Education & Pedagogy

This study was conducted to provide basic information about the curricula of real estate education with respect to globalization. The literature, such as the histories and characteristics of real estate education in the United Kingdom and the United States that have historically lead real estate education, are reviewed. We also extract the core terms used in the curricula of departments accredited by the Royal Institution of Chartered Surveyors and The Association to Advance Collegiate Schools of Business-International that are leading the globalization of education, and Meikai University, the only university with a real estate department in Japan. In extracting core terms from each country, we proceed with basic terms that constitute the subject titles, not the entire subject title itself. After extracting core terms from each country, we discuss the overall characteristics of real estate education in each country and clarify the main stream of the globalization of real estate education. In addition, by comparing core terms and calculating proximities among Japan, the United Kingdom and United States, Japan's specificities of real estate education are identified.

Regional scholars in the Caribbean context have long advocated for quality early childhood education. The majority of their contributions however, focus primarily on curriculum, policy, and to a lesser extent, teaching practices. In this article, we broaden the scope of extant literature by conceptualizing a model for Caribbean early childhood education, one which draws on and supports an anti-colonial and decolonizing perspective. Specifically, we interrogate the enduring legacy of colonialism on teaching and learning practices--and illustrate how these manifest in contemporary schooling processes. Equally significant, we examine and critique underlying epistemologies that frame current regional approaches, and offer an alternative framework that accents cultural knowledges in curriculum, pedagogy and teacher education. In response, we foreground childhood decolonization as integral to the development of positive racial and cultural identity, and in such vein, offer curricula, pedagogical and institutional (i.e., teacher education) suggestions consonant with an anti-colonial and decolonizing approach to early childhood education in the English-speaking Caribbean.

Unlike other types of research that tend to hone in on narrowly defined problems, demographic research takes the broad view, embracing every aspect of the field of education. It constructs as wide and inclusive a picture of art education as possible. For art educators, it probes deeply into how they relate to art and art education as students, art teachers, art educators, parents, administrators, policy makers, and communities would. By gathering information from as wide, as diverse, and as complete a spectrum of people involved in art education as possible, art educators can create a much more multidimensional, multilayered, integrated, and comprehensive view of the field. In this article, the author illustrates how demographic research has contributed to his own research and art education research as a whole through discussion of his own demographic studies. He determines that if educators could generate cycles of national demographic surveys for each level of education (elementary, middle school, high school, postsecondary) and other areas of art education (supervision, museum education, etc.) every 5 years, they would produce an ongoing and credible profile of the profession.

Within the technology education classroom, engineering design has been targeted as key to improving learning, enhancing interest in STEM careers, and positively impacting students. The purpose of this research review was to determine whether the research evidence bears these claims. Four scholarly journals that focus on technology and engineering education research were reviewed resulting in the identification of 25 empirical research studies from the past decade. Across all of the studies, data had been collected from a total of 6,397 technology and engineering education students to analyze: (a) how students design, (b) student learning outcomes, and (c) student interests and perceptions. Just over half of the studies used qualitative methods to explore how small samples of students engage in engineering design. Although the overall research evidence of the impact of engineering design on technology and engineering students is sparse, there are some important descriptive findings relating to how engineering design can impact student learning and how students allocate their time and access information while designing.

The issue of the "identity" of comparative education as a field of study or a discipline has been discussed for decades. Yet a kind of systematic structure that provides the basic principles for a coherent exposition of the field remains open. "Comparative education" is no longer conceived as an imaginary field's coherence but, rather in terms of distinct branches of comparative and international studies in education and their underlying issues. Such an understanding is fostered through a deepened awareness of the basic problems, and successive solutions, constitutive of the emergence and further conformations of the comparative approach in education and the social sciences. Thus, academic journal publications of the past decade to shape education policy research within an Asia-Pacific context have been analyzed. Facts of increasing research collaboration, growing policy evaluation research, and growing attention to higher education have been presented. Significant difference in research impact and diffusion between Asia-Pacific and American education policy studies has been shown. Perspectives for future research directions in education policy research in an Asia-Pacific context have been suggested.

Northern Ireland (NI) is emerging from a violent period in its troubled history and remains a society characterized by segregation between its two main communities. Nowhere is this more apparent than in education, where for the most part Catholic and Protestant pupils are educated separately. During the last 30 years there has been twofold pressure placed on the education system in NI--at one level to respond to intergroup tensions by promoting reconciliation, and at another, to deal with national policy demands derived from a global neoliberalist economic agenda. With reference to current efforts to promote shared education between separate schools, we explore the uneasy dynamic between a school-based reconciliation programme in a transitioning society and system-wide values that are driven by neoliberalism and its organizational manifestation--new managerialism. We argue that whilst the former seeks to promote social democratic ideals in education that can have a potentially transformative effect at the societal level, neoliberal priorities have the potential to both subvert shared education and also to embed it.

Globally, sexuality education is framed as a key programmatic strategy for achieving HIV prevention among youth. In particular, sexuality education is positioned as a way to address gender inequalities and promote youth empowerment in relation to gendered identities. In this paper, I argue that the focus on what content should be taught and "what" is the effectiveness of that content serves to mask how sexuality education itself is always a political project. Specifically, I problematise a neo-liberal "political rationality," following Wendy Brown, operating through sexuality education in this particular globalised moment. Drawing on data from an ethnographic study conducted in South Africa, I use the notion of encounters with gender to mobilise understanding of gender with(in) the inevitable risks of knowing and being known through educational research and practice. I argue that holding sexuality education responsible to the complexity of lived lives necessitates proposing alternative political rationalities to guide its encounters.

In a context where mass higher education has eroded the job security once guaranteed by higher qualifications, students are more likely to view higher education as an "investment" which should yield return in terms of their employability. The aim of this study is to understand whether Portuguese students consider employability as the main reason to choose to enrol in higher education, to choose a specific programme and to choose a specific higher education institution. Data were collected through semi-structured interviews with 60 first-year students, from universities and polytechnics, both public and private, and from three first-cycle study programmes (Arts, Pharmacy and Computer Engineering). The analysis is based on a qualitative study exploring Portuguese students' perceptions underlying their higher education choices. Findings suggest that the majority of the students interviewed considered employability as the major reason to enrol in higher education, although its importance was largely undervalued in the choice of study programme and of institution.

There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and community-based representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.

This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. This model aims to help program designers and researchers address challenges particular to designing, implementing, and studying education innovations in the ITEST program, considering ongoing needs and challenges in STEM workforce education in the USA. It is grounded in conceptual frameworks developed previously by teams of ITEST constituents, for their part intended to frame STEM career education, consider how people select and prepare for STEM careers, and reinforce the important distinction between STEM content and STEM career learnings. The authors take a first step in what they hope will be an ongoing discussion and research agenda by test-fitting assumptions of the model to exploratory case studies of recent NSF ITEST projects. Brief implications for future research and other considerations are provided.

Today's distance education administrator, frequently with an expertise in another academic discipline, is also supposed to be a distance education scholar. This expectation results from the recent interest in distance learning that nearly all institutions of learning and disciplines of study have shown. More research, studies, journals, and essays about distance education also exist than at any other time. A distance education administrator and an education research librarian at Brigham Young University have teamed up to identify ten pragmatic research strategies to help new, busy, and even a few experienced distance education administrators stay current in their field and successful in their applied research. All distance education research strategies identified were required to pass a distance administrator test for pragmatism, user-friendliness, and efficiency. The ten research strategies that will be covered are accessing library expertise, books from your or others' library catalogs, academic journals, databases, current awareness services, subscription services, distance education Web portals, associations, listserv/discussions, and use of research assistants.

This paper interrogates education's relationship to labor through a consideration of sex education's relationship to sexual labor. Beginning with a basic question--why does sex education exist as a federally funded project?--the author examines sex education's relationship to normativity and sexual labor throughout its history as a federally funded program. Doing so reveals at least three ways sex education has been and is connected to sexual labor: (1) by its relationship to prostitution and the stigmatization of sex workers, particularly non-white, female sex workers; (2) by promoting marriage, as itself a kind of sexual labor; and (3) by reducing sexuality to a commodity, thus producing sexual workers and consumers. At stake, then, is the possibility of taking seriously the significance of sexual labor to the stories told about sex education, the stories sex education tells about human value, and the possibility of imagining a future of sex education that promotes more nuanced conversations about the relationship between work, labor, sexuality, and education beyond the dehumanizing influence of neoliberalism.

In the article the period of traditional education of aboriginal people in Canada in precolonial times has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of theoretical framework in understanding the concept of traditional aboriginal pedagogy and main principles underlying the education of younger generations of the indigenous people in Canada. The major components of teaching methods (practical, visual and oral) have been specified. Practical, visual and oral methods of imparting knowledge have been discussed and peculiarities of the traditional education of native population in Canada in precolonial period have been identified. The problem of traditional education of aboriginal people in Canada has been studied by scientists: aboriginal education (M. Battiste, J. Henderson, J. Lambe); development of aboriginal education (J. Friesen, V. Friesen, J. Miller, E. Neegan); tertiary education of aboriginal people (V. Kirkness); traditional education of aboriginal people (L. McGregor). The research methodology comprises theoretical methods (comparative-historical method; logical and comparative methods; methods of induction and deduction, synthesis and analysis).

This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. Five common questions were used for the interviews in each country to solicit education leaders and practitioners' views on the outcome and implementation of ESD. The analysis revealed that major themes repeated across the 18 studies, showing that ESD contributes in many ways to quality education in primary and secondary schools. Teaching and learning transforms in all contexts when the curriculum includes sustainability content, and ESD pedagogies promote the learning of skills, perspectives and values necessary to foster sustainable societies. The research also identified the need to integrate ESD across all subjects, to provide professional development for teachers to ensure ESD policy implementation and to adopt ESD management practices to support ESD in the curriculum in order to broaden ESD across countries.

The authors consider the question of computerisation in health, safety and environment teachers' training in the context of the general approaches and requirements of the Federal National Standard of Higher Education, which is realised through designing of electronic informational and educational environment. The researchers argue indispensability of the last in the process of forming informational competences, and suggest mechanisms of its realisations. The applied methods of theoretical analysis and synthesis of ideas and approaches to the stated question helped to distinguish the theoretical fundamentals of electronic informational and educational environment modelling, to demonstrate the role of electronic learning and methodological complex (ELMC) in raising the efficiency of competence-oriented higher pedagogical education in health, safety and environment within electronic informational and educational environment, the levels of formedness of student informational competences are defined.