Education & Pedagogy

Founded in 1950, the Society for Public Health Education (SOPHE) provides leadership to the health education profession and promotes the health of all people through six strategic commitments: developing and promoting standards for professional preparation and credentialing of community and school health educators; stimulating research on the theory, practice, and teaching of health education; supporting elimination of health disparities and the achievement of health equity; providing continuing education of the health education workforce; advocating for policy and legislation affecting public health and health promotion; and supporting a network of local chapters. This article describes how SOPHE has pursued these strategic commitments during the past 70 years and discusses challenges that will influence the future of SOPHE and the contours of the research and practice agendas of the field going forward.

In his 2006 essay, "Moral Education's Modest Agenda," Robin Barrow argues for a clearly bounded conception of morality; he presents the moral domain as concerned with moral principles, and moral education as the cultivation of moral understanding. Barrow rejects behaviourism, character education, values clarification, developmentalism, and what he calls "the insidious influence of political and moral correctness" as practices and ideas that are irrelevant and inappropriate for moral education. While I share some of Barrow's concerns about some of these approaches, I believe he over-restricts the scope of legitimately moral concerns and what educators ought to do in the name of moral education. In this paper, I make a case for a broader and bolder agenda for moral education, putting the question of what constitutes a human life (which Barrow takes to be a non-moral question) at the very heart of morality and moral education.

Native American students, faculty members, and administrators of a tribal college were interviewed by two investigators from a mainstream midwestern university in this qualitative study. The study examines the participants' perspectives on continuing their education and identifying a pathway for Native American students who received their associate degrees in addiction studies or human services from the tribal college to complete their social work education at a mainstream university. Three themes emerged from the data supporting the formation of a combined cohort of Native American and non-Native American students working together as a pathway for Native Americans to attend a mainstream university for a degree in social work education.

Doctoral programs in mathematics education were established more than a century ago in the United States. From 2010-2014 over 120 different institutions graduated at least one doctorate in mathematics education. There has been limited research reported on the nature of doctoral programs in mathematics education and/or their doctoral graduates. This paper provides a synthesis of research findings related to doctoral preparation in mathematics education that is accompanied by a reflection on the findings and suggestions for future research. The intent of our paper is to provide a rallying call for more widespread and coordinated research on doctoral programs in mathematics education in order to strengthen the quality of doctoral preparation for the next generation of mathematics educators.

School-based agricultural education programs are recognized as contributors to teaching contextualized mathematics and supporting STEM education. This study examined the mathematics teaching efficacy and professional development needs of Tennessee school-based agricultural education teachers related to teaching contextualized mathematics. Tennessee agricultural education teachers were moderately efficacious in Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy, and this may negatively impact the teaching of mathematical concepts found in Tennessee's agricultural education curricula. Also, similarities and differences were found in the teachers' professional development needs based upon mathematics teaching efficacy. Future research should seek to discover factors impacting the development of mathematics teaching efficacy among school-based agricultural education teachers. We also recommend professional development related to teaching contextualized mathematics be tailored to the different needs of teachers by states or regions.

Thirty years ago, the World Health Organization (WHO) Ottawa Charter for Health Promotion created a paradigm shift in addressing major public health challenges. Traditional approaches to health education focused on personal health 'risks' and lifestyle choices were quickly overshadowed by the attention given to more comprehensive policy and environmental interventions. Since that time health education has evolved in content, media use and sophistication of communication to fulfil a wider range of purposes. The concept of health literacy has been useful in sustaining this change. As the tools for communication have been transformed by digital communication, and the marketplace for communication has become more crowded and complex, health education has continued to evolve to reflect these changes, enabling people to navigate competing sources of information and to engage meaningfully with social and economic determinants of health. Equitable access to quality health education and lifelong learning remain the cornerstones of modern health promotion.

The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been 'borrowed' by nations across the world. This paper presents a critical analysis of Malaysia's borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015-2025). The analysis draws on Phillips and Ochs's (2003, "Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices." Comparative Education 39 (4): 451-461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.

This article shares insights developed by two US-based professors as they co-taught an introductory ESOL education course within a teacher education program at a major Chinese university. Namely, the authors discuss how their perspectives on curriculum and instruction for Chinese pre-service teachers were enriched by their experience teaching in an early childhood education program in China. Employing qualitative data analysis methods to reflect on teaching and classroom interactions, the authors identify strengths and challenges of delivering an education course in China and share recommendations for improving teacher education courses for Chinese-speaking students, particularly those who intend to study abroad in US higher education contexts.

In this article, inclusive education is analysed from the perspective of the interlinked, dynamic relationship between international neo-liberal movements and national policies and practices. The aim is to explore the significance of "competence" in recent Norwegian reforms and the changing position attributed to inclusion. The analysis shows that during a very short period from 1997 to the present date Norway has seen a rapid change from a highly state-regulated system with an expressed emphasis on inclusive education policies to one of decentralisation, with an emphasis on competencies, differences and individualisation. I discuss the impact of international studies on national reforms in neo-liberal direction and the implications of such reforms for inclusive education policies and practices in Norway.

Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa's position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice.

Representing a sequel to a similar case law snapshot in mid-2010, this article provides an updated overview of the judicial and administrative case law concerning students with traumatic and nontraumatic brain injury in the P-12 school context. The scope is limited to cases under the Individuals with Disabilities Education Act and the pair of disability-based civil rights statutes, Section 504 and the Americans with Disabilities Act. The cases include not only hearing/review officer and court decisions but also state education agency and Office for Civil Rights complaint investigation reports available in the national legal database, LRP's SpecialEdConnection®. The analysis focuses on the frequency and outcomes of these published rulings, with the discussion extending to the empirical limitations and professional implications of the findings.

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

This physical education curriculum guide was developed for use in senior high schools in Duval County, Jacksonville, Florida. The guide opens with discussions of the overall goals of the program and the county's specific recommendations and policies in such areas as student evaluation and participation, and uniforms, maintenance, equipment, safety, cleanliness of facilities, departmental meetings, teacher participation in professional organizations and meetings, student responsibilities, staff responsibilities, inservice training, and program evaluation. The greater part of the guide is devoted to a description of the three courses that make up the program: Foundations and Basic Exploratory Physical Education (required), Physical Education I (elective), and Physical Education II (elective). For each activity in each course, the guide describes specific knowledge and skills required, methods of achievement, and evaluation. The guide ends with a listing of the C.O.P.E. materials (Curriculum Objectives for Physical Education Grades 7-12) which are recognized as the county-adopted physical education curriculum. (CMG)

A summary is presented of findings from a survey that sought to record the opinions of teachers and administrators in the Alaskan schools on key educational issues. Results of previous nationwide surveys are synthesized on the topics of teacher education programs, teacher certification, inservice teacher education programs, and incentive programs. Responses from Alaskan educators on important issues that will have an impact on teacher education and certification in their state are presented in the second section. The issues include: (1) attracting persons to the teaching profession; (2) teacher preparation; (3) teacher certification issues; (4) recertification of teachers; and (5) incentive programs. The final section offers statistical results and data analysis of a statewide climate survey. Graphs and charts depicting results are accompanied by narrative analysis of the issue under consideration and the educators' opinions. The statewide climate survey instrument is appended. (JD)

This booklet serves as an introduction to the special education process in North Dakota as well as a parent's guide to rights and services provided under the law. The document begins with a brief description of Public Law 94-142, the Education for All Handicapped Children Act, and the process for receiving special education services. Section II describes the child referral and evaluation process which leads to a placement decision. Section III provides an explanation of the process used to develop and write an Individualized Education Program. The following section includes general guidelines to assist parents in working with the school to obtain services for their handicapped child. The booklet concludes with a description of procedural safeguards for ensuring due process of parents' rights, citing specific sections of appropriate federal regulations. (JDD)