Education & Pedagogy

Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing philosophy. Thus, when considering the STS approach to science education, teacher beliefs about STS implementation require attention. Without this attention, negative beliefs concerning STS implementation and inquiry learning could defeat the reform movements emphasizing STS. This article argues the role of STS in science education and the importance of considering science teachers' beliefs about STS in implementing significant reforms in science education.

Federal legislation (Individuals With Disabilities Education Improvement Act, No Child Left Behind) mandates access to the general education curriculum for students with disabilities. As a response, K-12 schools are moving to coteaching models with increased frequency (National Center for Education Statistics, 2008). However, preservice teachers have not been adequately prepared for collaborative teaching in these inclusive classrooms (Dieker & Murawski, 2003; Fennick & Liddy, 2001). To address this disconnect, we participated in an interdisciplinary, cross-departmental collaboration to create shared course and field experiences for a mixed group of special education and elementary education preservice teachers. Using our blogs, reflections, personal observations, meeting notes, and recorded discussions along with students' reflections and course assignments, we provide an analysis of the experience and implications for teacher educators. (Contains 1 table.)

In 2005, the International Association for the Evaluation of Educational Achievement (IEA), Michigan State University, and the Australian Council for Educational Research took an important step in advancing the field of education by partnering to develop and implement the first international and comparative study of mathematics teacher education. The study was made possible by the substantial funding received from the National Science Foundation, the IEA, and the collaboration of 17 participating countries. The purpose of this article is to illustrate the methodology used in this major cross-national study of teacher education--the IEA Teacher Education and Development Study in Mathematics, known as TEDS-M--and to share its main findings related to the mathematical preparation of future teachers. (Contains 5 notes, 4 tables and 3 figures.)

This layered account of arts education is produced through the three authors' critical reflections of experiences in their own early childhood education, and their pre-service teacher education. The first layer establishes links between the arts, learning in the arts and critically reflective practices through an account of teaching and learning in Unit X--a compulsory arts unit in a four-year teacher education course. The second layer is a recall of early childhood arts experiences and how these informed our identities as artists, students of the arts and critically reflective teachers. Possibilities for promoting critically reflective practices in teacher education are recommended, alongside a call for more systematic modes of reflective inquiry in a teacher degree program.

Liberal education and the liberal arts are not synonymous. "Liberal arts" refers to certain subjects of study, which may be pursued to many possible ends. "Liberal education" may be pursued through any subject matter, but the term implies distinct purposes: (1) breadth of awareness and appreciation; (2) clarity and precision of thought and communication; (3) critical analysis; and (4) honing of moral and ethical sensibilities. Thus an education in the liberal arts and sciences disciplines is not, by definition, a liberal education. Study exclusively in the liberal arts disciplines does not guarantee a liberal education. Indeed, many liberal arts majors are as narrowly specialized as any professional program. Conversely, many career-specific programs are insistent on liberal learning. In this article, the author contends that equating a liberal education with the study of the liberal arts and insisting that such an education is to be found today only in those colleges whose hallmark is a focus on the past does not much help the cause of either the liberal arts or liberal education.

Large companies and major business groups are known for hiring well-heeled lobbyists to push for their interests, especially in such areas as tax and spending laws. Their federal lobbying presence on education issues has been relatively modest. The author discusses the U.S. Chamber of Commerce and the Business Roundtable--two prominent Washington-based groups representing business owners and chief executives of large corporations, respectively and other business organizations' interests in the No Child Left Behind Act (NCLB). They are pushing for changes in other areas of pre-K-12 education, such as improving mathematics and science education, expanding instruction in foreign languages and international issues, and offering preschool to all families that want it. Competitiveness is cited as reason to retain NCLB. The author discusses the U.S. Business community's education agenda--one that extends from preschool to college.

Ever since the first ideas of national independence appeared in Finland, adult education has played an essential role in shaping the destiny of the Finns. With a history of almost 130 years, during which it has continuously increased in quality and quantity, the Finnish adult education system has ensured that Finland stays among the most competitive nations in Europe and the world. At present, adult education and training is available in over a thousand institutions. Some of them provide education and training only for mature students, but the majority cater to both young people and adults. Adult education is arranged by universities and polytechnics, public and private vocational institutions, adult education centres and summer universities, adult upper secondary schools, study centres, sports institutes, music institutes, and, of course, by the showpiece of Nordic adult education, residential folk high schools. This article discusses the structure, history, organisation, legislative framework, administration, and funding of the adult education sector, as well as current and future trends of adult education in Finland. (Contains 5 notes.)

In this paper we discuss the idea of national education in Singapore. National education, broadly speaking, is a civics programme which seeks to instil a sense of place, identity and history in young Singaporeans with a view to developing national pride and commitment. We set this discussion against the backdrop of globalization and the idea of wired communities and argue that any civics programme needs to be more than simply a nationalistic agenda. To do this we have framed national education in Singapore as a civics literacy informed by the idea of multiliteracies. In doing so, we suggest that the pedagogical work of such an approach can help to sustain the nation state of Singapore yet place the civics agenda on a global stage where national education might be seen more appropriately as global education.

Initiatives to integrate engineering design within the field of technology education are increasingly evident. The National Science Foundation has encouraged and funded opportunities for technology educators and engineers to work collaboratively. However, perspectives regarding the role engineering should play within the discipline of technology education vary considerably. Implementing an engineering design focus within technology education has significant ramifications. As such, it is essential that the field recognize the key issues so that steps are taken to provide and facilitate necessary professional development. This article discusses how the integration of engineering design into the field of technology education will affect the profession's curriculum, educational philosophy, instructional strategies, and collaborative relationships. This article also emphasizes the importance of having each member of the technology education profession determine the role they would play and their involvement in the move to integrate engineering design in technology education. (Contains 2 tables.)

As violence, unethical behavior, and disrespect toward others become rampant not only in schools but also in the U.S. today, some commentators blame John Dewey and his ideas on moral education for the dramatic change in schools in the twentieth century. John Dewey, America's chief philosopher of education from the turn of the twentieth century, who influenced education--especially moral education--not only in the United States, but throughout the world, could be considered singularly responsible for this change in schools in the twentieth century, from the character-promoting mission of American education established in colonial days to the current situation in schools. Dewey's ideas on education and his philosophy still influence American thinking and schooling. However, Jacques Maritain, the most influential Catholic philosopher of the twentieth century, sharply disagrees with most of Dewey's ideas regarding moral education. In this article, the author discusses Maritain's thinking on moral education and compares Maritain's ideas on the moral principles of education to Dewey's. (Contains 27 notes.)

More than at any time in recent history, technology education has taken on an important role in American education. The emergence of economic issues and the essential role of technology in the global economy have highlighted the omission of technology in K-12 school programs. When business and industry began recognizing the role of education and the need for a competent and capable twenty-first century workforce, the importance of technology education increased yet further. With support from the Office of Science Education, National Institutes of Health, Biological Sciences Curriculum Study convened an expert panel and facilitated the synthesis of key recommendations from twelve major reports from business, industry, government agencies, and associated groups. They focused the process on recommendations for K-12 science and technology education and used a framework that resulted in recommendations for different dimensions of the K-12 system. This article presents results that specifically apply to technology education. (Contains 5 tables.)

The Consortium for Post-Compulsory Education and Training (CPCET) is a single subject consortium of further education and higher education providers of professional development relating to in-service teacher training for the whole of the post-compulsory sector. Involving more than 30 partners spread across the North of England, CPCET evolved from a long established franchise network centred on the University of Huddersfield. This article, as a matter of contextualisation, briefly outlines the background of higher education to further education franchising before providing an account of the development of this distinctive partnership. Furthermore, at a time when cross-sector collaboration has become a policy priority, it considers some implications of this experience for the postcompulsory sector as a whole. The main operational procedures of CPCET are described and some current issues are discussed. (Contains 1 note.)

This essay on graduate music education is in response to an article by David Hebert on challenges and solutions in online music teacher education that appeared in the online journal, "Research and Issues in Music Education," 5(1). The author found the article stimulating because so little has been written on the topic of music teacher education at the graduate level. It appears that graduate music education in institutions of higher learning is locked into traditions that online programs are ready to challenge. In this essay the author considers this challenge from a traditionalist viewpoint to determine if an online approach is a feasible option to music education at the doctorate and master's levels. Specifically, the author seeks to determine what the nature of graduate degrees in music education are or should be, if online and traditional curricula are in agreement in fulfilling these requirements, and if some variant or compromise is appropriate in developing music teachers at the graduate level.

A qualitative case study design was used to investigate the extent that special education program serves the student or serves the organization. If special education serves the student, then a researcher should be able to identify resulting agency and emancipation among the students. However, if special education is serving the organization, then a different picture could be painted. Special education could be serving the functionalist needs of sorting and tracking students. An unintended finding of the study was the apparent neglect and subsequent isolation and marginality of special education teachers, especially teachers who work in self-contained classes. Responses clearly reflect a deficit in social capital. With regard to students, most responses reflect a functionalist approach to serving students in the special education program in that the program sorts challenging students from the mainstream who might impede the progress of other children. These findings are discussed relative to reform for special education, including learning communities.

Teacher education in the USA lives in a policy shadow world that is jumbled and unfocused because decision-makers do not see teacher education as a public good in and of itself. Rather, it is viewed as an instrument to achieve other, more important, policy goals. Consequently, teacher education policy tends to be parsed across fields and levels of instruction, compartmentalized, and often isolated; these circumstances thwart development of consistent and coherent policy on how teachers are prepared. This article considers whether two recent national reports, "A Test of Leadership: Charting the Future of U.S. Higher Education" and "Tough Choices or Tough Times" clarify or further confound teacher education policy directions, and concludes with the caution that both reports continue the instrumental definition of teacher education, a situation that will hinder development of comprehensive and more effective policy options. (Contains 2 notes.)