Education & Pedagogy

An interdisciplinary approach to teaching physical education can contribute in many ways to the mission of the school. It can draw interest in physical education from administrators, parents, and community members, and can help legitimize the position of the physical educator on the faculty by showing colleagues in the classroom that physical education involves more than just games. In some states, such as North Carolina, an interdisciplinary approach to physical education can help schools earn various levels of distinction based on overall school performance. In this article, the authors provide tips for adopting an interdisciplinary approach to physical education and making it the most beneficial. Tips discussed include: communicating with colleagues; collecting information on core subjects and plan lessons; and providing activity-based lessons that reinforce core subject matter. (Contains 5 figures.)

The Bauhaus Vorkurs (Foundation Course) is discussed as a versatile, enduring prototype for combining art, design, and architectural studio education in the American K-12 curriculum. The history of the Vorkurs is reviewed, from its pedagogical roots in Froebelian ideas, to its establishment and modifications between 1919 and 1933, to the continuing visions of present-day theorists. When Gropius and Moholy-Nagy came to America, they introduced their ideas about Vorkurs-style education and spatial studies for American K-12 education in two little known articles, both published in 1937. This article argues that a re-examination of Vorkurs art and design education theory for K-12 students in the context of subsequent theory, can bring to light a wealth of information about the teaching of creative space and form mastery. (Contains 12 footnotes.)

This case study focuses on one student as she engaged in a general education art course that integrated visual art, writing, and expressive movement. In the beginning of the semester, this elementary education major had little interest or experience in the arts. Over the semester, however, she moved from being resistant and fearful of art to being willing to take emotional and artistic risks and to generate her own artistic ideas. Using the student's reflective writing and artwork, I construct a narrative portrait of the development of her creative thinking as she engaged in photomontage and masked performance assignments. Interactionist creativity theories informed instruction and data analysis; themes of evolution, construction, connection, interaction, and reflection are explored in relationship to this student's work. (Contains 4 figures.)

This paper estimates the returns to education for adult male workers in regular and casual wage employment using Indian national survey data at three points in time spanning almost two decades. Both standard and augmented Mincerian wage equations are estimated using a set of human capital measures and other controls after addressing the issue of potential selection bias. This paper finds that the returns to education are significantly different for the two types of workers--while casual workers face at best flat returns to education, the returns to education for regular workers are positive and U-shaped with respect to education levels. There is also some evidence of a widening wage gap between regular workers with graduate and primary education that could possibly be a consequence of trade liberalization and other reforms pursued during the 1990s. (Contains 15 notes and 4 tables.)

Widening access to higher education (HE) has been an important policy objective in Scotland over the last twenty years. While there is evidence that high levels of participation have been achieved, and some evidence of reduction in inequalities in participation rates among young people entering higher education, there is also evidence of persisting inequalities, and of patterns of differentiation and stratification. As a result there is evidence that, with the development of mass higher education in Scotland, a stratified system of higher education has emerged. Furthermore there is evidence that these patterns of stratification are being maintained over time, despite the policies which are designed to widen access. This paper will review the evidence regarding the nature and extent of these patterns of stratification, and briefly consider the policies which are designed to tackle this issue.

In this article, the implications of international students undertaking teacher education in Australian universities are discussed as an example of global teacher education and its consequences for teacher educators and students. Increasing numbers of international students come to Australia to qualify as teachers and this has consequences for the practices of teacher educators and also for the behaviors of the international teacher education students. We contend that the practice of undertaking teacher education in another country produces future teachers who are cosmopolitans who value diversity and embrace change and uncertainty, rather than producing fundamentalists who adhere rigidly to tradition and ritual truths. Drucker's (1993) concept of living simultaneously in global and local worlds forms a central element in the theoretical framework. Studying teacher education in global settings is seen as having positive outcomes and practical consequences at a number of levels.

This study investigates how the European dimension emerges in the various European member states' civics education curricula. Does an image of the European citizen appear alongside that of the national citizen or are the two still highly interwoven? Is the curricular goal primarily knowledge-based, that is, to know about Europe, or normative-based, that is, to be a European? To explore these questions empirically, Austria, Denmark, and Germany were chosen as initial case studies because their education systems, in particular upper secondary schools, are highly comparable and draw generally on the same principles of an elite education. Their civics education curricula for upper secondary schools will be examined using framing theory. This study hypothesizes that an analysis of civics education curricula may reveal important differences in how countries balance European identity and national identity through education. (Contains 2 figures and 4 notes.)

In 1989, the National Art Education Association published Museum Education: History, Theory and Practice edited by Nancy Berry and Susan Mayer. In their introduction, the editors stated that the volume focused on theory and philosophy rather than case studies and specific programs, a focus much needed at the time. They wrote that the basic skills espoused by the National Art Education Association--the ability to develop, express and evaluate ideas; the ability to produce, read, and interpret visual images; and the capacity to recognize the artistic achievements of other civilizations--were all skills addressed in museum programming (Berry & Mayer, 1989). Museums continue to be valuable resources for art education (Floyd, 2002; Jeffers, 2003; Stone, 2001). This article addresses the extent to which preservice art education programs prepare future art teachers to use the museum as an educational resource. (Contains 5 notes.)

The rapid advancement of artificial intelligence (AI) demands an equally transformative response from education, positioning it as a critical player in shaping the future of technology. This paper explores the essential role of education in AI development, focusing on STEM initiatives that foster both technical expertise and ethical awareness. By examining the historical trajectory of educational technology, the benefits of AI integration in STEM education, and the importance of interdisciplinary collaboration, this paper highlights how educators can guide the evolution of AI to align with societal values. Special attention is given to Artificial General Intelligence (AGI) as a fledgling intelligence, emphasizing the need for educators to serve as mentors in its responsible growth. Through proactive involvement, education can prepare students for an AI-driven future, foster innovation, and safeguard the ethical impact of AI on society.

This article critically examines the ongoing public debate about the relevance of the formal education system in South Africa. Critics argue that formal education is outdated, ineffective in addressing unemployment, and disconnected from market needs. Using Human Capital Theory as a framework, this paper challenges these claims and argues that the education system is not inherently flawed but requires targeted reforms to better serve societal and economic demands. Through a comprehensive analysis of existing literature, this study highlights the role of education in skill development, economic growth, and social mobility. It also addresses criticisms by advocating for the integration of vocational training, digital transformation, and curriculum adjustments to align with the Fourth and Fifth Industrial Revolutions. The paper concludes with recommendations for policy adjustments to enhance education's responsiveness to evolving market and societal needs.

This study explores the implications of open and distance learning environments for promoting educational practices suitable for inmates. The research questions focus on the regulatory, technological and humanistic perspectives of digital technology in prison, addressing the relationship between adult education policies and practices, the experience of distance learning in the prison context, and the implications of these policies in the field. Data collected from documentary analysis and four interviews with trainers and administrative staff highlight the need for comprehensive and inclusive policies and strategies to enhance digital inclusion and lifelong learning opportunities for these populations. Recommendations include expanding the conditions for research, fulfilling adult education rights in prison, increasing digital literacy and competencies, ensuring safe internet use, and fostering a supportive, open and distance learning environment within the prison system.

This study assessed the factors that led students who did not participate in secondary agricultural education programs to the agricultural education teaching major. Findings indicated that these participants were motivated to pursue an agricultural education degree because of their passion for agriculture and youth, and affinity for people and the job. Parents and friends were their biggest influences in pursuing a degree in agricultural education. Their greatest perceived strengths were content knowledge in agriculture, leadership skills, and ability to persevere; their greatest perceived limitation was lack of experience in a secondary agricultural education program. Unfortunately, none of the students secured employment as agriculture teachers. Because these findings are more subjective and personal (P) in nature, future research should investigate more objective measures of the demands from teachers in the workforce (i.e., environment-E).

This study aimed to examine the digital entrepreneurship intention of open education tourism students within the scope of personal innovativeness, digital literacy skills and entrepreneurship education they received at university. The study also aimed to reveal the relationships between entrepreneurship education, digital literacy skills, personal innovativeness and digital entrepreneurship intention. The research sample in this study consisted of active undergraduate and associate degree students enrolled in Anadolu University Open Education System tourism programs. A total of 382 valid questionnaires were obtained from the students. The model's reliability and validity were evaluated through confirmatory factor analysis (CFA). To test the hypotheses, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. The results show that digital literacy, entrepreneurship education and personal innovativeness are important factors in increasing the entrepreneurial intention of tourism students.

The extent to which differences were present in the Texas state-mandated Reading assessment for Emergent Bilingual students by their special education status (i.e., Not Special Education, Special Education) for five school years was addressed. Data were collected from the Texas Education Agency Public Education Information Management System for all Grade 8 students for the two years prior to the pandemic (2017-2018 and 2018-2019) and the three years following the pandemic (2020-2021, 2021-2022, and 2022-2023). Lower percentages of Emergent Bilingual students in special education met grade level standards compared to Emergent Bilingual students not in special education. Notably, higher percentages of these students met grade level standards in the post-pandemic years, except for the 2020-2021 school year.

With increasing eff orts to expand correctional education college programs, previous research has primarily explored the experiences of instructors teaching in face-to-face settings. However, little is known about the experiences of faculty teaching in online correctional education programs within the United States. This qualitative, transcendental phenomenological study addresses this gap by examining the experiences of five online English composition correctional education instructors. Data collection methods included semi-structured interviews, document analysis, and a focus group. Findings revealed that instructors adapted their teaching practices to accommodate the online format, faced challenges in building relationships with students, and desired more professional development. These insights can inform correctional education program directors and writing program administrators in improving faculty support and instructional strategies.