Education & Pedagogy

Although the role of education in an economy is emphasized in theoretical studies, empirical literature finds mixed results for the relationship between growth and education. We examine the relationship between Gross Domestic Product (GDP) and enrollments in primary, secondary, and high schools, as well as universities in Turkey for 1937-1996, in a multivariate framework. We find that real GDP and educational variables are cointegrated. We also discover different directions of Granger causality between different levels of education and GDP. The generalized forecast error variance decomposition and impulse response analyses seem to confirm the importance of school enrollments in explaining growth. (Contains 3 figures, 5 tables, and 6 notes.)

This study interviewed 15 incarcerated African American males about their participation in correctional education. The data was considered in light of various motivation theories with particular emphasis on a sociocultural theory of motivation. The largest amount of data described non-educational reasons subjects participate in correctional education. These motives derived from the situated context of incarceration. A comparison of stated reasons African Americans participated in correctional education and their learning orientations demonstrated a congruence with Houle's typology of adult learners. All subjects described their lack of education as a deficit and strongly felt that correctional and adult education was necessary for a successful reintegration into the community. (Contains 1 table.)

In this article, the author talks about the International Society for Philosophy of Music Education (ISPME). The ISPME is creating and institutionalizing a forum that can nurture and critique ideas and practices and sustain the work of philosophical reflection in music education over the longer term. It has begun to build an international team of philosophers committed to establishing a strong philosophical society in music education. Among other things, the author discusses on how to address philosophically the multiplicities and pluralities, commonalities and differences in music education internationally, as well as the needed response of philosophers of music educators to these commonalities and differences. (Contains 20 footnotes.)

As more states continue to call for reforms of reading education and mandate the adoption of standards aligned with the science of reading, educator preparation programs are reviewing and redesigning their curricula. In this paper, faculty from our Department of Elementary and Special Education share some potential challenges, successes, and insights programs might encounter when accommodating these new requirements. We outline the process and outcomes of reviewing our curriculum as a resource for other programs undergoing similar revisions. The paper concludes with six tips to support a smooth transition.

Art-based education has been gaining the attention of healthcare educators as a means of promoting empathy, observation, and mindfulness in healthcare practitioners. This paper discusses using art-based education to encourage transformative learning and social justice in healthcare education. Specifically, we explore how this approach can facilitate perspective transformation of graduate students' objective and subjective understanding of others' lived experiences and contexts in occupational therapy education. Through an autoethnographic approach, we illustrate how an art-based Civic Wellness Workshop can challenge students to seek out unknown perspectives and guide transformation through critical reflection guided by an art piece.

This systematic literature review explores how gender identity is represented and measured in STEM education research. This systematic review examined 79 articles and how they included or measured gender identity in their study of STEM in higher education. The findings reveal that over 70% of studies use only a binary measurement of gender, and only 5% had inclusive options. The paper reviews trends across these artifacts, including the use of theory. This paper demonstrates the need for a more inclusive and expansive measurement of gender identity in STEM higher education research. This paper examines inclusive approaches and calls for more context-responsive, gender-affirming practices in future STEM education research.

The original principles of the Individuals with Disabilities Education Improvement Act offer strengths and possibilities for fostering professional and family collaboration and partnerships. In spite of persistent challenges, opportunities exist for special education leaders to enhance stakeholder involvement and ensure that parents play a key role in educational decision making. Four models for enhancing family partnership are offered to assist leaders in (a) building communication and trust, (b) fostering parent leadership, (c) navigating conflict, and (d) promoting family advocacy.

How should philosophers of education engage with issues related to higher education? What do we have to offer? In this reflective article, I explore how current threats to higher education in the U.S. are distinctly philosophical, such as government challenges to both academic freedom and the core purposes of colleges and universities. This article concludes with a call for philosophers of (higher) education (along with other educational theorists) to collaborate purposefully with campus leaders in deciding how to approach and mitigate the external sociopolitical challenges faced by the university as a social institution, while also being responsive to faculty and other internal constituents' concerns.

This paper examines how government directives must integrate strategic vision and aligned professional development for meaningful progress in gifted education. Through historical analysis and a review of the literature spanning three decades, the paper explores how a lack of alignment between policy directives, professional development, and teaching practices has historically hindered progress in gifted education in Aotearoa New Zealand. Previous government initiatives in gifted education have resulted in isolated and unsustained periods of support for gifted learners. The paper argues that genuine progress requires authentic partnerships between educators, policymakers and other stakeholders committed to gifted education.

Volume II of the Commissioner's report includes statistics and discussion on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; summer schools; public and private high schools; manual and industrial training; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; schools for the feeble-minded; and elementary education in foreign countries. [For Volume I, see ED620983.]

Volume II presents data and discussion on state-common school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; summer schools; public and private high schools; manual and industrial training; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; schools for the feeble-minded; foreign elementary education; and Alaskan education including the reindeer service. [For Volume I, see ED620905.]

Volume II of the Commissioner of Education's report presents statistics and discussion on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; secondary schools; manual and industrial training; commercial and business schools; schools for the colored race; reform schools, schools for the blind and for the deaf; schools for the feeble-minded; foreign elementary education; and Alaskan education including the reindeer service. [For the Volume I, see ED620903.]

We are living in an era of artificial intelligence (AI). There is wide discussion about and experimentation with the impact of AI on education/higher education. In this paper, we give a discussion of how AI is evolving, explore the ways AI is changing education/higher education, give a concise account of the skills universities need to teach their students to prepare them for an AI world of work, and talk succinctly about the changing nature of jobs and the workforce.

The State of Vermont's policy is that all Vermonters, including secondary students, should receive educational services that enable them to master the skills essential for further education and training and for successful entry into or advancement in the workplace. As part of this policy, high schools are required to provide genuine access to career and technical education to eligible students. This document serves as a reminder to supervisory union and districts (SUs/SDs) to consider implications for and ensure access to Career Technical Education (CTE) programs when planning for a strong and healthy start to the 2020-2021 school year.

USAID believes that education is a foundational driver of development and fundamental to achieving selfreliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and countries. USAID works in more than 50 developing countries to ensure that investments in education systems--from pre-primary to higher education-- enable all children and youth to acquire the education and skills needed to be productive members of society. [This is an update of ED591361 (2018).]