included: (1) Article dated February 14, 2025, from The Times-Picayune/The New Orleans Advocate Online, titled ''Despite lofty promises, Louisiana's private-school vouchers fall short''; (2) Report dated September 11, 2025, from the Education Policy Analysis Archives (EPAA), titled ''Taxpayer-Funded Private School Vouchers and Market Failure: A Policy Scan and Review From 1869 to 2024"; (3) Article dated July 3, 2025, from kpel965.com, titled ''Acadiana Schools Brace for Deep Cuts as Congress Slashes Education Funding''; and (4) Report dated 2022, from South Carolina Law Review, titled ''School District Secession in Mobile County, Alabama: A Case Study of Adaptive Discrimination and Threats to Multiracial Democracy.''

The U.S. Department of Education administers the Individuals with Disabilities Education Act (IDEA), which authorizes formula grants to States under Part B to assist them in meeting the excess costs of providing special education and related services (services) to children ages 3 through 21 with disabilities. Most of the Federal funds provided to States must be passed on to local educational agencies (LEA). Federal funds are combined with State and local funds to provide a free appropriate public education to children with disabilities. Under IDEA, a free appropriate public education is provided through an individualized education program (IEP) based on the individual needs of the child. Omaha Public Schools (Omaha), the largest LEA in Nebraska, was awarded approximately $15.3 million in IDEA Part B funds for school year 2023-2024. The Office of Inspector General's (OIG's) objective was to determine whether Omaha designed and implemented sufficient processes for overseeing the development of IEPs for children with disabilities and ensuring that those children receive the services described in their IEPs. The inspection covered Omaha's processes in these areas from July 1, 2023, through June 30, 2024. Omaha generally designed and implemented sufficient processes for overseeing the development of IEPs and ensuring that children with disabilities receive the services as described in their IEPs. However, there were a small number of instances where IEPs and related documentation did not show that all applicable IEP requirements were met or that students received all of the services described in their IEPs.

In medical and anatomy education, serious games (SGs) are increasingly recognized as promising pedagogical tools. Educators seeking to adopt SG may choose whether to build games or buy commercially available serious games (CASGs). However, exploration of the commercial market remains scarce as existing reviews focus on bibliographic databases. This study aimed to explore the commercial market for SG aimed at medical education and analyze the pedagogical underpinnings of SG for anatomy education. An environmental scan was conducted across five search areas targeting digital interactive games intended for healthcare professionals. Out of 4330 potential games identified, 1585 CASG for medical education were included after screening and eligibility assessment. Subsequently, 879 CASG for anatomy education were systematically evaluated against 15 pedagogical principles adapted from instructional and game design frameworks. Data extraction, scoring, and statistical analysis explored the presence of pedagogical principles and influencing factors. Findings show that the commercial market offers a range of CASG for medical education, primarily targeting knowledge acquisition in human anatomy for undergraduates. Most SG were quiz-based, designed for single player, and lacked affiliation with academic institutions. Systematic analysis of CASG for anatomy education shows few incorporations of pedagogical principles with in-game feedback and game rules being most common, while principles supporting engagement, adaptivity, and collaboration were scarce. In conclusion, while the commercial market offers SG for anatomy education, their educational potential remains constrained by limited pedagogical depth, which may limit their potential as pedagogical tools. These findings suggest opportunities to develop pedagogically robust games in anatomy education.

This book provides an interdisciplinary exploration of the concepts and practices of professionalism, responsibility, and relationality in the context of deaf education. Internationally, public attention has been drawn to professional and ethical ruptures and crises in early intervention and education for deaf children. These ruptures and crises both demonstrate a failure in organizations' duty of care and raise new questions regarding professional responsibility and relational ethics in the field of deaf education and more broadly. The chapters investigate the views of teachers of deaf children in the United Kingdom on their roles, specifically in relation to medicalization; offer an ethnographic account and analysis of deaf immigrants' experiences of deaf education settings on the east coast of the United States; and analyze an overreliance on technology in deaf education spaces in Indian classrooms and the impacts of this technology use on teacher expectations. They also explore interactions between educators and parents of deaf children in Los Angeles, California, as these actors grapple with making choices in a context of audism; and consider sign language rights for deaf children in early intervention and education through a Canadian case study featuring a child denied access to sign language and an appropriate and accessible education. This book will be an essential resource for students and researchers of critical pedagogy, teaching and learning, inclusive education, and disability studies. The chapters in this book were originally published as a special issue of "Deafness & Education International."

Over the past two decades, colleges of education along with a number of national organizations and specialized professional associations have sought to improve educational administration programs through the incorporation of a broad policy framework designed to develop socially just leaders. Central to the growth of these new leaders is a commitment to acknowledge and embrace difference and to create educational spaces within which all children can learn. As the notion of social justice within education has been evolving, certain students, particularly those with disabilities, have been railing against persistent inequities within schools. Special education has emerged as one of the most litigious issues that school leaders must confront in their daily practice. Nevertheless, content related to special education and special education law has been a long neglected area within university-based administrator preparation programs and has been strangely absent in conversations relevant to the creation of administrator preparation programs that embrace a social justice model of leadership. Beginning with the current literature base of social justice and leadership preparation in special education and special education law, and using the recently revised Educational Leadership Constituents Council Advanced Programs in Educational Leadership Standards for building-level administrators for context, this article proposes an imperative to include curriculum content and leadership training that embraces and honors the inclusion of students in K-12 special education programs and enables building-level administrators to fulfill their role as socially just leaders.

While quality in education has long been a significant issue, definitions of quality are often taken for granted rather than argued for, allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders' perspectives, particularly regarding the place within quality education of the knowledge, culture and language of non-dominant groups. However, there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders' understandings. This paper presents a recent study that attempts to do this, investigating the perspectives of students, parents, teachers, and administrators in Sunan Yughur Autonomous County, a multiethnic, multilingual district in rural Gansu, inhabited by several nationalities. Over one hundred participants in three schools were asked what was important for children to learn in school; including what aspects of local (minority) knowledge, culture and language should be taught as part of school-based curriculum. The study found three educational visions in local schools: regular urban education; Chinese-medium, multicultural education; and bilingual, multicultural education. The study also found that stakeholders support the latter vision, which reflects society's actual cultural and linguistic pluralism, as well as much research on quality education for non-dominant groups. The paper concludes with a call for a comparative approach, both domestic and international, towards the investigation of quality education of non-dominant groups in China.

Purpose: The EU-funded research project "Fifobi--Fit for Business--developing business competencies in school" (2009-2012) focused on the implementation of economic education in seven European countries. The purpose of the project and this paper is to investigate the current programmes that exist within the final two years of compulsory education in the field of business education and pre-vocational education. Design/methodology/approach: In year one a thorough analysis of the curriculum was carried out. After a comprehensive evaluation personal interviews with teachers followed in year two and in year three personal interviews with representatives of the Social Partnership were conducted. Findings: The Austrian curricula show a definite and clear focus on basic knowledge in economics. Social and self-competences have to be taught in all subjects, but are poorly linked to the content of individual subjects. Many aspects of social and self-competences are part of career orientation classes. A relatively small focus, however, is put on entrepreneurial thinking and acting. Originality/value: The main objective for next steps is to draw up a new strategy of teaching to develop economic, business, social- and self competencies with the focus on responsibility for a local, regional, national and global level. The aim is to activate children and young people for global relations, formations of critical thinking and acting in economic education and global education. (Contains 3 notes.)

Purpose: The purpose of this paper is to address the interface between design education and business start-up in the designer fashion industry (DFI) and provide a new framework for reflecting on ways to improve design education and graduates' business start-up preparedness. Design/methodology/approach: This interpretive study employed semi-structured interviews to collect nascent fashion designers' enterprise development narratives and tertiary educators' views on how they prepare designers for the challenges of the DFI. Findings: While design and production skills studied in design education are valuable, it was found that work placements are particularly important resources for aspiring fashion business owners because they provide "education in enterprise" and the sort of social capital required for business success. The research produced a framework for reflecting on and refining the fit between design education and the practice of enterprise development in the DFI that incorporates considerations of the creativity-business tension and designer's enterprise orientations. Research limitations/implications: The findings suggest there is a need to create more intersections between fashion design and entrepreneurship education and to incorporate more education for and in enterprise. They also suggest there is value in encouraging students to select design education that fits their enterprise orientation and any skill deficits associated with this orientation. Originality/value: The paper makes a valuable contribution to both the higher education and entrepreneurship literatures by presenting an original model for conceptualising the way design education can interface with business start-up to develop industry-appropriate social capital and sound business practices. (Contains 1 figure, 1 table and 2 notes.)