Education & Pedagogy

For the last decade Michelle Kamhi has been prominent in her critique of contemporary art education. In her philosophy she positions herself as an essentialist who believes there are essential masterworks that define fine art, and the curriculum in art should teach fine art only. Her definition of fine art focuses on representation in painting and sculpture. She does not consider abstract imagery or photography as fine art. She opposes social justice art education mainly on the grounds that it is essentially Marxist. This article attempts to respond to some of the issues raised by Kamhi and illustrate that art education today, far from destroying the republic, is attempting to strengthen it.

Providing post-secondary education in correctional settings has emerged as one of the best ways to reduce recidivism, save taxpayer dollars, and promote post release employment and community reintegration. While a number of studies exist, this paper argues persistent challenges connected to research design, data collection, and the communication of deliverables limit the expansion of correctional education generally, and post secondary education more specifically. Future research must address each of these challenges and specifically focus on how the benefits of post secondary education in correctional settings can be communicated to focus on cost savings, crime prevention and community safety. (Contains 6 figures.)

Distance education and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice however, the combination often falls short of what it attempts to accomplish some of the short comings are due to problems with the technology; others have more to do with administration, instructional methods, or students. This article provides decision maker with some trends that affect distance education and thus enable them to plan accordingly. The issues and problems are organized into categories as they pertain to students and enrollment, faculty members, academics, technology, the economy, and distance education. All such issues and problems were identified during an extensive review of current literature in the field.

The Lebanese government education system is based on the French, but private education historically has a high profile at both the school and tertiary levels where an American influence is profound. The mid-secondary "Brevet" examination continues to function as a filtering and channelling mechanism (in the latter instance, into the parallel technical-vocational education sector). Despite its intended functions with respect to aligning upper secondary with tertiary education, the status of the Lebanese "Baccalaureat" has been eroded both by internal factors (including widespread examination malpractice) and by external influences (particularly foreign tests, including the SAT). (Contains 6 notes.)

President Obama recently described America's current economic, societal, educational, and technological circumstances as "our generation's 'Sputnik' moment." If history repeats itself in the twenty-first century, music educators may face a situation similar to that which developed in the 1960s concerning the impact of education reform on music education. The purpose of this article is to identify possible trends in music curriculum, advocacy, and philosophy that may have developed in response to U.S. education reform, and to identify ways in which these trends may help music educators prepare for future innovations. (Contains 1 figure.)

Digital turns in architecture are transforming undergraduate pedagogy on design thinking, tools, and methods. However, few Chinese architecture schools have adapted, prompting questions about how to systematically incorporate digital approaches into design education to address future challenges. This work, based on Education 4.0's technology-driven framework, proposes a pedagogical approach to embed digital epistemologies and methodologies into undergraduate courses. Using experimental projects by Year 2-4 architectural students at Soochow University, this work discusses four teaching-learning modules that combine Education 4.0 and the digital turns. The results aim to inspire innovative higher education design programs.

Individuals with intellectual disability (ID) are underrepresented in higher education. Of those who access higher education, the majority enroll at community colleges. This study sought to understand how students with ID forged pathways to higher education via community colleges. Five individuals with ID, who each attended a different community college in the United States, and their parents/guardians, were interviewed. Cross-case analysis revealed four themes positively impacting the college-going pathway for students with ID: value-driven grit, pathway knowledge, community support, and accessibility. Families also appear to be the primary systems supporting these pathways to community colleges for individuals with ID.

Conservative education policy in the United States increasingly emphasizes school choice, decentralization, and parental authority. This chapter examines whether these priorities resonate equally across geographic contexts, focusing specifically on rural Republicans. Using data from the 2015-2022 Education Next surveys, we find that while partisanship strongly structures education attitudes, rural Republicans diverge from their non-rural counterparts on policies such as charter schools, vouchers, standardized testing, and national standards. These findings suggest that education politics may be conditionally nationalized, with rural institutional realities shaping how successful conservative education policy agendas can be.

In this paper, the author aims to bring individuals together and engage in a meaningful, critical examination of selected topics that concern teacher educators and practitioners. The author focuses on the imperative of civic engagement--fostering democratic minds among a citizenry motivated and capable in civic engagement--which is evermore important. At the heart of a democratic society is the need for civic engagement to realize democracy. The realization of democracy is achieved when the function of education in a democratic society and the function of democracy in education are fully embraced and understood by a public and its educational system. Therein lies the import of the imperative for civic engagement in teacher education.

It is 30 years since NAEYC published "Anti-Bias Curriculum Tools for Empowering Young Children" (Derman-Sparks & ABC Task Force, 1989). Since then, anti-bias education concepts have become part of the early childhood education (ECE) narrative in the United States and many other countries. It has brought a fresh way of thinking about diversity and equity among young children. In 2010, an updated edition--"Anti-Bias Education for Young Children and Ourselves"--incorporated the insights and experiences of anti-bias educators throughout the country. In this article, the author reflects on where ECE is at this point in the development of anti-bias education for young children.

This paper examines curriculum debates, particularly those that influence an understanding of the nature and purpose of curriculum, in providing teacher education and in influencing teaching practice. The work of Martin Heidegger provides a framework for questioning the early childhood teacher education curriculum. Central to this analysis are tensions between coherence and diversity; and training and education. For instance, a tension exists between perceiving the practice of educating early childhood teachers as a practice of downloading the "right" knowledge about children, childhood, and pedagogy; alternatively, early childhood teacher education is perceived as a practice of providing a space in which a teacher may develop a "teaching self".

Each year, "Diverse: Issues In Higher Education" publishes lists of the Top 100 producers of associate, bachelor's and graduate degrees awarded to minority students based on research conducted by Dr. Victor M. H. Borden, professor of educational leadership and policy studies at Indiana University Bloomington. This article presents lists of the top 100 business, education, engineering and social sciences degrees conferred on Hispanic students. Data for the analysis are included within the Completions survey of the U.S. Department of Education's National Center for Education Statistics' Integrated Postsecondary Education Data Set. This analysis is based on degrees conferred during the 2009-10 academic year.

Arts-based adult education has been embraced by a growing number of adult educators. These educators have explored its potential in the workplace, in the community and in academia. This article contributes to this work by exploring the Spoken Word, an art form located within the genre of poetry, and its potential as a tool of arts-based adult education. Through engagement, imaginative learning, authenticity and embodying democratic ideals and practices, I explore how the Spoken Word's educational goals are consistent with core goals of adult education such as meaning-making, transformation and critical reflection which I believe makes it an important yet overlooked practice of adult learning.

A new study, sponsored by the Association to Advance Collegiate Schools of Business, presented a comprehensive new perspective on the globalization of management education, (AACSB International, 2011). Its findings are sobering: with regard to emerging global trends in higher education and cross-border business, the report reveals a sizable gap between what the world needs and what management educators generally do. Key areas for attention include the expansion of mechanisms for quality improvement and assurance globally, strengthening the use of international partnerships, more intentional internationalization within the curriculum, and connecting various global activities to one another through a comprehensive globalization strategy. (Contains 5 footnotes and 3 tables.)

Medical education underwent standardization at the turn of the 20th century and remained fairly consistent until recently. Incorporation of a patient-centered or case-based curriculum is believed to reinforce basic science concepts. One negative aspect is a reduction in hours spent with cadaveric dissection in the gross anatomy laboratory. For those entering a surgical career, limited anatomical exposure leaves knowledge deficits that must be corrected during further education during residency training. The benefit of providing formal anatomy education to residents and surgical fellows is described in the literature, specifically noting improvement in written test scores and surgical application.