Education & Pedagogy

This mixed method study investigated "How well are secondary social studies teachers prepared to teach global education? Pre-service teacher and faculty's perspectives of the implementation of global education in teacher education programs in Taiwan." Survey questionnaire and document analysis were employed in this study. A total of 275 survey questionnaires were collected from pre-service teacher participants and 11 survey questionnaires were collected from the faculty participants. Survey data were analyzed using SPSS software. Qualitative findings were organized around emerging themes throughout the study. The pre-service teacher participants reported that the effectiveness of teacher education programs in preparing them to teach global education is closer to but less than "Average." The faculty participants reported the effectiveness of the teacher education programs they taught in to be "Average" and better. However, around half of the pre-service teachers had no experience taking courses related to global education such as those that: 1) discuss global issues, conditions, or development, 2) introduce different countries, cultures or people, 3) teach global connections, the impact of globalization on local communities, or the interconnectedness between the local and the globe, and 4) deal with the power conflict or discrimination of different countries, people, and cultures. Pre-service teacher participants identified "Adding related courses" to be the most needed factor in the training of social studies teachers to teach global education in teacher education programs in Taiwan. This result was very similar to the finding reported by the faculty participants. Furthermore, seven themes emerged from the list of 115 factors reported by the pre-service teacher participants regarding the open-ended survey questions that asked them regarding the factors that support the implementation of global education in the existing teacher education programs. These seven categories included: 1) the impact of globalization, 2) curriculum, 3) teachers' expertise and preparation, 4) the improvement of technology, 5) government policies, 6) international/global perspectives, and 7) course contents and teaching materials. From the faculty participant responses regarding the same question, two major themes emerged: MOE policies and curriculum. Around 61% of pre-service teacher participants reported that the overall existing courses offered by teacher education programs constrained the implementation of global education. Also, eight themes emerged from a total of 246 constraining factors from the pre-service teacher participant responses regarding this inquiry, and are listed as follows: 1) curriculum, 2) teachers' expertise and preparation, 3) government policies, 4) time constraints, 5) examination/test system, 6) teaching materials, 7) language training/constraints, and 8) insufficient resources. The results regarding the formal preparation in content areas related to global education in teacher education programs in Taiwan were reported. Furthermore, the differences between the findings of the study and the literature regarding preparing teachers to teach global education were identified. The above findings have several implications for teacher education preparation and research, as well as political/policies implications. [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.]

In this collected edition, globalization and its consequences on vocational education systems are described and, at the same time, combined with the question of whether new phenomena of inclusion but also of exclusion are produced. Inclusion and exclusion are differentiations that predominate in all kinds of (vocational education) systems, regardless of their national background. These terms base on the requirements of the system itself but also on shortages, particularly when supply and demand are dehiscing. Vocational education developed out of the requirement to integrate large parts of society into a broader or more extended education and, consequently, into an economic and social process. Besides the so-called "social question", gender-, status- and generation-specific characteristics and also the participation in higher education are under discussion. Depending on each country--this volume features contributions of Australia, Canada, China, Germany, Denmark, France, Finland, Japan, Norway, Sweden, Switzerland, and the USA--this debate generates a different development which is described by the authors in their different research areas. Collectively, a multifaceted overall picture arises which illustrates the importance of inclusion and exclusion. Contents include: (1) Inclusion and Exclusion--A Challenge in the Context of Globalisation (Stefanie Stolz and Philipp Gonon); (2) Education Policy in a Globalized World (Gita Steiner-Khamsi); (3) Vocational Education and Training, Culture and Self: Dominant Interests, Diverse Traditions and Vocational Education in Globalised Times (Stephen Billett); (4) Three Challenges for the VET Systems: The End or the Rebirth of Vocational Education? (Philippe Mehaut); (5) Gender Mainstreaming: Inclusion or Exclusion (Anja Heikkinen, Johanna Lammela, Leena Lietzen, Johanna Latti and Emma Virtanen); (6) Gender Mainstreaming: Implications for Inclusion and Exclusion in Employability and Vocational Education and Training (Patricia A. Carter); (7) The Transformation of Office Work from a Male to a Female Occupation (Ida Juul); (8) The Impacts of European Social Inclusion Policy on National Educational Systems (Beatrix Niemeyer); (9) Towards Inclusion? Vocational Special Needs Education from a Historical Perspective (Maija Hirvonen); (10) Diplomas and Inclusion (Julian Stanley); (11) The Present and Future Role of Vocational Education and Training in Japan Under the Aspect of Inclusion and Exclusion in a Globalised World (Mikiko Eswein); (12) Apprenticeship, Youth and Labour Market Outcomes--A Diachronic Investigation into the Norwegian Case (Svein Michelsen and Hakon Host); (13) Merging Academic and Vocational Learning: Inclusion and Exclusion in Selected School-to-Work Programs in Canada and the United States (Antje Barabasch and Bonnie Watt-Malcolm); (14) Transition from Vocational Education and Training to Higher Education in Germany and Switzerland--A Perspective of Social Inclusion and Exclusion (Bettina Siecke); (15) Vocational Training as the Roundabout Route from "Abitur" to University (Matthias Pilz); (16) Towards Inclusive Higher Education?--Outlining a Student-Centred Counselling Framework for Strengthening Student Engagement (Vesa Korhonen); and (17) Reflections on the Art of Exclusion (Antoni Lindgren).

This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition" (Paula Allman, John Wallis) offers a specific challenge to postmodernism in relation to adult learning. "Are We Not More Than Half the Nation?" (Julia Swindells) argues that focus on the relationship between independent working men's movements and adult education has tended either to exclude or distort recognition of the importance of women's education. "Cultural Struggle or Identity Politics" (Tom Steele) argues that the seed of a cultural struggle in Britain after World War II found fertile ground among adult educators. "Radical Adult Education" (Hilda Kean) explores the tradition of working-class reading to examine the way in which socialists and feminists saw education as a mechanism for the development of the self. "Piecing together the Fragments" (Martin Yarnit) focuses on the education of adults as a vital part of the whole national apparatus of education and training. "Competence, Curriculum, and Democracy" (David Alexander, Ian Martin) reflects the authors' experience of the current process of professionalism within the field of adult and community education in Scotland. "Really Useful Knowledge" (Katherine Hughes) describes the history of the Ruskin Learning Project. "All Equal Now?" (Rebecca O'Rourke) reflects on some concerns about the changing context for radical adult education. "Feminism and Women's Education" (Jane Thompson) looks at the contribution of feminism to recognition of "really useful knowledge.""Making Experience Count" (Wilma Fraser) focuses on programs that emphasize reflection on experience. "The Dying of the Light?" (John McIlroy) offers a radical look at trade union education. "Learning in Working Life" (Keith Forrester) outlines difficulties in provision of educational programs by trade unions. "Popular Education and the State" (Keith Jackson) explores the contribution adult education might make "in the community.""Beyond Subversion" (Mae Shaw, Jim Crowther) argues that broad dissatisfaction with the current orthodoxy provides an opportunity for a radical agenda to be reasserted. "Training the Community" (John Grayson) focuses on the field of tenant training. "Seizing the Quality Initiative" (Cilla Ross) identifies ways in which radical adult education practice can be redefined and remade. "Amman Valley Enterprise" (Sonia Reynolds) describes adult education and community revival in the Welsh valleys. "Formal Systems" (Chris Duke) focuses on those who adhere to a radical vision while working within the formal organization. "Adult Learning in the Context of Global, Neo-Liberal Economic Policies" (John Payne) looks at experiences in the London Borough of Wandsworth and in Nicaragua. "Popular Education in Northern Ireland" (Tom Lovett) describes the Ulster People's College. (Each article contains references.) (YLB)

This report describes a meeting of 31 experts who deliberated on the various aspects of new technologies of training (NTT) and their applications in education and training with reference to Asia-Pacific contexts. Chapter 1 describes the rationale, objectives, inaugural session, meeting agenda, and closing session. Chapter 2 summarizes the country presentations. Chapter 3 highlights global trends. Chapter 4 focuses on industries' perspective on NTT. Chapter 5 presents the two working groups' project proposals for a recommendation on how technical and vocational education and training in Asia-Pacific countries could be strengthened with the support of NTT. Guidelines for the introduction and implementation of NTT are also provided. Appendixes include the following: schedule;"Welcome Remarks" (C. K. Basu); "Opening Remarks" (M. A. Qureshi); "Message" (Richard Szal); "Inaugural Address" (William G. Padolina); "Closing Remarks" (M. A. Qureshi); "Closing Remarks" (Franco Campagna); and "Valedictory Address" (Erlinda Pefianco). The following presentations are also appended: "VOCTECH's [Regional Centre for Vocational and Technical Education] Policy on Vocational and Technical Education Development in SEAMEO [Southeast Asian Ministers of Education Organisation] Member Countries" (Bernardo F. Adiviso); "The Directions of New Technology of Training in the UP (University of the Philippines) Open University" (Celia T. Adriano); "The Thai Educational System and the Ministry of Education (MOE)" (Sa-nguan Boonpiyathud); "NTT for Technical and Vocational Education: Trends and Needs" (Priscilla Cabanatan); "Expert Meeting on New Technologies in Technical and Vocational Education" (Franco Campagnal); "The Selection and Use of New Technologies for Technical and Vocational Training in Developing Countries" (L. F. Pau); "Issues in Assessing the Comparative Advantages of NTT in Terms of Cost-Effective Training and Vocational Education" (Betty Collis); "Telecommunication Supporting Distance Learning" (Anna Stahmer); "Trends in Training Technologies" (Albert Herremans); "NTT: Definitions and Current Experiences" (Paolo Cellini); "Training Technology and Telematics Round Tables (T3-RT)" and "CD-I [Compact Disk-Interactive] as Educational Tool for Developing Countries" (Willem Bulthuis); "NTT in Temasek Polytechnic" (Lim Kin Chew); "Advanced Systems in Education for Vocational and Technical Training,""World Leader in Educational Technology," and "Advanced Technological Systems in Education for a Market-Oriented Vocational and Technical Training" (Alessandro Gava); "Education Reform in Papua New Guinea" (Stewart Hall); "NTT for Technical and Vocational Education in Japan" (Akemi Kawafuchi); "Use of New Technologies for Technical and Vocational Education in Korea" (Byong-Sun Kwak); "Education: Catching Up on Technology" (Jose D. Lacson); "Trends in Computer Assisted Learning" (M. Radhakrishna); "New Training Technology for Technical Vocational Education" (Brian Stanford); "Status of Technical Vocational Education and Use of NTT in Pakistan" (S. Irshad Hussain Tirmazi); "Excellence in Technology Training through Partnership" (Chris Wong); and"Vocational Education and Training for the 21st Century: 'Strengthening the Knowledge and Information Base of VOCTECH'" and "Needs of International Cooperation for Developing T/LRs [Teaching/Learning Resources] Using Computer" (Jiro Yoshio). A "Directory of Experts" and "Profile of Sponsors" concludes the Appendices. (YLB)

This handbook provides P-16 council leaders with a toolkit of background information and proposed procedures for structuring and guiding implementation of Business-Higher Education Forum's (BHEF) proposed action plan. Specifically, it details a four-part nationwide action plan to improve overall pre-kindergarten through high school (P-12) mathematics and science achievement in America through sweeping and coordinated changes in entire education systems. The BHEF plan recognizes that a P-12 education system cannot improve itself by itself. New directions and improved performance in P-12 education is dependent upon corresponding new directions and improved performance in higher education. Higher education and the business community must join the P-12 community as equal partners in implementing a systems approach to improving P-12 education. The BHEF calls upon business and higher education leaders--and, through them, policymakers--to commit to new and collaborative roles to improve the teaching and learning of P-12 mathematics and science. The BHEF also urges business and higher education leaders to champion the promising initiatives already begun by P-12 educators and to work with them to develop and implement new strategies, policies, and programs that will raise the mathematics and science achievement of all of America's students. The four actions of the BHEF plan are: (1) Establish a P-16 education council in each state.; (2) Simultaneously address and align the five P-12 system components; (3) Engage business and higher education in more effective P-12 reform roles; and (4) Implement coordinated national and state-specific public information programs. This handbook, designed for business, higher education, and policy leaders, provides a research foundation for the actions proposed, offers experience-based guidelines for the structure and agenda of a P-16 council, examines the current state of efforts to improve the components of state education systems, suggests goals and procedures for coordinated and lasting improvement of state systems of mathematics and science education, and highlights effective projects and resources. Eight chapters comprise this handbook. Chapter 1 (Leading System Change: Structure and Goals of a P-16 Council) presents the case for the establishment of a P-16 system approach to improving P-12 mathematics and science education. Chapter 2 (P-12 Student Content Standards in Mathematics and Science) traces the emergence of standards--statements of what all students should know and be able to do--as the foundation of P-12 education in America. Chapter 3 (P-12 Curricula in Mathematics and Science) establishes the need for high-quality P-12 core curricula in mathematics and science for all students. Chapter 4 (P-12 Student Assessment in Mathematics and Science) deals with a component of state systems of education currently undergoing considerable change, a direct result of the federal government's No Child Left Behind Act of 2001 (NCLB). Chapter 5 (P-12 Teacher Quality) documents the central role of well-educated, highly committed, and well-supported teachers in the success of students. Chapter 6 (System Accountability) refocuses attention on the BHEF objective to improve the system of education. The chapter's title speaks to the need to hold the entire P-16 system accountable for P-12 students' performance in mathematics and science. Chapter 7 (Roles for Business and Higher Education) outlines new directions and opportunities for the engagement of business and higher education communities in long-term, high-impact, system-wide efforts to improve the mathematics and science achievement of all students. Finally, Chapter 8 (Coordinated National and State Public Information Programs) discusses the need for a sustained, five-year public information programs to gain sweeping public commitment to strengthen the mathematics and science education of all students. A glossary is provided. (Contains 4 figures and 200 endnotes.) [Financial support for the Forum Mathematics and Science Education Initiative was provided by the Dow Chemical Company, Bristol-Myers Squibb Foundation Inc., Ewing Marion Kauffman Foundation, and Pharmacia Corporation.]

In this article, I utilize a critical media literacy framework to analyze the acclaimed HBO television series, "The Leftovers." This analysis can guide teacher educators and future teachers enrolled in teacher preparation university courses to incorporate pop culture texts in their classrooms, while at the same time exploring critical civics and democratic education theories, themes, and practices.

The Christian community worldwide lives in high ambiguity regarding the questionable appropriateness of Christian children and children of Christians attending secular educational institutions. To help clarify the issue, current practices and presuppositions of American public education are compared with the biblical educational standard embedded in Psalm 78. The outcome of this analysis leaves little doubt about the biblical inappropriateness of secular education for these children. (Contains 1 table.)

Research on Russian students shows that obtaining a higher level of education and adding to one's knowledge, skills, abilities, and motivations increases levels of social and professional status. Investment in human capital in Russia, especially in education, also brings benefits that are not directly related to income, such as a rise in social self-assessment. (Contains 3 tables and 2 notes.)

Gifted education consistently comes under scrutiny and criticism regarding the persistent and pervasive underrepresentation of Black and Hispanic students in gifted education. Their underrepresentation is one of the most significant problems facing schools, along with the achievement gap and special education overrepresentation. It cannot be denied that racially segregated gifted education classes contribute to the national achievement gap. In this article, the author discusses solutions and recommendations for addressing this issue.

The purpose of this study was to explain the process and implementation of an outcomes-based general education program at a public, doctoral/research-extensive institution from the perspective of faculty. The theory that emerged explains how different causal, intervening, and contextual conditions interact with and affect the phenomenon of general education reform. (Contains 1 table, 1 figure and 1 note.)

Distance education strategies for remotely deployed, highly mobile, or institutionalized populations are reviewed and critiqued. Specifically, asynchronous, offline responses for special military units, Native Americans on remote reservations, prison populations and other geographically, temporally or technologically isolated niche populations are explored.

In this article, the author discusses British Columbia's integrated curriculum programs (ICPs). In this province of sea and mountains, outdoor adventures figure prominently in its ICPs--with a healthy dose of environmental and sustainability education mixed in. The author presents five examples from British Columbia's ICPs: (1) Earthquest Outdoor School; (2) Saturna Ecological Education Centre; (3) The TREK Program; (4) Coast Mountain Academy; and (5) The Valhalla Wilderness Program.

A number of significant campaigning organisations and education trades unions--the Anti-Academies Alliance, CASE, Comprehensive Future, Forum, ISCG and the Socialist Educational Association, along with ASCL, ATL, NASUWT and NUT--staged a conference in London on 19 November 2011, with the title 'Caught in the (Education) Act: tackling Michael Gove's education revolution'. This is an edited version of the Report of that conference.

There is little discussion as to the involvement of military students in higher education and their benefit to the classroom in the form of civic development and learning outcomes. The study suggests that all students benefit from these engagements but special considerations should be undertaken by creating positive learning environments. (Contains 7 notes.)

Seton Hall University's new core curriculum includes a pair of Signature Courses and a third-year Signature Course developed within departments, two composition classes, a university life course, and five proficiencies. This article describes the process leading to the development of this new curriculum and provides advice on general education reform.