Education & Pedagogy

The purpose of this research study was to examine the perceptions of STEM teachers on the factors contributing to successful STEM education in a Title I school district. A sample of educators who earned their degree in STEM fields and teach STEM related coursework in their district were interviewed and observed. The educators were interviewed to provide a more in-depth understanding of teachers' perceptions regarding effective implementation of STEM education, teachers' perceptions regarding key components influencing effective implementation of a STEM education program, and how teachers' perceptions affect equity in STEM education. Teachers' perceptions regarding effective implementation of STEM education in a Title I school district are affected by early implementation of STEM education, knowledge of the Engineering Design Process (EDP), STEM integration through application, and STEM program support staff. The EDP was a common theme which emerged from the teachers' perceptions concerning the implementation of STEM. All participants perceived self-monitoring and reflections as key components for implementing STEM education. This study revealed an equitable learning environment is key for equity in STEM education. Finally, most participants agreed access to resources promotes equity in the STEM program environment and access to resources needed within STEM education levels the playing field in STEM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This interdisciplinary book explores socially engaged art as a subject of study and its relevance in higher arts education institutions' third mission--giving back to society and engaging with the community--to build a sustainable higher arts education for the future. Drawing on data from two large-scale EU-funded projects--supplemented by interviews, educational document analysis, and secondary data--this book explores emerging trends in the arts sector and the role of arts universities in cross-sector collaboration, innovation, and actions towards social and environmental responsibility. Chapters posit theoretical analysis, case studies and practically orientated examples from countries including the United States, Ghana, Indonesia, and from across Europe to explore the growing demands for the positive societal impact of higher arts education. Located at the interface between the sociology of higher arts education and community engagement, the book explores a richness of international contexts including activism, churches, refugee work, eldercare, gender politics, prisons and many others. This timely volume responds to the urgent need to investigate the full potential of socially engaged art in higher arts education. As such, it will appeal foremost to scholars, researchers, postgraduate students, and teachers in higher arts education and the sociology of education. Practitioners working in arts curriculum design, university-society partnerships, and those focused on creating inclusive and respectful spaces in higher arts education and research, will also find the volume of use.

The paper aims to study digital learning as an innovation in higher education and a mechanism for increasing its attractiveness to young people in Russia and Central Asia. The authors apply the method of case study to study the experience of formation and development of digital learning as an innovation of higher education in Central Asia and Russia. The authors also conduct econometric modeling of the impact of digital learning on the attractiveness of higher education for young people. To obtain the most accurate and reliable results, statistics are collected for each Central Asian country for 2013-2020. As a result, the authors substantiate that digital learning, which is an innovation of higher education, is an efficient, highly effective, and affordable mechanism for increasing the attractiveness of higher education for young people in Central Asia. The evaluation shows that the development of digital learning will increase enrollment of young people in higher education in Central Asia by 18.51% (from 38.16% in 2020 to 45.23%). This fact points to the significant potential of digital learning. Therefore, it is recommended to increase the scale of digital learning in Central Asia to increase the accessibility and attractiveness of higher education among young people. [For the complete volume, "Digital Education in Russia and Central Asia. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 65," see ED675848.]

Access to safe and effective AI-enhanced technology should be viewed much like a modern-day utility and made available (equitably) to every student of every economic status, whether they are Native or newcomer; Black, brown, or White; LGBTQ+; or disabled. However, there is concern not only with evidence of bias and inaccurate or nonsensical outputs found in numerous studies and articles but also the overconfidence and trust placed in untested AI technologies and lack of planning and evaluation that could be detrimental to education systems, students, and educators. The lack of diverse representation in the development and evaluation of AI technology in education and the lack of clear and transparent data governance at every level of the education system are causes for alarm. Our report and statement cover ideas that are essential to the question of AI in education, namely: (1) Students and educators must remain at the center of education; (2) Evidence-based AI technology must enhance the educational experience; (3) Ethical development/use of AI technology and strong data protection practices; (4) Equitable access to and use of AI tools is ensured; and (5) Ongoing education with and about AI: AI literacy and agency. It is clear that artificial intelligence (AI) has the potential to revolutionize the educational experience of students and the professional experience of educators; therefore, it is essential that the National Education Association (NEA) play a leading role in ensuring that the transformation is a positive one.

This volume collects Christine Sleeter's core work focusing on "critical" multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and systemic racism. The problem this book takes up is that, over time, many people have come to understand and enact multicultural education in ways that evade grappling directly with racism. This dilution has happened for several reasons, including White teachers' rearticulations of multicultural education as "getting along" or learning to be colorblind and neoliberal reforms that have reduced it to a celebration of cultural diversity while maintaining silence about racism. This volume includes ten of Sleeter's articles that explicitly locate multicultural education within critical understandings of race, racism, and colonialism, offering both theoretical and practical discussions of what that means. Book Features: (1) Brings together, in one volume, the full arc of work by a leading scholar in multicultural education; (2)Offers a unique focus on why multicultural education needs to be critical and what it means to be critical; (3) Directly connects theory with practice by offering vignettes of practice following theoretical or conceptual discussions; (4) Examines how the power of Whiteness and racial capitalism has forestalled progressive education and social change; and (5) Spans multicultural education from its inception in the 1970s through the current attacks on Critical Race Theory, showing how it has been targeted, ignored, or misused.