Education & Pedagogy

In this paper, the author delves into the transformative nature of ethnographic research methodologies, going beyond their theoretical and epistemological dimensions. Beginning with an exploration of the marginal or insignificant status of physical education teacher education scholars, historical examples are presented to highlight scholars who have defied traditional scholarly boundaries. A generic overview of ethnography is provided, followed by a more nuanced analysis of how ethnographic methodology can, if done with appropriate reciprocity and reflexivity, innately reshape scholars' habitus through participant observation. Contemporary scholars are highlighted as exemplars whose transformed habitus has propelled their scholarship beyond academic norms. The author argues that while scholarly endeavors traditionally generate new knowledge, the practice of ethnography can also catalyze personal transformation for scholars, ultimately infusing their work with increased significance and impact in the field of physical education teacher education.

We conducted a systematic literature review and meta-analysis to describe what is known about dual-certification, where teachers are certified in both special education and general education. From database, register, working paper, and citation searches, we identified 27 studies addressing four topics: (a) dual-certified teachers' beliefs about instruction, preparedness, and students; (b) student sorting; (c) effectiveness; and (d) workforce decisions. The results of the studies provided limited evidence that dual-certified teachers were more effective than other teachers. However, studies rarely addressed the preparation and roles of dual-certified teachers, both variables related to effectiveness. Finally, growing evidence suggested that dual-certified teachers had higher attrition than other teachers. The meta-analyses were limited by the small number of comparable quantitative studies addressing dual-certification.

This article seeks to raise awareness. Despite the centrality of creative expression in art education, giftedness often remains unrecognised or misunderstood in this domain. The absence of any consideration of seeing artists as gifted individuals leaves a serious gap in the pedagogy and curriculum design in higher arts education. This article wishes to address this consciousness gap, break it open, and add new layers to open possibilities for new ways of pedagogical interventions and curriculum adaptations. Another goal is to contribute to making higher arts education more inclusive by providing input for tailor-made education, and to help prevent artists from getting stuck. This article addresses the relationship between creativity and the creative process of artistic practice with giftedness, and argues whether knowledge about giftedness is ultimately necessary within interventions to help artists who struggle with 'Artist's Block'.

In this essay, the authors explore how professional associations and the scholarly meetings or conferences they organize, such as the Comparative and International Education Society (CIES), act as incubators of scholarly inquiry in Comparative and International Education (CIE), but also serve as venues for the further dissemination of the comparative approach in education to inform scholarship and practice. Via an exemplification of our history of collaboration, our commentary particularly emphasizes how conference sites, based on thematic calls, bring together academics in serendipitous ways, to forge new understandings of transformational concepts in their fields and disciplines, and contribute to new forms of educational practice that draw on such novel thematic examinations. [For the complete volume, "Annual Review of Comparative and International Education 2020. International Perspectives on Education and Society. Volume 40," see ED674891.]

The State of Public Education in New Orleans (SPENO) report has evolved since its initial publication by the Cowen Institute in 2007. Originally, SPENO documented the sweeping changes to New Orleans' public education system following Hurricane Katrina, particularly the shift to a charter school dominated landscape. It also emphasized comparisons between governance structures and academic performance before and after these reforms. Over time, Cowen Institute has expanded the report's scope by incorporating more publicly available data, mainly from the Louisiana Department of Education (LDOE) and New Orleans Public Schools (NOLA-PS), and shifting the focus to include insights into students' postsecondary outcomes. The report remains a snapshot of public education during the current academic year, utilizing aggregated public data to inform a broad audience -- including educators, families, students, policymakers, and the general public.

In an era of educator shortages, continued overrepresentation of racially minoritized students in special education, and limited racial diversity in the PK-12 educator workforce, it is imperative for university trainers in educator professional training programs to consider innovative partnerships that support disabled youth at the intersections of race, language, and other minoritized identities. The Family as Faculty framework offers this innovation by centering families of disabled youth as leaders in preparing future educational professionals. Research presented focuses on the outcomes and application of this framework as implemented within two university programs, one representing the preparation of special education teachers and the other school psychologists.

Black, Latinx and other minoritized students have long been overrepresented in the high-incidence disability classifications including Learning Disability, Emotional Disturbance, Intellectual Impairment, and Speech and Language Impairment. Inappropriate special education placement denies students access to the general education curriculum and limits their postschool opportunities and outcomes. Using DisCrit, this study foregrounds the voices of minoritized middle school students receiving special education services under high-incidence classifications. DisCrit allowed for an investigation of how student's intersecting marginalized identities impacted their experiences as special education students. Using grounded theory, four themes emerged: (1) student's lack of awareness of their special education status, (2) student perceptions of special education services, (3) challenging academic experiences in middle school, and (4) minimal opportunities to voice opinions.

This book discusses innovative approaches that employ transformative elements (targets, methods, materials, ideas, etc.) in early childhood education. It embraces integrated approaches and conceptualizations, such as the concept of "edu-care," which signifies the inseparability of care and education. Further, it examines the implementation of the STEM and STEAM approaches at the microlevel of a classroom and at the country level to get a grasp of the degree of implementation and stakeholders' understanding. It also presents a well-documented attempt at the creation of "transformative" learning experiences for young children through an online course on local history. The book ends with some concluding remarks on the application of post-modernist ideas in early childhood education. [This book was co-edited by Michail Kalogiannakis.]

California has begun moving toward a "cradle to career" approach that connects early childhood, K-12, and higher education more closely. But COVID-19 has disrupted learning, funding, and progress toward improving student outcomes and has exacerbated racial and economic equity gaps. This publication is part of a briefing kit that focuses on California's most pressing long-term policy challenges in five key areas: (1) criminal justice; (2) economy; (3) education; (4) safety net; and (5) water and a changing climate. [For the full "California's Future" report, see ED611527. For the 2020 report, "K-12 Education. California's Future," see ED603737. For the 2020 report, "Higher Education. California's Future," see ED603736. This series is funded by the PPIC Corporate Circle and the PPIC Donor Circle.]

In 2019, legislators on both sides of the aisle in nearly every state proposed legislation addressing the use of data to inform decision-making to support students on their path to success. Through proposed legislation, many of these policymakers took steps to improve the foundational data systems and processes that make data work for students and to embed data use within broader proposals to improve public education. This year, legislation highlighted education data as a critical tool for answering states' policy questions and meeting education goals--from early childhood to K-12, postsecondary, and the workforce. This report provides a profile of the year's education data bills and answers the questions: (1) How Did Legislation Govern Conditions for Education Data Use? and (2) How Did Legislation Require Specific Uses of Data to Meet Education Goals? [For the 2018 report, see ED622710.]

Each year, between 1.5 and 1.6 million youth run away from home or are forced out of their homes by their parents. While many of these youth return home quickly, others remain separated from their families and live in homeless situations. Every local educational agency (LEA) has a designated homeless liaison, with the responsibility to identify homeless students and ensure they can enroll in school and receive appropriate services and supports. This document from National Association of State Directors of Special Education (NASDSE) and the National Association for the Education of Homeless Children and Youth (NAEHCY) provides information on the rights of homeless youth who may need special education services or who are already receiving special education services.

President Obama's Deferred Action for Childhood Arrivals program has opened access and opportunities for undocumented students (Bono, 2015), but the recent rescinding of DACA by the Federal Administration has created questions and concerns along the education pipeline for undocumented students, their families, and the education professionals who serve them (Huerta & Ocampo, 2017). In response many municipalities, K-12 school districts, and college campuses have either declared themselves as "sanctuaries" -- adopting policies to refuse to collaborate and cooperate with federal immigration officials -- or have issued statements in support of DACAmented and undocumented students. This fact sheet provides information that is accessible to students, families, and education professionals to understand the legal rights of DACAmented and undocumented students.

In the 2016 General Session, House Bill 443, School Dropout Prevention and Recovery, enacted provisions regarding a school's responsibility to provide dropout prevention and recovery services. This report is provided to the Education Interim Committee to summarize dropout prevention and recovery services reported by local education agencies. Local education agencies are required to report to the State Board of Education annually on the methods used to engage with or attempt to recover designated students along with the number of designated students including the number enrolled in a program and the number reaching attainment goals, and funding allocated for these services. This report provides dropout prevention and recovery information reported by local education agencies for the 2017-2018 school year.

Vocational education and training (VET) in Germany is based on close cooperation between the State, companies and social partners. The Federal Ministry of Education and Research (BMBF) is responsible for general VET policy issues and has a coordinating role for all training occupations. The BMBF works closely with the Federal Institute for Vocational Education and Training (BIBB). BIBB conducts research, moderates the process of developing the training regulations and plays a crucial advisory role for VET policy. Continuing training is playing an increasingly important role in improving employability by upskilling and reskilling in line with the digital and ecological transition. It is characterised by a wide variety of training providers and a low degree of State regulation. State incentives are in place to increase participation in continuing vocational education and training (CVET).

In 100 years as a nation-state, Finland has become the world's benchmark for quality in school education. Despite the fact that Finland is consistently top ranked by international performance measures, the country continues to rapidly change their curriculum and educational policies. This book documents these main curricula changes, telling the story of the future of school education in Finland as it begins to develop in 2016, 2017, and 2018 onwards. Drawing from 14 original case studies, the book presents the stories of 14 principals and 29 teachers with a systematic and methodological uniformity. Intertwining the Finnish example with a greater narrative about how universities are changing their teacher education to face the complex challenges of education in the 21st century, this book documents cutting-edge advancement in the field of international school education.