Education & Pedagogy

The COVID-19 pandemic has encouraged many to engage with determining what is most effective in the realm of teaching and learning and how we can negotiate what we have done in the past with what makes sense for the future. In proposing a framework in which to encourage the community of physical education teacher educators to redefine physical education teacher education (PETE) practices, we argue that we need to start by revisiting, embedding and challenging Zeichner's [(1983). Alternative paradigms of teacher education. "Journal of Teacher Education," 34(3), 3-9] paradigms at a programmatic level. Drawing on Rink's [(1993). Teacher education: A focus on action. "Quest (Grand Rapids, Mich)," 45(3), 308-320] main thesis of considering the different philosophical orientations as complementary, and not competing ideologies, this paper is a response to the call of Carmi and Tamir [(2020). Three professional ideals: Where should teacher preparation go next? "European Journal of Teacher Education"] to improve strategies for blending paradigms in teacher preparation programmes, by providing some specific directions and reflective prompts for PETE programmes. We introduce the reader to the consideration that decisions made around the paradigms and the blending of paradigms across a programme may be essential to provide pre-service teachers (PSTs) with transformative experiences that enable their understanding of the different contexts and ontologies to succeed in their pedagogical and professional endeavours. We develop a double-pyramid approach evidencing how more than one paradigm of teacher education can co-exist to create a holistic and comprehensive plan to facilitate PETE. We convey that a programmatic structure with decisions around the paradigms and their blending, and how those might shape PSTs' educational experience will provide a starting point if teacher educators are to re-define PETE practices.

The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.

Considering the structural similarities between STEM education and architectural education, it is thought that architectural education, which has a deep-rooted history, may be useful for improving STEM education. This research was planned to gain useful inferences for STEM education by trying to get to know architectural education. In this study, ethnographic field research method was used. During the four-week observations, students made presentations with projects, models and plan drawings. In this process, teachers' criticisms and students' defenses were analyzed through the data table. By discussing the identified elements of architectural education, at least six innovations and/or meaningful results were revealed in the context of STEM education. These are: (1) Students should be given the opportunity to solve open-ended problems on their own and should be encouraged to learn through trial and error in this process; (2) Students should be highly motivated when dealing with open-ended problems, for example, STEM project courses should be turned into graduation qualifications; (3)The importance of real-life context in STEM education should be emphasized and problems should be a part of life; In this context, sustainability and economic value dimensions should be highlighted; (4) At secondary and primary school levels, children should be encouraged to learn by experiencing and manipulating materials in the context of problems; (5) Courses that will improve technical drawing skills should be added to STEM education programs; and (6) In STEM disciplines, teachers should ensure theory/practice balance at the undergraduate level, and evaluations in applied projects should be made by a jury system.

In many developing countries, women's education has been a highly prominent issue which is not adequately addressed in their education policies. The participation of female populations in education in most of the developing regions of the world has been much lower than the participation of their male counterparts [UNICEF. 2005a. "Report Card on Gender Parity and Primary Education." www.unicef.org/turkey]. As a developing country, Turkey engaged in fairly vigorous and determined attempts to address the issues regarding women's education [Aydagül, B. 2008. "No Shared Vision for Achieving Education for All: Turkey at Risk." "Prospects" 38 (3): 401-407] owing to the support, incentives, and pressure of the international organisations through various conventions in the last decade. The current paper scrutinises one of these attempts, namely, the campaign called "Come on girls, let's go to school" which was initiated by the Ministry of National Education with the support of United Nations Children's Fund and World Bank, and considerably contributed to the increases in girls' enrolment and attendance rates in rural areas and southeast regions of Turkey. This paper utilises the social equity criteria as its conceptual framework drawing from Levin [1978. "The Dilemma of Comprehensive Secondary School Reforms in Western Europe." "Comparative Education Review" 22 (3): 434-451] and Stromquist [2011. "Educational Equity" [Lecture Notes]. College Park: University of Maryland]. The analysis yields that the girls' education campaign in Turkey addresses to varying extents the criteria of accessibility, probability of enrolment, probability of participation, and length of participation, whereas it fails to meet the standard of educational results.

Office disciplinary referrals (ODR) and classroom exclusions among students from minority backgrounds have been a persistent concern for decades. The purpose of this dissertation was to assess disciplinary characteristics of American Indian students in special education. More specifically, the purpose was to determine (a) the rate at which American Indian students in special education programs received ODRs in comparison to students in special education programs of differing races/ethnicities significantly represented in the population, (b) the rate at which American Indian boys in special education programs received ODRs in comparison to American Indian girls in special education programs, (c) the rate at which American Indian students in special education programs received ODRs in comparison to American Indian students who were not in special education programs, (d) the specific types of ODRs American Indian students in special education received, and (e) the impact race/ethnicity had on administrative decisions stemming from behavior violations. Logistic regression was used to examine ODRs for 10,469 students from kindergarten through 12th grade in two Southwestern public school districts with a large combined American Indian population (23.2%). Results indicated that although American Indian students in special education are less likely to obtain an ODR than Caucasian students in special education, and those ODRs are most often given for defiance, disrespect, and noncompliance, American Indian students in special education are still more likely to be given out-of-school suspensions and expulsions as an administrative consequence, than Caucasian students also in special education. Additionally, American Indian boys in special education were referred more than four times higher than American Indian girls in special education. Implications for practice and directions for future research which highlight culturally responsive disciplinary practices are provided.

In this paper, we draw attention to the profound lack of racial diversity as well as the prevalence of whiteness within Canadian faculties of Kinesiology and Physical Education. In support of our argument that there exists an immediate need for equity programming within physical education in higher education, we present the results from two interconnected studies designed to make transparent: (1) the demographic character of faculties of Kinesiology and Physical Education across Canada; as well as (2) the delivery of content related to race, diversity and whiteness within the curriculum. In the first study, we collected website representations of faculty and staff (i.e. photos) as well as lists of curricular offerings for each of the member institutions of the Canadian Council of University Physical Education and Kinesiology Administrators. Website documents were downloaded, analyzed and organized according to criteria related to race and diversity. The follow-up study consisted of interviews with 40 faculty members across Canada where we asked questions pertaining to their perceptions of the faculty setting (i.e. the demographic make-up of their faculty including faculty, staff and students as well as the culture within the faculty) and the curriculum. As a method of triangulation, interview data was used to confirm and inform our analysis of the initial website data; when combined, the analyses provide a comprehensive picture of the cultures of whiteness that exist within physical education in higher education. In order for physical education to be truly inclusive, we call for the development of greater alliances across disciplines and geographic borders such that the hegemony of whiteness within the (physical education) academy can be disrupted. (Contains 4 figures and 1 note.)

R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, "to travel with a different view" [Peters, R. S. (1967). "What is an educational process?" In R. S. Peters (Ed.), "The concept of education" (pp. 1-23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the "educated person" Peters is not far from the view of Newman, who saw education as being about the "enlargement of mind". Although Newman hesitates to call "enlargement of mind" wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education. (Contains 15 notes.)

Legal mandates and a demonstrated need for preservice and graduate instruction in bilingual and bicultural teacher education provided the impetus for initiating four programs at Northern Illinois University. This training program contains undergraduate and graduate program options in elementary education for the certification of bilingual teachers. The program also offers graduate options for the training of bilingual counselors and curriculum specialists. The first program option is a fulltime undergraduate program which leads to a bachelor of science degree in elementary education with an emphasis on bilingual/bicultural education. An outline is given of the coursework, the functions of a bilingual tutor for improving language skills in English or Spanish, diagnostic language procedures, and field experience programs. A similar outline is provided for the second option, which leads either to a master of science in elementary education with a specialization in bilingual/bicultural education, or to a masters degree in secondary education with an area of interest in bilingual/bicultural education. The third program offers a master of science degree in counselor education or in curriculum and supervision with an area of interest in bicultural/bilingual education in both Spanish and English. The fourth program outlined is for a course leading to a master of science in curriculum and supervision with an area of interest in bilingual/bicultural education. The entry and graduation criteria for each option is delineated. The field experience components of each option have a specific emphasis on the development of linguistic and cultural competencies. Criteria are provided for evaluating the program and student attainment of selected competencies. A description of management organization, program goals and objectives, specific objectives and competencies, and core courses in both graduate and undergraduate programs is provided. (JD)

Section 1 of this publication begins with the 1999 National Center for Research in Vocational Education (NCRVE) agenda, mission statement, and an overview of the 1999 Program of Work. Descriptions of research and development activities within three sets of activities follow. Each description includes project directors and keywords. The first activity set, Mission, Standards, and Accountability for Vocational Education (VE), includes the following projects: returns to emerging educational pathways in a changed economy; changing admission procedures in four-year colleges to support K-12 reform; enabling high schools to assess schoolwide results of reform; and increasing the contribution of vocational education to student achievement: support to states. The second activity set, Teaching and Learning in VE, includes these projects: who participates in new vocational programs; redesigning education of instructional staff for high schools and community colleges; who's teaching, and who will teach, vocational education; the community college and beyond: how tech prep/school-to-work affects students; professional development in academic-occupational integration for community college instructors; and ongoing research and development activities. Projects in the third activity set, Dissemination and Training, are as follows: the dissemination program; the community college cooperative; improving career guidance programs through professional development; and technical assistance to High Schools That Work and the Southern Regional Education Board. Section 2 is a directory of NCRVE staff, which includes three subsections: headquarters personnel, site personnel, and project/program personnel. The last subsection is organized numerically by project. (YLB)

This book contains 10 chapters that analyze and synthesize the progress of open and distance education (ODE) in the developing world. Most chapters include case studies of programs in a variety of countries. "Introduction: Golden Goose or Ugly Duckling" briefly delineates the history of the field. "Nonformal Education: The Light That Never Shone" describes efforts to use mass media for out-of-school education. "Schooling: The Door Is Ajar" traces the use of ODE methods to expand access and improve the quality of education. The effects, outcomes, and costs of postsecondary distance education are covered in "Teachers: Educating the Largest Profession" and "Higher Education: Beyond the Courtyard Wall." The cost-effectiveness of ODE is analyzed in "Costs: What the Figures Say.""Technology: After Gutenberg and Turing" cautions that new technologies afford risks as well as benefits to the educational enterprise. "Globalisation: And Culture Follows Trade" compares the effect of international and national bodies on ODE and describes the role of the "invisible college" in the spread of innovations. "Political Economy: Who Benefits, Who Pays?" suggests that the low prestige of ODE has limited the ability of its practitioners to effect social change. "Legitimacy: A Solution or a Problem" concludes that ODE has offered more benefits than its detractors admit and can be improved to rival the quality of conventional education. The book contains a table of currency values, endnotes, and a bibliography listing 302 references. (KC)

By the time Donald J. Trump was running for president in 2024, he had landed on a clear vision for the federal government's role in education. In short, he had concluded that the federal government's power over education should be relinquished to states, local communities, and, most importantly, families. Early into his second term, Trump has acted more forcefully and quickly than most expected to restore power over education back to families, states, and local communities. Within his first few weeks in office, he launched three important initiatives to expand school choice and shrink the federal role in education: (1) The Dismantling of the U.S. Education Department (USED) Executive Order (EO); (2) The School Choice EO; and (3) an education freedom law--specifically, a federal tax credit for donations to K-12 scholarship-granting organizations (SGOs), embodied in the Educational Choice for Children Act (ECCA). If these efforts are successful, Donald Trump will establish himself as the greatest Education President--the one who did the most to transform our K-12 system and improve education outcomes. This is a claim that, no doubt, will offend fans of prior presidents and their strategies to leverage federal power to reform K-12 education. This much is true: were it not for those earlier experiments and their disappointing results, President Trump would not be positioned to take a wholly different approach--one that relies on families and local communities instead of a federal agency. [This paper was prepared by the Defense of Freedom Institute (DFI).]

The Global Partnership for Education (GPE) has made a commitment to support the multistakeholder pledge made at the second Global Refugee Forum to ensure every child living as a refugee realizes their right to a quality education and is included in national education systems that are adequately supported to cater to the needs of every child, both from the host community and those living as refugees. A holistic approach is needed to transform education systems to be truly inclusive for those children. UNICEF Innocenti (2023) highlights areas of policy and practice which are especially relevant for their inclusion within education systems, irrespective of their gender, nationality or disability status. Within this framework, there are 10 dimensions that affect the level of inclusion within an education system, including legal frameworks, type of school, system financing, social protection, school infrastructure, teachers, curriculum, language of instruction, assessment and certification, and education data systems. This tool--which is intended to be used by GPE Secretariat country teams and partner countries--highlights ways to address dimensions of the above framework within the policy dialogue on partnership compacts (which identify partner countries' priority reforms), GPE-funded grants and broader education sector dialogue. This document is organized by selected priority areas drawn from the GPE 2025 strategy, preceded by one overarching consideration. The areas are: (1) Policies and financing; (2) Data systems; (3) Access; (4) Learning, including early learning; and (5) Quality teaching. Gender equality and intersecting vulnerabilities are considered throughout.

The aim of this study is to evaluate the impact of the change in the vision of vocational education within the scope of the "Modernization of Vocational and Technical Education Project" (MTEM) and "Strengthening the Vocational Education and Training System" (MEGEP) financed by the EU, which was concluded by the Ministry of National Education. Vocational education is a type of education that increases the employability of students by providing vocational skills and is very important in the economic development of countries. Vocational education has gained even more importance in recent years due to the increasing need for human resources. This increasing importance obliges to take some decisions about education locally and to transfer some responsibilities to local administrations as a means of development and development. In addition to this, it is necessary to set standards for each occupational group for an advanced vocational education and citizens to take responsibility for a qualified vocational education. In the relevant literature review, it was seen that there are limited studies that evaluate the policies and practices vocational education that Turkey has been involved in and implemented in the European Union harmonization process in a holistic manner. In this study, which was conducted based on qualitative research method, a holistic single case design was used and the data was analyzed by document analysis method. A total of seven documents were reviewed within the scope of the study. This study evaluates the studies on the development and standardization of the vocational education system through the projects made on this subject and sheds light on the development of the last twenty years.

Since the 1990s, there has been a growing demand for evidence-based education policy and practice. This demand stems from concerns that education systems are not meeting the needs of a changing world and that education research lacks rigor. While this demand aims to improve the quality of education, silos between different actors often hinder how evidence informs policymaking. We encourage researchers to use a collaborative research approach by involving multiple education actors in the research process to close the gaps between research, policy, and practice. This paper is the third in a series of three working papers meant to serve as references and conversation starters for policymakers and researchers as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories--collectively called Invisible Pedagogical Mindsets--influences teachers' pedagogical choices in the classroom. Primarily intended for education researchers, Working Paper III advocates the use of collaborative research approaches to actively include multiple education actors in the research process, foster complementary relationships between actors with different expertise, and make research findings more relevant and responsive to the local education ecosystem. The paper has three parts that discuss the need for flexible research approaches to inform policy given the complexities of education decision-making, the importance of communication and dissemination, and how collaborative research can bridge the gaps between research, policy, and practice. The paper concludes by looking at the ongoing work of the SPARKS project at the Center for Universal Education and how collaborative research can contribute to education systems transformation.

Early childhood education is the decisive period of a student's life experience where the foundations for lifelong learning are laid. A dynamic interplay of individual and collective experiences unfolds within its organized environment, fostering holistic growth, development, and the safeguarding of young minds. The significance of these formative years cannot be overstated; they are a cornerstone of education, shaping more than half of an individual's future learning trajectory. In a world driven by international imperatives and national priorities, the establishment of robust early education policies has emerged as a pressing need within the broader Early Childhood Development program. "Modern Early Childhood Teacher Education: Theories and Practice" delves into the multifaceted tapestry of early school education, dissecting its historical underpinnings while navigating the complexities of contemporary educational paradigms. The book unfurls a comprehensive exploration of diverse global early schooling systems, dissecting their historical trajectories and contemporary challenges. It assumes the role of a scholarly guide, not only for practicing early education teachers but also for aspiring educators preparing to embark on their journey into the realm of pre-school and primary education. Additionally, it stands as a forum for the global exchange of pedagogical insights, fostering a community of academics, researchers, and practitioners committed to advancing the field of early education. The pages of this book resonate with the echoes of critical topics such as contemporary challenges in early schooling systems, innovative teaching resources tailored for young learners, the intricate nuances of digital education in the formative years, and the pivotal role of early education as a catalyst for broader educational and cultural policies.