Education & Pedagogy

This paper seeks to understand recent changes in the professional status of teachers and teacher educators in Europe, discussing the contribution of women to teaching and teacher education and noting that the proportion of women in education professions is not regarded as disadvantageous or problematic. The paper discusses gendered concepts of professionalization and the various arguments proposed concerning the so-called feminization of teaching (and teacher education). In view of the largely negative perspectives, the paper highlights two aspects: (1) the material opportunities and possibilities for action in the public sphere offered to women by the education professions; and (2) the particular commitment of female teachers to educational values and to practice. The final section of the paper considers the position of women in teacher education, what implications the feminization of teaching has for them, and their responses. (Contains 33 references.) (Author/SM)

This article examines issues in the education of culturally different students in the nation's schools. The first section examines factors underlying the future education of this population including demographic increases in numbers of culturally diverse students in the schools, historic discrimination against these groups, and under-representation or over-representation of some ethnic minorities in certain special education categories. The second section addresses multidimensional needs of culturally diverse exceptional learners such as nonbiased assessment, bilingual education, and direct intervention to reduce prejudice. The last section suggests ways to enhance empowerment possibilities for culturally diverse exceptional learners. Educators are urged to: (1) understand fundamentals of general and special education; (2) shift assessment and instructional paradigms, and (3) put practical perspectives on learned concepts. (Contains 59 references.) (DB)

These guidelines for gifted and talented education in Colorado are organized into four sections following the preliminary information, which lists key personnel for the Colorado State Board of Education, the Colorado State Department of Education, and the State Advisory Committee for Gifted and Talented Student Education. The first section offers a brief statement of the philosophy and rationale for gifted and talented education in Colorado. The second section presents the core guidelines which address: (1) definition of gifted and talented students; (2) identification of students for gifted and talented programming; (3) gifted and talented programming services; (4) accountability for gifted and talented programming; and (5) standards for personnel involved in gifted and talented education. The third section briefly notes guidelines for obtaining state funding for gifted and talented programming services. The fourth section lists the six state laws and regulations that provide the statutory and regulatory basis for gifted and talented education in Colorado. (DB)

The 2024 North Carolina Education Primer serves as a fact-based guide to public education in North Carolina. The Primer provides a comprehensive overview of how education policy is made, along with the current state of public education and the policies guiding it. The Forum produces this guide in order to inform current policymakers, candidates for public office, and voters. The Primer contains 17 sections, which can be organized into three main categories: (1) North Carolina's Public Schools and Students; (2) Governance of North Carolina Public Schools; and (3) Current Education Policy Issues in North Carolina.

This book presents the development of digital transformation and innovation in Chinese higher education. It conducts policy analysis and critical discourse analysis of national policies and initiatives. It focuses on organizational perspectives to explore how conventional and open universities respond to digital transformation and innovation through multiple case studies. It conducts impacts of digital transformations on technical, socio-cultural, economic and pedagogical changes, including changes in structural and regulatory frameworks at the organisational and policy levels. It identifies challenges in digital transformation and innovation in Chinese higher education and proposes recommendations for strategies and governance. It shows the future perspectives on digital transformation and innovation in Chinese Higher Education. This study could be used to as a reference for digital transformation and innovation in higher education institutions in Asia and beyond.

In this chapter, the authors provide a historical overview of the development of comparative and international education in North America from 1920s to the beginning of the twenty-first century. The authors document the significant role some of the most influential leaders played to help lay the foundation for comparative education societies in Canada, Cuba, Haiti, Mexico, and the United States. Using historical comparative research technique, the authors examine the many interconnections of current and past leaders. The authors conclude with recommendations on how knowing the history can help strengthen comparative and international education development well into the future. [For the complete volume, "Comparative and International Education: Survey of an Infinite Field. International Perspectives on Education and Society. Volume 36," see ED661540.]

This edited book builds on "International Perspectives on Exclusionary Pressures in Education" (2023) and "Theorising Exclusionary Pressures in Education" (2024) to highlight different dimensions of exclusionary practices in schools and other educational settings around the world. Each chapter challenges established ways of thinking about and doing exclusion (and by extension inclusion), both generally and in specific national contexts. Readers are provided with varied theoretical and conceptual frameworks through which contested issues around social justice and inclusive education can be acknowledged and analysed. The book will be of interest to teacher educators and postgraduate students researching topics in inclusive education and 'special' education, where the aim is to introduce critical content that challenges narrow definitions of inclusion.

Vigorously advocates for realising translanguaging's transformative potential in education. This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies. From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.

Ohio recognizes that high-quality teachers come from high-quality teacher preparation programs. To help improve the quality of educator preparation programs in Ohio, H.B. 1 of the 128th General Assembly directed the Chancellor of the Ohio Department of Higher Education to develop a system for evaluating Ohio's educator preparation programs (ORC section 3333.048). The Ohio Department of Higher Education works with the Ohio Department of Education and Workforce, the State Board of Education, and higher education institutions to collect data on the following identified metrics for the annual reports: (1) Ohio Teacher Evaluation System (OTES) results; (2) Ohio Principal Evaluation System (OPES) results; (3) Field and Clinical Experiences for Candidates; (4) Ohio Educator Licensure Examination Pass Rates; (5) Ohio Principal Licensure Examination Pass Rates; (6) Value-Added Data for Students Taught by Teachers; (7) Candidate Academic Measures; and (8) Teacher Residency Program.

The Washington Student Achievement Council's (WSAC) regional partnership model of state investment is in its third academic year, and the positive impacts are accumulating. This report unpacks four key areas where regional partnerships are designing, piloting, and implementing strategies with direct impacts on learners' access to education and career training: (1) filing a financial aid application; (2) addressing basic needs for learners and their families; (3) enrolling in college education or career training; and (4) completing a college credential or training program. This year's legislative report shows how Regional Challenge Grant (RCG) partnerships' strategies support the long-term goal of creating economic opportunity for everyone in Washington.

This volume focuses on the past, current and future success of Maori and Pasifika peoples in tertiary education within Aotearoa New Zealand. Diverse issues are canvassed, from the countries colonial history, to Maori and Pasifika identity, student support initiatives, special populations, pedagogy and mentoring, the experiences of mature students, to student engagement with new technologies. The book represents the struggle of Maori people to claim space within the academy and how successful claims are now reaping rewards. The volume will inform an international audience about local initiatives, including the responsiveness of 'mainstream' tertiary provider organisations (e.g. universities) to Maori and Pasifika higher education aspirations, responses to higher education provision, and, the reclaiming of traditional higher education spaces by Maori.

This letter highlights existing Federal K-12 resources that can support resettled Afghan students enrolling in public schools. The U.S. Department of Education recognizes that there is an immediate and urgent need to provide high-quality, culturally responsive education to Afghan newcomers -- inclusive of primary, secondary, and English language learning as well as social and emotional learning. This letter provides information about U.S. Department of Education funds and resources available to support Afghan children and their families, as well children and families from other countries, who have arrived in the States and school districts now or may be arriving soon.

Historically, rurality and rural education have been marginalised bodies of knowledge in South Africa. The post-1994 era has seen an emerging government concern to address the continuing interplay between poverty, HIV/AIDS, underdevelopment, and underachievement in schools categorised as rural. To address these concerns, scholars in South African institutions of higher learning have conducted research on various issues on rurality and rural education. However, little is known of the focus of the various studies and the state of rural education and rural education research. Drawing on the Project for Postgraduate Education Research (PPER) from 1995-2004, the purpose of this article is to critically analyse the discourses underpinning rural education and rural education research in South Africa. The article focuses on three enabling assumptions. The first is that there is little research which takes as its primary focus rurality as lived experience worthy of scholarly reflection regarding how rurality influences social or specific education issues. Secondly, there is substantively more research in which rurality, or facets of rural life, is considered as context in which projects or studies are located. Such studies are conducted in a rural context without any intention of investigating rural issues or rural education issues, or explaining how rurality influences education in these rural contexts. Thirdly, there is a small body of research which takes as its focus social issues in relation to rural conditions. These studies focus on rurality not merely as the context of reflection, but as an active constituent of social conditions evident in rural life. Our analysis, focusing on postgraduate research in South African HEIs in terms of these assumptions, aims to continue a dialogue that leads to further understanding of the complexities of rural education and rural development. (Contains 10 figures.)

Purpose: The purpose of this study was to synthesize perceptions from the field about current issues and to propose future directions for the field of business education. Method: A modified three-stage Delphi study was carried out with business educators who attended national conferences and/or belonged to national professional organizations. After a first stage of Likert-style surveys about trends, assumptions, and practices in the field, business educators, in the second stage of the study, provided open-ended responses to questions about issues, and, in the third stage, responded to an online twenty-statement Likert-style survey which also included open-ended responses. Results: Key concerns for leaders in the field relate to: balancing the general education versus career preparation purposes; determining how to balance public, private, and special legislative financing of business education programs; responding to legislative mandates, while an elective course area, for incorporating academic content into applied business courses; and differentiating business education as a field responsible for a wide range of content. Conclusions/Implications: Given the breadth of content, quality teacher preparation is a challenge as options for becoming licensed have both shrunk as higher-education programs in business education have disappeared and have expanded with alternative and online licensing options. Parts of the field, information technology, in particular, are not unique to business and require preparation at a variety of levels. Teaching technology effectively also requires balancing the technical content with the content implied in the problems chosen requiring technical solutions. Other parts of education use technology and participate in instruction in this area. Similar content overlaps can be in other business content areas, such as consumer education within economics. The challenge to business educators is to make sure that business content remains prominent and compelling. (Contains 7 tables.)

The focus of research in technology education has evolved throughout its history as the field changed from industrial arts to technology education (Spencer & Rogers, 2006). With the move to technology education, the field has begun to broaden its focus to better understand the teaching, learning, curriculum, and policy implications of preparing the next generation of technological thinkers. Although a complete "paradigm shift" may not have occurred completely within all technology-oriented programs (Sanders, 2001), the current emphasis on engineering within technology education indicates a need to examine and assess the status of technology education research over the past 10 years to identify strengths and areas that need to be addressed in order to guide the field into the future. The purpose of this study was to assess the quality and characteristics of the research that has been published within the field of technology education between 1997 and 2007. More specifically, this study was designed to determine the types of research conducted within the technology education field, including the research focus, methods, primary data sources, and data types. The following questions were explored to accomplish this purpose: (1) What types of research have been conducted in technology education over the past 10 years?; (2) What research methods have been most commonly used in technology education research over the past 10 years?; and (3) What types of people and data have been the focus of research in technology education over the past 10 years? A driving motivation for this study was to explore the extent to which technology education research conforms to Shavelson and Towne's (2002) "guiding principles" of scientific inquiry, and to gauge the alignment of technology education research with the current national trend toward a "gold standard" for educational research methods. Answers to these questions provide insight into the degree to which recent technology education research aligns with the "gold standard" for educational research. (Contains 6 tables.)