Education & Pedagogy

This research explores emergency remote education, defined as a rapid, system-wide pivot to remote education in response to emergencies that disrupt normal institutional processes. To do so, we explore student perceptions of the successes and failures of the pivot to online learning at the onset of the COVID-19 pandemic. A mixed-methods survey was distributed to a large sample of university students to explore satisfaction, challenges, opportunities, and instructional needs. Results highlight the importance of faculty hard skills (e.g., technical skills) and soft skills (e.g., compassion), although soft skills were noted more frequently, suggesting that soft skills may be critically important in the context of emergency remote education. Results also reveal that online education in general suffers from a perception as being inherently lower quality than in-person education, and highlight the importance of providing faculty with proper training and support to set them up for success. Based on these results, we provide a number of suggestions for approaching the development, delivery, and support of emergency education and online marketing education in the future.

The COVID pandemic has had dramatic effects on higher education worldwide, but the impact has been very uneven. The gap between rich and poor has widened further, aid to education has been cut, and abrupt changes introduced to pedagogy, international student and staff mobility, research laboratories, and institutional bottom lines. Anglophone systems with a high dependence on international students (Australia, Canada, UK, New Zealand) have been particularly affected. In Australia, the fact that the COVID crisis occurred in the context of rivalrous US-China relations influenced how the pandemic was understood and its effects, including in higher education. But the specific context was also influential, including lingering tensions between Australia's geography and history. A further complication was that higher education had become overly dependent on international student fee income, with higher education becoming Australia's largest service-sector export. It is argued that the longstanding underfunding of the higher education system, the abrupt closing of international borders, and the impact to the rising US-China Culture War have combined to produce major effects on the higher education system, the results of which will continue for some time.

Across a broad range of disciplines, research has found that inequity is systemic in the journal review process. Collectively, however, this study does not specifically examine racial inequity. Moreover, literature on the peer review process in science education, in particular, does not foreground equity as a subject of study. The present study aims to address this void by examining racial equity in the peer review process with a specific focus on journals in science education. Data are collected from lead editors of major science education journals through the form of interviews, focus groups, and critical arts-based methods. The two research questions driving data collection are (a) In what ways does the science education journal peer review process promote racial equity? and (b) How are science education journal editors' perceptions of racial inequity reflected in the peer review process? McNair and colleagues' racial equity framework informs the explorations of journal review in science education from the lead editors' perspectives. From our findings, we offer four suggestions for moving toward greater racial equity in the science education peer review process.

This study aims to explore the opinions and suggestions of preservice special education teachers about the ethical principles that should be followed in the field of special education. The study adopted qualitative methodology. The data were collected through semi-structured interview questions. The participants of the study are senior students who study at the special education department of a faculty education in a university in the Western Black Sea region. One of the prerequisites sought for students is that they have successfully passed all junior year courses and the other is that they have taken the Ethics and Ethics in Education course. The data collected in the study were analysed through content analysis. In addition, the Maxqda programme was used in the analysis of the data. Research findings were categorised under five themes. The themes are ethical principles, ethical characteristics that special education teachers should have, ethical and unethical behaviours, the impact of training and legal regulations on ethics and suggestions of the participants on ethics were collected under the sub-categories.

The increasing nature of global knowledge has made higher education move to a closer relationship with the industries. Universities in India have been given paramount importance for the country's development; hence, recommendations were forwarded by various educational commissions and policies to focus on university-industry relations (UIR). The article attempts to understand UIR by highlighting its opportunities and challenges. The present article studied the recommendation of policy documents of higher education in India on UIR in the post-independence period, focusing on the roles of university education. The documents in this article include the reports of various educational commissions, namely the University Education Commission 1948-49, the Education Commission of 1964-66 and the National Knowledge Commission of 2005 and also the documents of significant educational policies of India, namely the National Policy on Education 1968, National Policy on Education 1986 and National Education Policy 2020. Documents analysis as a method was used to understand the recommendation on UIR. The growing concern of university-industry collaboration can be seen in policy documents.

The movement toward collaborative models of preservice early childhood preparation, those that attempt to "blend" preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.

This annotated bibliography lists 10 articles and documents selected through a search of the Educational Resources Information Center (ERIC) database. They are: (1) "The Use of Computers in the Instructional Process in Australian Distance Education" (Geoff Arger and Debbie Clayton); (2) "Distance Education Technologies: All That Glitters Is Not Gold" (Bruce O. Barker); (3) "Broadening the Definition of Distance Education in Light of the New Telecommunications Technologies" (Bruce O. Barker); (4) "Satellite Learning--A Vision for the Future" (Judy Castleberry); (5) "Proceedings of the Sixth International Conference on Technology and Education" (J. H. Collings and others); (6) "Distance Education. AECT President's Library" (David Giltrow); (7) "The Crisis of Distance Learning--A Dangerous Opportunity" (Abigail L. Hughes); (8) "TVOntario and the School System. A Report Based on Case Studies in Nine School Boards" (Donna Sharon and others); (9) "Linking for Learning: A New Course for Education" (U.S. Congress, Office of Technology Assessment); and (10) "Distance Education for Elementary and Secondary Schools in the United States" (David D. Williams and others). (DB)

This document discusses the desirability of creating a synergistic business/education relationship. The most pressing problems of urban education and education reform are not conceptual or analytic, but managerial. Dysfunctional public education will affect business in the future because the products of the education system will enter the work force as inadequate human capital. Business must eschew its peripheral, largely philanthropic, involvement with schools for a more whole-hearted commitment to managerial reforms. Mere survival is not enough. Despite a growing consensus on both the problems and the cures, reform efforts in urban schools have largely been ineffective. The problem is a piecemeal approach to proposing solutions. Fundamental reform means clarifying educational mission and getting commitment to it from major stakeholders. The organization must then be structured in a way that will support its mission and not hinder it. All these items are classic management tasks. Policy formation in cities and schools must be reexamined and new models of business involvement must be developed. (MLH)

This paper attempts to explore how developing nations can best respond to the request of the United Nations General Assembly to examine their ongoing programs and policies for environmental impact, and to report regularly to the General Assembly on the progress being made towards the objectives of "environmentally sound and sustainable development." This can be done in developing countries by considering environmental education within their own key problem areas and the four associated areas that have a tremendous impact on the environment. These associated areas are poverty, population, health, and literacy. To do this, Part I of this paper considers the problems concerning the environment and the associated areas. Parts II and III consider enviromental education through formal and non-formal education systems. Finally, part IV considers the role of the developing countries in environmental education. Topics discussed include: (1) curriculum development; (2) classroom materials development; (3) teacher training; and (4) the role of mass media. (KR)

This annotated bibliography includes over 250 citations of research reports, monographs, program descriptions, handbooks, measurement instruments, and journal articles on a variety of aspects of education for students with both disabilities and limited English skills. Listings are in four sections, namely: (1) Assessment (alternative assessment practices, general assessment issues and practices, and language assessment); (2) Instruction and Program Development (curriculum and instructional practices, including attribution theory and learned helplessness, culture, acculturation, and sociocultural factors affecting the learning process, deaf and hearing impaired learners, individual education plans, migrant students, prereferral screening and instructional activities and interventions, technology, and vocational education); (3) Training and Services (mental health concerns, model programs, parent involvement, personnel training, and using interpreters and translators); and (4) Legal and Policy Information (educational policy for the deaf, speech/language policy and services, and vocational education policy). (MSE)

An international research team examines California's system of postsecondary and higher education. In particular, the examination seeks answers on how California maintains educational quality, access, and equality while working with the market and the state in developing educational solutions to political, social, and economic problems. Part 1 of the report provides analyses and questions on how the state, in practice, can manage and finance the educational requirements, particularly in the context of the future demographic composition of the state (large inflows of immigrants), that stem from the constant need for highly-qualified manpower that is demanded in a technology-based economy. A bibliography of 50 items is included. Part 2 provides a record of the review meeting within the education committee, including replies to the examiners' questions. Part 3 reproduces a summary of the background report prepared for the review by the California Postsecondary Education Commission titled "Preparing for the Twenty-First Century: A Report on Higher Education in California." (GLR)

The Connecticut Business and Office Education (BOE) curriculum was revised in light of critical issues in BOE. The issues were studied prior to revision, and the following recommendations were made: (1) requiring a minimum of one semester of electronic keyboarding and word processing; (2) placing equal emphasis on management, logical thinking skills and communication skills; (3) continuing to emphasize specific occupational skills while integrating decision making and other skills; and (4) serving all students--those going directly to work as well as those going on to higher education. Using these recommendations, a philosophy for business education was developed and articulated, and objectives for general education and vocational education were set. A curriculum was developed for business communications, business law, business mathematics, bookkeeping, economics, general business, information and word processing, notetaking, and office systems and procedures. (Each curriculum synopsis provided in this report includes title, suggested grade level, introduction, competencies, modules of content for basic and advanced levels, media and software suggestions, and textbook recommendations.) (KC)

Records for students receiving an undergraduate degree at the University of Alabama were examined, to compare education majors and other majors for grades in similar courses in seven specified curriculum areas: freshman composition, mathematics, humanities, social science, natural science, writing, and computer language or foreign language. The 482 education majors obtained an average grade of 2.66 for the 100 and 200 level core courses, which was the same average grade as that obtained by 4,116 other majors. Education majors had slightly higher grades than other majors in mathematics and social science and slightly lower grades in freshman composition, humanities, natural science, and computer language or foreign language. Education majors had slightly higher mean grades in all core curriculum courses compared to majors in commerce and business administration, communication, and human environmental sciences. Education majors had a slightly lower mean grade in all core curriculum courses compared to majors in arts and sciences, engineering, new college, nursing, and social work. (JDD)

This monograph argues that the case method of instruction, used effectively in legal and medical education, offers unique potential for revitalizing the field of teacher education. A description of the use of the case method in two different teaching sessions demonstrates how the method can exemplify the way a teacher frames and solves a dilemma and encourage students to diagnose, justify, and reflect on alternative action plans. In arguing the potential of the case method, several key questions are addressed: (1) What is meant by the "case method," and what purposes has the case method served in other professional fields? (2) How do the capabilities of the case method match up with the necessary components of the teacher education curriculum? and (3) If the case for cases in teacher education is compelling--as this monograph argues that it is--what will it take to move ahead and build the case method into existing teacher education curriculum and instruction? For institutions recognizing education as a professional field, the case method of instruction offers one effective pedagogical method by which to operationalize this belief. (JD)

Project CELSIM (Career Education and Learning Strategies Implementation Model) had as its primary goal the provision of supplemental bilingual special education with a particular emphasis on the acquisition of learning strategies. The learning strategies approach was designed to improve cognitive functions, infuse career awareness, and help students understand the cultural dimensions of the workplace, as well as to identify specific areas of career interest. The program included computer literacy and extracurricular activities such as trips and guest speakers. The project served 137 Spanish-speaking special education students of limited English proficiency. Project CELSIM met its objectives for staff development, counseling, career education, and Native Language Arts, but failed to meet its objectives for content area subjects, attendance, or curriculum development. The English-as-a-Second-Language objective could not be assessed. This evaluation report describes the evaluation methodology, the project's implementation and attainment of objectives, outcomes, and conclusions and recommendation. (JDD)