Education & Pedagogy

Over the past few years, there has been an increased amount of art education scholarship that has focused on race, some of which has begun to examine Whiteness. However, many aspects of the art education field remain unexamined, allowing Whiteness to continue to operate invisibly, stealthily undermining our antiracist agenda. Using Joseph-Salisbury's web of Whiteness as a framework and heuristic device, I explore how this web exists and works within K-12 art education through the threads of Whiteness of intellect and the Whiteness of curriculum. As a result, I propose that the web of Whiteness can be an effective tool to make visible the ways Whiteness operates within the art education field, which can subsequently prompt antiracist interventions and actions to contest it.

In this article a cadre of Daryl's former doctoral students and/or close colleagues from The Ohio State University offer their personal descriptions/interpretations of Daryl's vision for physical education, physical education teacher education (PETE) and doctoral programming (D-PETE). Daryl mentored over 80 doctoral students at Ohio State, many of whom went on to be productive researchers, teachers, scholars and doctoral mentors themselves, allowing many of his seminal ideas to endure for more than four decades, and which are still considered "best practice" today in physical education and physical education teacher education around the world.

This paper investigates the core moment of cosmopolitan education by considering trust in education. Critical and postcolonial approaches recognize that dialogue plays a crucial role in cosmopolitan education. However, dialogue is not possible without sharing a fundamental platform. Trust could encourage us to construct this platform, and should thus be examined in an educational context. Previous studies on trust in education have mainly focused on the asymmetric relationship between educators and children, offering the impression that trust strengthens authoritarian order. However, in this paper I propose that trust in education needs to be recognized for containing a spatial and contextual nature, that is, a vertical trust between educators and children, and a horizontal trust especially between friends. Such spatial trust is based on trust in matters and therefore an open trust that embraces all matters in the world. This spatial trust could contribute to reinforcing cosmopolitan education, and furthermore, to formulating a post-anthropocentric cosmopolitan education.

While recent research provides insights into how district and school leaders responded to the extraordinary disruptions created by the COVID-19 pandemic, less is known about the role of influential state-level education leaders during the crisis. In this paper, we draw on interviews with state leaders to examine their efforts to support students' access to education during the pandemic. Findings reveal how state leaders engaged in local-level capacity building, advocacy, and collaboration to promote continuity of education. However, their work was complicated by limited capacity at the state level, political tensions, local control, and pervasive stress over time. The paper concludes with implications for policymakers to better prepare for future crises.

Education has long been an area of political debate in the United States, with politicians and policymakers advocating for distinct societal and/or individual purposes of K -12 education. In this article, we examine the public opinion on the purpose of education, and we explore whether this political divide on the purpose of education is also represented in the broad public opinion. For a sample 19,032 U.S. respondents, we test whether citizens' partisanship corresponds with their opinions on seven educational purposes. We observe that the public opinion represents a multifunctional view on education and that some but rather small differences relate to partisanship. We frame these findings in the existing literature and postulate avenues for further research.

Persistent youth advocacy for climate action worldwide, and recent policy activity in England, UK focused on climate change and sustainability education (CCSE), provide the context for this study. Drawing on reflections and insights predominantly gathered whilst working as a geography teacher and geography teacher educator in both England and Scotland, I explore the ways in which intergenerational dialogue can support teacher educators in the context of climate change and sustainability education. This includes the ways in which initial teacher education (ITE) involves different groups (e.g., teachers, teacher educators, school students) and provides different spaces (e.g., school sites and university classrooms) which support intergenerational dialogue. I consider the ways in which intergenerational dialogue can help teacher educators engage with the spatial and temporal facets of the moral complexities of climate change and sustainability education.

It is critical that K-12 and higher education rise to meet employer needs by providing more skills-based, workforce-relevant learning opportunities to students throughout the state of Tennessee. It will take close collaboration with the community and industry for the Tennessee State Board of Education to accomplish its mission of preparing every student for postsecondary success. The State Collaborative on Reforming Education, or SCORE, recently hosted a series of forums culminating in the Future Forward Summit in 2023. The summit convened more than 150 Tennessee business leaders, education leaders, and policymakers to highlight challenges and tangible solutions to ensure Tennessee's education policies evolve in tandem with workforce needs of the ever-changing economy and workforce. Several state board members and staff helped ensure that K-12 featured in the discussion. National leaders who have innovated to solve the talent gap and build workforce pipelines also presented to the group.

While extensive research has been conducted on social entrepreneurship education and its potential to enhance university students' social entrepreneurial intentions, questions persist in relation to whether social entrepreneurial competence plays a relevant role in this context. This paper presents the findings from a Chinese study that aims to investigate the impact of social entrepreneurship education in universities on students' social entrepreneurial competence and their intentions toward social entrepreneurship. Our findings highlight the importance of competence-based education in fostering social entrepreneurial intentions. Social entrepreneurship education increases university students' emotional competence and functional competence, which are crucial for developing social entrepreneurial intentions. This paper contributes to social entrepreneurship education literature by emphasising the need to integrate a competence-based view into social entrepreneurship education programs. Some implications and suggestions for further practice and research are also put forward based on the result analysis.

The article reviews the global landscape of higher education with the anticipation of an emerging Chinese institutional architecture in Asia-Pacific higher education. It starts with a theoretical framework for analyzing the functionalities of values and institutions in international higher education by adopting Joseph Nye's concept of soft power. In particular, it considers the Chinese cultural values and ranking systems/citations indexes as resources projecting the soft power of China in the arena of higher education. While China still plays the role of norm taker in the existing geopolitical sphere of knowledge construction, this article argues the possibility that China will change its role to norm setter by examining its potential institutional architecture in knowledge construction. On this basis, it argues that China may be able to increase its influence in higher education in the region through promoting China's academic practices and standards.

Since Breneman and Haarlow (1998) first estimated the national cost of developmental education to be approximately $1 billion dollars, the developmental education landscape has shifted in numerous ways. This paper provides an update to their estimate in light of both these changes and improved data that disaggregates the cost to community colleges and four-year public institutions. An updated national cost estimate of developmental education to public institutions in the academic year 2004-2005 is estimated to be $1.13 billion, a 13% increase over the estimate of Breneman and Haarlow. This paper calls for states to make data on developmental education both transparent and publicly available in order to accurately derive a precise cost of developmental education both at the local and national levels.

In an era of high-stakes educational reform, physical education has been marginalized and deemed to be academically irrelevant. However, research has shown that quality physical education makes a vital and unique contribution to students' education and that healthy children learn better. Unfortunately, this message gets lost because it often comes from a lone voice, a teacher on the periphery, laboring in isolation--the physical education teacher. For the past decade, teachers from all disciplines have been joining together in professional learning communities (PLC) with the specific goal of promoting a focus on learning rather than teaching, promoting best practices, and collaborating in professional development. This article describes what a PLC is and how it can be used to overcome the conditions, forces, and barriers that have marginalized physical education.

The aim of this paper is to evaluate the potential impact of the reform designed to decentralise public education in Italy, currently under discussion, on interregional redistribution. The central government has always played a prominent financial and administrative role in the provision of compulsory education in Italy. This has had a strong redistributive effect on "per-capita" GDP across the regions of the country. The current fiscal decentralisation reform may well involve the education sector, as regional and local authorities are granted greater autonomy with regard to the provision and funding of educational services. Starting from certain plausible assumptions regarding the forthcoming fiscal powers, decentralisation and the expenditure levels set by the central government, this paper evaluates how these changes may affect the degree of interregional redistribution accomplished by the education system.

The rise in globalisation studies in comparative education places neo-institutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neo-institutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the "world culture" strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary.

Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines 14 studies that utilized these virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities. Results confirmed that these types of technologies can greatly enhance field-based learning opportunities for pre-service special education teachers.

A 2010 paper published in "Higher Education" investigated the relationship between South African Grade 12 students' programme preferences in 2001 for study in higher education, student enrolment in higher education programmes in 2002, and student graduations in 2006, devising what the author dubbed a preference-enrolment-graduation (PEG) model. The current paper, while recognizing the value of that model, points up its design limitations, proposing an alternative methodology for comparing student preferences, enrolments, and graduations that, using centralised Higher Education Management Information System (HEMIS) student record data, tracks the 2005 cohort of Grade 12 students along their higher education trajectories for the next 5 years (2006-2010), investigating the consistency of choice between programme preference, enrolment, and graduation.