Education & Pedagogy

A nationwide survey was conducted for better understanding of the perceptions and practices related to environmental education by elementary and secondary school teachers. Along with this sample group survey, another survey was conducted on teachers in schools participating in the Korean Ministry of Environment's environmental education support projects. Teachers who participated in these surveys agreed in general that it was necessary to expand environmental education in schools and had been covering and hoped to continue to cover various environmental topics in their classes. They also thought that, whereas objectives of environmental education were important in school education, sufficient preparations had not been made in their schools for achievement of these objectives. The results of the surveys showed differences in teachers' responses between both groups. The study drew implications from the differences and suggested considerations for future support of environmental education practices.

This study explores the significance of aesthetic experience in management education by analyzing an educational approach that integrates literary art to foster transformative learning in business students. Drawing inspiration from pedagogical practices in medical schools, the research investigates how literary art can expand reflection and create a 'humanizing impact' within management education. The qualitative methodology combines document analysis, field observations, graduate reports, and semi-structured interviews with graduates, program creators, and business school directors. The findings highlight both the limitations and the potential of literary art to catalyze transformative learning, emphasizing the importance of engaging participants' affective, cognitive, and volitional dimensions. This study builds on a transformative learning model by integrating aesthetic experience into the theoretical framework of Transformative Business Education, offering a perspective that enhances the traditional pragmatic-rational focus of management education. The research aims to expand theoretical discussions and practical methodologies by incorporating aesthetic elements into management education.

This paper argues that the British colonial government was reluctant towards the question of lower castes education and strengthens Brahmanical hegemony in the educational sphere in colonial Maharashtra. To a large extent, historiography of modern Indian education has mainly been revolved around the nationalist and colonialist discourse of education. It does not address the issue of lower caste education and the issue of how the category of caste played the vital role in perpetuating the Brahmanical hegemony. This historiographical lacuna is addressed with an analysis of Jotirao Phule's ideas of education and how he challenged the hegemony of upper castes. This paper attempts to capture the critique of Phule towards the colonial government policies of education and Brahmanical model of education. This paper proposes that an attempt was made by Phule to de-Brahmanise and de-Sanskritise education system which he perceives as critical need for emancipation of masses belonging to lower strata of Indian society.

Much of the literature on higher education governance is based on the premises of institutional immobility and national sovereignty. However, the rise of transnational higher education directly challenges both concepts. Transnational education is based on institutions' mobility and the provision of education in a different country from the home institution's location. This paper examines the governance of transnational higher education from the perspective of principal-agent theory (PAT). It posits that to understand the governance of such entities, one must consider the relationship with the home and host contexts--particularly the extent to which each is involved in the governance process. The study uses international branch campuses in Malaysia, Qatar, and the United Arab Emirates (UAE) to examine governance and risk mitigation in the transnational higher education context. Furthermore, the study aims to advance empirical and theoretical understandings in the comparative context.

Despite the existence of a national Science, Technology, Engineering and Mathematics (STEM) education agenda highlighting the importance of science education in the years before formal schooling, guiding documents for early childhood curricula and practice in Australia continue to lack systematic integration of science teaching and learning. Without clear guidance on how science (or science as an element of STEM) can be enacted in early childhood education, there is similarly limited guidance for the integration of science in initial teacher education (ITE). A social research audit of publicly accessible course handbooks was used to understand how science is positioned within Australian early childhood ITE programs. Findings suggest that preparation to teach science is highly variable, ranging along a continuum from none at all, through exposure to science within an integrated STEM or STEAM subject, to the development of discipline-specific science pedagogical content knowledge. This variability has implications for future research, policy and practice.

After the Supreme Court ruled racial segregation in public education unconstitutional ("Brown v. Board of Education," 1954, 1955), the United States federal government mobilized to desegregate PK-12 public schools; the Desegregation Assistance Center program was authorized by Congress in 1971 to support public education agencies in this complex endeavor. Today, however, America's 100 largest school districts are more segregated by race and economic status than they were 40 years ago, and the promise of fully integrated and equitable schooling remains unfulfilled. This snapshot uses publicly available data (federal datasets, state education agency reports, peer research) to illuminate current public education enrollment patterns, racial and socioeconomic concentration, access to opportunity, discipline disparities, and the impacts of school choice policies in Wisconsin. This snapshot helps equip state, district, and school leaders with evidence and actionable approaches for equitable integration.

After the Supreme Court ruled racial segregation in public education unconstitutional ("Brown v. Board of Education," 1954, 1955), the United States federal government mobilized to desegregate PK-12 public schools; the Desegregation Assistance Center program was authorized by Congress in 1971 to support public education agencies in this complex endeavor. Today, however, America's 100 largest school districts are more segregated by race and economic status than they were 40 years ago, and the promise of fully integrated and equitable schooling remains unfulfilled. This snapshot uses publicly available data (federal datasets, state education agency reports, peer research) to document current desegregation and integration demographics, trends, and disparities in Indiana's public schools, situating them in the long arc of post-Brown integration efforts. This snapshot helps equip state, district, and school leaders with actionable evidence for equitable integration.

Outdoor Education has maintained a dynamic yet peripheral role within the Australian Curriculum over the past decade. Building on the foundational work of Gray and Martin (2012), the evolving status of Outdoor Education is critically examined, particularly considering the rollout of Version 9 of the Australian Curriculum. Historical context, curriculum reviews, and scholarly literature are synthesised to analyse its integration into existing subject areas and assess its viability as a standalone discipline. Nomenclature of the field is explored and explained, particularly delineating Outdoor Education research from the practical application of Outdoor Learning in the curriculum. Despite widespread recognition and advocacy of the benefits of Outdoor Education, it remains marginalised within curriculum policy, primarily confined to the Health and Physical Education learning area. Critical questions originally posed by Gray and Martin are revisited. The overarching question of 'Should Outdoor Education be a part of every Australian child's educational experience?' is answered overwhelmingly--yes!

The restoration of Pell Grant eligibility for incarcerated students and the expansion of Prison Education Program approval requirements have increased expectations for how higher education in prison programs collect, manage, and use data. This report documents Phase 1 of a multi-phase effort to understand Mississippi's current higher education in prison data landscape and identify opportunities for improvement. Drawing on stakeholder interviews, document review, and engagement with the Mississippi Consortium for Higher Education in Prison (MCHEP) and other state partners, the assessment examines what data are currently collected, how those data are used, where there are gaps and inconsistencies, and what limits the usefulness of existing data for decision-making. The report outlines a path forward and several next steps. Together, these efforts are designed to move from assessment to action while laying the groundwork for more sustainable, statewide higher education in prison data infrastructure.

This book outlines a philosophy of music education that is responsive to the age of artificial intelligence. Against the background of AI's challenges to human modes of production, the authors demonstrate how music education can become a tool for self-discovery in this transformative era. Taking the approach of a dialogue between Chinese and Western perspectives, the book addresses the relationships between the social functions of music education and individual development in different historical periods, and envisions the potential role of music education in a new environment shaped by AI. Integrating insights from recent research, it establishes a forward-thinking philosophy of music education that is oriented towards self-discovery and grounded in science. Bringing together philosophical perspectives from Chinese and Western scholars, this book shows how integrating these perspectives can clarify the values that shape music education practices, and enable scholars and educators to better address contemporary issues in the teaching of music.

The purpose of this study was to formulate Tennessee independent school K-12 quality physical education program guidelines. A panel of 18 physical education representatives from Tennessee independent schools K-12 participated in a three-phase Delphi study and completed three opinionnaires via e-mail. In Phase One, Opinionnaire One solicited panel member opinions pertaining to research-based physical education issues retrieved from a review of literature and panel-generated issues. In Phase Two, Opinionnaire Two panel members ranked 48 trend statements for desirability and feasibility. In Phase Three, Opinionnaire Three panel members ranked the statistically strongest physical education recommendations in order of importance to formulate nine guidelines. The study concluded that "Incorporate health, wellness, and fitness components into the physical education class" was ranked as the number one Tennessee independent school K-12 quality physical education program guideline. (Contains 3 tables.)

The orientation of vocational education towards competence-based education has led to fundamental changes in the work of vocational education teachers. This article pictures teaching in innovative, competence-based vocational education in the Netherlands. In a multiple case study, the teaching practices of 10 teachers from five vocational schools were thoroughly studied. By examining not only the actual behaviour of teachers but also their related personal ideas and professional attitudes, we learn about the ways teachers implement new educational concepts and their experienced uncertainties, dilemmas and practical tensions. These insights lead to a better understanding and specification of the concept of competence-based vocational education at the micro level of educational processes, that is, the interaction between teachers and students. Implications are described in terms of new repertoires of teaching behaviour and teaching methods--all in the context of vocational education. (Contains 2 tables and 1 note.)

Current discourses about science education show a wide concern towards humanisation and a more socio-cultural perspective of school science. They suggest that science education can serve diverse purposes and be responsive to social and environmental situations we currently face. However, these discourses and social approaches to science education tend to focus on global issues. They do not respond to the immediate needs and local context of some communities. I discuss in this paper why the purposes of science education need to be extended to respond to the local issue of violence. For this, I present a case study with a group of 38 students from a poor population in Bogota, Colombia, located in one of the suburbs with highest levels of crime in the city. I examine the ways that science education contributes to and embodies its own forms of violence and explore how a new approach to science education could contribute to break the cycle of violence.

The issues facing Travellers, including those associated with education are often linked to social exclusion, widespread disadvantage and discrimination (Reynolds, McCartan, and Knipe 2003). The Office for Standards in Education (Office for Standards in Education 1999) referred to Gypsy Traveller pupils as "the most at risk in the education system." Within this article issues pertaining to Traveller education are discussed and in particular accessing education provision in Northern Ireland. The article focuses on the views of the statutory and voluntary sector to assess the adequacy and effectiveness of educational provision for Traveller children and young people and reviews the policies in place relating to the provision of education for Travellers in Northern Ireland. It also considers the issue of segregated education for the Traveller community and how for some this segregation can exacerbate social exclusion, disadvantage and discrimination. (Contains 1 figure, 2 tables and 7 notes.)

In 2012 all Hong Kong universities will be extending the length of the undergraduate degree from 3 to 4 years and adding General Education as a degree requirement. This reform initiative represents a unique case of comprehensive organizational change of higher education on an unprecedented scale. This paper examines several of the most significant contradictions and tensions facing this initiative--the current structure of higher education based on the British system and the prevailing culture of teaching and learning in Hong Kong. The nature of these pre-existing conditions, and their contradictory relationship to the substance and purpose of general and liberal education, are outlined. The contradictions and tensions generated by the general education initiative are situated within the larger organizational tension between theory and practice, and structure and action. The paper delineates some of the strategies developed to address the existing and emerging tensions.