Education & Pedagogy

Climate change is the one of the most controversial issues in environmental history since natural processes and human activities lead to causation. This complexity often thwarts communication and education efforts. Some research suggests that place-based approaches are effective for delivering climate change instruction because they feature local and observable impacts, thus connecting human behavior with climate change. This study developed and evaluated the efficacy of a place-based climate change education program using a one-group, pre and posttest design. The study involved 29 high-school students who participated in a one-week, summer education program at Prairie Fork Conservation Area in mid-Missouri. Use of place-based education was hypothesized to promote knowledge, awareness, responsibility, hope, and behavioral intention of participants regarding climate change. Results suggested that the program was an effective way to increase understanding of climate change, as evidenced by significant increases in a variety of measures. Implications for using place-based education are discussed.

Situated in an understanding of contemporary US education as heavily influenced by a neoliberal technocracy we conducted a Critical Discourse Analysis of the 2010 and 2016 National Education Technology (NETP) plans released by the US Department of Education. Our investigation was also guided by a cyber-archaeological excavation of digital artifacts that traced the influence of data analytics companies on the development of educational policy. Expressive values emerged prominently as a discourse feature that functions in the NETP document to formulate a tech-invigorated reality. Our examination of the NETP documents revealed three primary themes: (1) the promotion of marketization processes in education as a signifier of progress; (2) the construction of an idealized android learner; and (3) ubiquitous digital access as equitable opportunity to learn. We conclude that the NETP serves to promote a particular educational agenda that benefits corporate and private interests.

Dialogic education has become increasingly appealing due to the recognized value of dialogue for the development of students' thinking and knowledge. Yet, its appeal has not catalysed widespread adoption of dialogic education in classrooms due partly to teachers' uncertainty over the conceptualization of dialogic education and the presence of several similar yet different models in the literature. The purpose of this paper is to critically review several well-known models of dialogic education to uncover some of their shared features as well as differences. Four dialogic education models, 'dialogically organized instruction', 'Thinking Together', 'Accountable Talk' and 'dialogic teaching', are reviewed, compared and critiqued. Based on the review, a framework of dialogic education that synthesizes the features of the four dialogic education models and hinges on four components -- dialogic environment, teaching goal, classroom talk and dialogic moves -- is proposed. This will hopefully help to equip and empower teachers to translate the theoretical principles of dialogic education into actual classroom practices.

There is growing community and policy interest in educational efforts among children and young people to address pornography. Education on pornography increasingly is seen as a necessary strategy in the context of young people's widespread exposure to pornography and the potential shifts in young people's sexual and gendered lives and relations which this entails. What, then, does promising practice in education to address pornography's influence look like? This article offers a framework for school-based pornography education. It begins with the rationale for conducting pornography education in schools in particular. The article then offers a detailed account of a proposed practice framework for school-based pornography education, emphasizing such principles as a whole-school approach, a robust conceptual approach, grounding in sexuality education, and participatory teaching and learning. It concludes by assessing an existing school curriculum resource, In The Picture, against this framework.

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

The problem of primary to secondary school transition is common extremely acute for all teachers. The role of physical education teacher in its solution has several features. One of them is necessity of preserving not only physical health, but also psychological comfort and fixing healthy lifestyle habits. The goal of this article is to determine the health culture forming criteria for primary school pupil and to find the most effective methods of teaching physical education students to use them in school educational process. As a result of research primary school pupil's health culture components and their functions in adaptation to secondary school process were determined. Also a complex of common and special criteria was presented. This one allows to young physical education teachers to draw individual plans for comfortable adaptation of their pupils to new realities of educational process in secondary school.

In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators' race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often silenced or largely unaddressed in teacher education programs and teacher professional learning. Through a systematic search of electronic databases and a hand search of journals in this research area, we located 39 peer-reviewed articles published at the intersection of race, white teachers, and teacher education. Findings reveal the kinds of race-visible instructional practices used by teacher educators to scaffold race consciousness as well as larger themes teacher educators and education researchers encounter in their work related to race with preservice and inservice educators. We conclude with a discussion of our findings and offer future directions for continued research and practice.

The main focus of this paper is to put forward an argument about the value of asset-based, culturally relevant/responsive and sustaining pedagogies in science education, especially in former colonial contexts. Countering the framing hegemony of science education through a historically Euro-dominant lens, we call for a critical analysis of the state of science education in the Netherlands by exploring, specifically, the Dutch Caribbean community which includes Suriname and the former Dutch Antilles and Aruba and the need to respond with a more culturally relevant and sustaining pedagogical stance. In doing so, we provide a concrete example of a CR-SP-focused community-based STEAM program for young children and their parents in the north of the Netherlands. We hope that this paper will provide the foundation to springboard conversations among educators and researchers with an interest in designing, enacting and researching CR-SP-informed programs and curricula geared for historically marginalized families and children.

Purpose: Our purpose was to investigate the effect of generalization of participation in parkour from physical education classes to organized parkour recess. Methods: A total of 143 (64 girls and 79 boys) third-grade elementary school children received a 12-lesson parkour sport education season in physical education. Voluntary participation in five organized parkour recess sessions was investigated. Moderate to vigorous physical activity (MVPA) data in physical education, organized parkour recess, and traditional recess were collected. Results: Girls participated significantly more in organized parkour recess compared with boys (53% vs. 35%, p = 0.034). Boys achieved significantly higher MVPA than girls in physical education (47% vs. 42%, p = 0.045), organized parkour recess (73% vs. 65%, p = .003), and traditional recess (56% vs. 36%, p < 0.001). Children generated on average 22% of MVPA through performing parkour-specific skills in organized parkour recess. Conclusion: Generalization of participation from physical education classes to organized recess programs is a promising strategy to increase children's daily MVPA.

This paper engages with the issue of teacher education for inclusion and particularly with the approach of employing disability arts and narratives of people with disabilities in university based courses for inclusion. It draws on three examples of anti-oppressive curricula that were developed as part of a graduate university module in Cyprus that encouraged student teachers to engage with disability arts and narratives in order to understand key ideas developed in disability studies and inclusive education. The three examples presented in this paper are representative of the three approaches all the participating student teachers followed, and indicate the strategies they used and the nature of the materials they chose. The discussion considers how these approaches can further inform teacher education for inclusion and how using disability arts and narratives can inform the discussion on other issues concerning teacher education of inclusion.

The purpose of this study is to examine the impact of in-service education designed to improve early childhood teachers' environmental awareness, knowledge, attitudes and their skills on integrating environmental issues in their teaching. Thirty early childhood teachers in the treatment group and Thirty in the control group participated the study. Teachers in the control group did not attain in-service education. Teachers responded to the Environmental Problems Attitude Scale (EPAS) before and after the in-service education. After the education process, teachers in the treatment group provided qualitative data about the impact of this education. For the treatment group the Mann-Whitney U test revealed a significant increase from pretest to posttest. Mann-Whitney U did not indicate a significant increase for the control group. Three major themes derived from qualitative data. These are an increase in environmental awareness, an increase in individual responsibility and taking action, as well as increased motivation and being better equipped for environmental education.

The implementation of relationships and sexuality education as part of Health and Physical Education in "The New Zealand Curriculum" (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whanau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners' needs.

This study aims to analyse the extent to which gamification tools and multimedia resources (i.e. Cuadernia, Kahoot, Quizizz, and Socrative) can serve in learning strategies for education, achievement, participation and motivation during student teacher training in the subject of "Musical Education and its Didactics" and within the general context of higher education. We use a quantitative methodological approach with a quasi-experimental design and surveys as assessment tools. All 62 participants were studying Musical Education and its Didactics in their Bachelor's Degree in Primary Education at a private Spanish university and had finished their internship period. Application of the gamification strategy proved effective for dynamic teaching-learning. Findings show how the appropriate teacher training in didactic use of information and communication technologies (ICT) can achieve positive educational results when used correctly. ICT teaching practices for music education should be implemented with an adequate didactic approach for best results.

Speaking to the political and social upheaval of our present moment, and drawing on discourses of democratic education, we argue that the U.S.'s racial reckoning propelled by recent events constitutes a sort of "founding" for our democracy and that this founding has important implications for reconfiguring citizenship within institutions and practices of teacher education. In building this argument, we articulate the aims of teacher education in a democracy and expand upon political scientist Danielle Allen's theoretical concepts of "sacrifice," "reconstitution," and "wholeness," demonstrating their urgent utility within our "thinning" democracy (Hess & McAvoy, 2015). We then draw on relevant literature to examine how teacher education fits into this larger political landscape, and we identify three monumental challenges within the field. Finally, we offer a way forward for teacher education, one grounded in democratic principles and centered on Allen's conceptualization of wholeness.

This research investigates the perceptions of academics and practitioners on the quality of accounting education and the extent of integration of International Education Standards (IES) in the accounting programmes delivered in higher education institutions (HEI) based in the Middle East and North Africa (MENA) region. A mixed methods approach involving a questionnaire and semi-structured interviews is used. Data comprises of 151 responses and 12 semi-structured interviews with academics and practitioners based in six MENA countries. The majority of the respondents believe that there is a gap between theory and practice and the IESs are not in use in the universities and have had no substantial effect on accounting education. Significant differences exist between the views of the two groups in terms of the factors that affect the quality of accounting education. On the other hand, both groups agree about how accounting education should be improved in the future.