Education & Pedagogy

There is growing momentum in teacher education to organize the preparation of teachers around "core practices." Advocates call for identifying discipline-oriented, research-based teaching moves associated with student learning and then shifting teacher education pedagogies and programs toward preparing beginning teachers to implement these moves in classroom and school settings. This study examines core practices as a recent reform impulse in teacher education practice. The authors explore a growing literature on core practices to generate both conceptual and practice-based responses with special attention to social studies teacher education. By leveraging two vignettes of "on-the-ground" social studies teacher education, the authors discuss questions and issues about taking core practices into the murky, diverse, and complex practice spaces of social studies teacher education and extend the conversation about what this set of reform ideas might mean for social studies education.

This study estimates the effects of economic activity on the quality of education in various regions of Colombia. To estimate this effect, we first calculate an index of quality of education. Second, we use a spatial regression model to estimate the effect of the spatial heterogeneity of the regions on this index of quality. Third, we use a dynamic data panel methodology and instrumental variables to estimate a causal relationship, where electricity consumption data and light intensity from satellite images are used to measure the economic activity. The principal results show that economic activity has a positive effect on the quality of education and the effects are persistent over time. However, the effects of the previous quality of education on current quality disappear over time. Therefore, the quality of education does not reproduce endogenously in time. These findings have practical implications for research on education and for comparative education.

This paper seeks to analyse lecturers' views on how they understand academic development in order to elucidate current arguments around how knowledge is codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super- and sub-ordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/discipline-focussed or institutionally-/epistemologically- constrained barriers to academic development.

Globalization processes create the need to rethink how citizens participate in complex and interdependent societies. The purpose of this article is to understand how education-related non-governmental organizations in Americas are becoming increasingly transnational in a globalized world through the experience of Mexican non-governmental organization Equipo Pueblo. Following this purpose, I seek to contribute to the study of international education facing non-governmental organizations through activism involved in citizenship education. I argue that non-governmental organizations are potential agents for ordinary citizens to promote non-formal education by participation on global public arenas becoming an important non-formal learning experience beyond schools, which allows those citizens to acquire the necessary skills for effective participation in globalized policy processes. To give empirical evidence to my research, I analyze Equipo Pueblo's Citizen Diplomacy Program and its influence repertoire that enable citizens' participation in public spaces, as example of non-formal citizenship education in the context of global politics.

Twenty-six years after the 1994 founding of The Kalsom Movement, an independent and voluntary student-led charity specializing in tackling education inequality in Malaysia, much has changed in the world. Yet despite the rise of societal and governmental awareness on the importance of education--especially primary education--and the advancements in education delivery and approaches, great challenges associated with accessibility and equality still exist. Formerly known as "Projek Kalsom" (Malay for "Project Kalsom"), The Kalsom Movement is a project made by students, for students. The movement is immersed in the concept of paying it forward. Recently recognized by the Malaysian Book of Records as the longest running student-led establishment in the country, Kalsom advocates against education inequality by instilling civic awareness among youth in the local community.

Adult basic education's role, from the beginning, has been about serving people with foundational skill needs. The author, Judy Mortrude, agrees with the argument that adult literacy education needs to be repositioned within a new framework of lifelong and life-wide learning, a framework in which new policies are formulated, programs are designed and evaluated, and research is funded and carried out. She also thinks it is helpful to examine the role of federal adult education funding inside the lifelong and life-wide educational framework as both a way to value federally funded adult education programs and services and a way to imagine the "other" funds, programs, and services needed to provide for skills needs across the length and breadth of life. [For Part 1, "A Lifelong and Life-Wide Framework for Adult Literacy Education," see EJ1249006.]

Recently, there has been an intensification of calls for comprehensive food education curriculum in schools. Despite this, there is limited international comparative data on the provision of food education. This study uses a comparative case study approach to analyse second-level food education curriculum policy across seven countries. It explores curriculum policy regarding the status of food education, nomenclature and the pedagogical and philosophical approaches. In six of the seven countries, Home Economics is identified as the school subject which teaches practical food education. Coherence in the discourse and pedagogical approaches is evident; however, disparity between countries exists as to whether the subject is optional or mandatory. The authors conclude that food education should form part of the curriculum, but rather than a piecemeal approach, they recommend it be taught, by specialist teachers, in an integrated, sequential and developmentally appropriate manner through an established subject such as Home Economics.

In 2014, Canada released its first national International Education Strategy, and in 2019 -- its second. This paper argues that emergence of a national document strategizing Canada's education selling and inevitably regulating international student mobility, with strictly provincial regulation of the sector, would not be possible without bottom-up proactive initiatives originating in the institutional domain. Treating policy as a process involving multiple domains, I critically examine publicly available pre-budget submissions, briefs, and other documents, produced by the invested beneficiaries of the first Strategy, higher education institutions. Universities, united under their networking organization Universities Canada (UC) had become active advocates for a national education strategy that would bring international education into the federal domain, vertically transcending the provincial/territorial level. UCs' stakeholder advocacy helped to elevate the largely ungoverned international education from individual university neoliberal modes to a national priority, leading to a state of education governance in Canada that can be characterized as a 'supra-neoliberal' education industry.

This paper investigates the perceptions of teachers in Saudi Arabia About educational administers' support of inclusive education. The goal of this study is to provide a baseline of information for the ministry of education to enhance their professional development plan for administers and teachers to adopting inclusive education for the purpose of increasing the number of students with disabilities in general education settings. The results in this study were almost converged between agreement and disagree with slightly more respondents agreeing that administrator support of inclusive education was present. The inferential results indicated a statistically significant difference between respondent degree area and recognition of administrator support of inclusive education. Significant differences occurred for both school and district administrators. Also, another statistical difference was found between respondent teaching grade and their recognition of administers' support of inclusive education.

A growing number of scholars call for the use of New Materialist frameworks for research across social and natural sciences. In general, however, there is little rigorous, in-depth or detailed advice on how postqualitative research is to be empirically conducted. Also, what the implications might be for environmental and sustainability education remain unclear. In response, drawing on data from a place-responsive heritage education project, employing theory from Deleuze and Guattari, I provide orientations for Assemblage Pedagogy and Assemblage Research. Assemblage Pedagogy involves educating for more sustainable ways of life through: (1) Interrupting existing education assemblages and experimenting with new approaches, (2) Practicing, relating, and entangling 'from the middle', involving the human and more-than-human to actualise the capacities and relations needed, and, (3) Evoking and performing new practices and expressions designed to create more sustainable ways of life. Wider implications for researching environmental and sustainability education are considered.

The future engineer is labelled an entrepreneurial engineer, having networking, teamwork, opportunity recognition, creativity, risk management, and discipline-specific skills. Therefore, entrepreneurship education is being increasingly introduced in engineering education. The various educational designs used to introduce entrepreneurship education have been discussed extensively, but a clear scheme for the classification of such methods is not available. In this study, a classification scheme for entrepreneurship education is introduced by building on prior frameworks and authentic learning situations to differentiate educational approaches and learning contexts. We explore and combine different models of entrepreneurship education offered at 10 technical universities in the Nordic countries. Through this exploration, we identify three categories of learning contexts, which we label 'imitation', 'pretence', and 'real,' adding to the three classes of educational conceptions identified in the literature and verified through empirical data: 'teacher-directed', 'participatory', and 'self-directed'. This leads to a six-class taxonomy for entrepreneurship education approaches.

Music education majors at many universities in the United States take a course on education equity in or outside the music department. Sometimes called diversity course work, or classes on school access or school funding, these courses have syllabi that sometimes include topics such as unequal tax bases, white-savior narratives, class stereotyping, and income stratification by race. Students are often studying these topics for the first time and face an entire vocabulary to learn so they can describe equity and diversity issues. Students often respond to these topics inquisitively, but for students without firsthand exposure to barriers in rural or urban areas, problems in education equity can seem hypothetical to them--an ivory-tower academic exercise they had to pass through before getting down to the real business of teaching music. In this article the author describes how the COVID-19 pandemic laid bare the gap in students' access.

Reformers in developing countries increasingly seek to raise education quality. Yet we know little about the politics of improving education. One significant and instructive case of reforms designed to boost education quality comes from Chile, where in 2016 the government enacted a sweeping reform of teaching careers. This paper first uses a quantitative analysis of appearances in the news to identify key stakeholders and then turns to process tracing to analyze how and when these stakeholders influenced reform dynamics. Comparatively, the Chilean case differs from similar reforms elsewhere in Latin America due to the absence of business, the strong role of policy networks, and the final negotiated settlement with the teacher union. Theoretically, the analysis confirms general theories that emphasize the roles of distributive politics and policy networks.

This article presents results from a large-scale Norwegian study that examines the quality of early childhood education and care, using the research tool ITERS-R. Although ITERS-R consists of 39 items, this article focuses solely on results within music education in Item 18. Music and movement. According to ITERS-R, results from 206 toddler day care groups reveal that the quality of music education in Norwegian day care is low. Our in-depth study of a single item reveals that a lack of musical toys and instruments is what yields such a low score. The quality of singing and the use of recorded music, however, scores better. These results point to a music education philosophy in ITERS-R that diverges somewhat from contemporary music education philosophies and curricula. The article therefore also discusses some potential consequences of this difference.

In this article, the author interviewed five former colleagues who were retired special education administrators about their careers and perspectives during the spring of 2012. They all worked for a regional education agency in Pennsylvania. The interviews revealed many challenges, from physical exhaustion to a changing organizational culture. Yet, in spite of these challenges, those interviewed sought feedback and guidance from mentors, reflected on their experiences, and searched for ways to support their teachers and staffs even as their programs grew and their responsibilities increased. Replacing education administrators, whether in special or general education, is challenging due to many factors, including long hours, insufficient salary, and a lack of support. The biggest challenge, however, may be the disinterest of Gen X educators in traditional administrative positions. As the number of retiring education administrators increases, it is crucial that school districts and regional education agencies implement strategies to more effectively recruit or retain them.