Education & Pedagogy

Digital design processes in artistic education promote the development of autonomy and self-critical capacities among students. Digital technology has transformed university education and the development of transversal skills. The objective of this study is to analyze research on digital design in art education in the context of higher education during the period 2000--2020. Bibliometric techniques were applied to 1027 articles selected from the Scopus database. The findings yielded data on the scientific productivity of journals, authors, research institutions and countries/territories that promote this topic. The data show an exponential trend, with more insistence in the last three years. Six current schools of knowledge related to art, level, formation, faculty, perception and relationship were detected. This research establishes the link between education, art and technology in the university context, and it is a tool for decision making by promoters of this field of research.

A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master's degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato's intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and "expert" coaching on precise techniques, was aimed at establishing automaticity in the "rookie" teacher. Sposato's emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness.

SHAPE America has identified four goals as part of the "50 Million Strong by 2029" initiative; one of these goals is healthy behavior. School-based health education is uniquely positioned to be a primary route through which this goal can be achieved. Health education is an academic subject included in a well-rounded education, based on health behavior and learning theory, research-based and taught by licensed and trained health educators with adequate instructional time. Health education helps students acquire functional knowledge about a variety of topics and develop health-related skills resulting in personal competence and self-efficacy. The purpose of this paper is to provide an overview of the existing evidence examining school-based health education and to articulate future directions for research that will solidify school-based health education as a necessary and efficacious strategy for improving the health and wellness of youth.

In light of COVID-19, school divisions across the country closed their doors and shifted to remote instruction. In Virginia, little guidance was provided to assist educators and teacher educators with making this transition, particularly for students with individualized education programs (IEPs). In May of 2020, researchers surveyed Virginia stakeholders involved in special education to assess the effectiveness of instructional delivery and procedural compliance as it related to students' IEPs. Quantitative and qualitative data analysis reveal that while schools and school divisions were generally viewed as effective with the procedural components of a free and appropriate public education, they were less effective, or ineffective, with the provision of specialized instruction. Implications for teacher preparation programs are discussed.

This article focuses on a comparative analysis of traditional Physical Education games and experiential learning on the part of teacher candidates enrolled in an Ontario Faculty of Education and one in Southwest China. Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant for research on Reciprocal Learning between Canada and China, the researchers conducted a qualitative study interviewing ten teacher candidates from the reciprocal Faculties of Education. Emergent themes included risk-taking and resilience, willingness to implement foreign practices, division of sport-related skills, and daily physical activity (DPA). Findings suggest that DPA is overlooked in Canadian classrooms; Chinese teachers are more likely to implement foreign practices, and skills development in traditional PE games is disparate between Canada and China.

The contribution of the secondary education system to employment is among the priority areas of educational policy since it has employment-related aims for students who do not/cannot continue on to higher education. In Turkey, the secondary education system has increasingly grown with students and schools included in the system. Consequently, secondary school graduates have increasingly demanded access to employment opportunities. Therefore, this paper investigates the relations between the growth based on the number of students and schools in the secondary education system and the employment of secondary school graduates in Turkey. Long- and short-run relationships between the growth in the secondary education system and employed secondary school graduates were investigated by employing Autoregressive Distributed Lag (ARDL) Bounds Testing approach. Although analysis pointed out a cointegration between the growth in the secondary education and employment, long-run coefficients of variables were found to be insignificant.

The study detailed in this paper examines the role of the Global Partnership for Education (GPE) in the transnational policy-making landscape in relation to African fragile and conflict-affected states. Data collection was based on content analysis of a corpus of documents -- Education Sector Plans (ESPs)/Transitional Sector Plans -- examining to what extent the main categories identified in the literature concerning global education policy and international development, emerge from the documents. We conclude that certain terms and constructs that emerge from global education discourses recur frequently in the ESPs. The article argues that there is a depoliticisation strategy in the development of the ESPs, making it possible to identify a façade of precision, a façade of rationality and a façade of universality.

This study explores how blockchain technology can transform education with a special focus on the social inclusion of students with limited access to educational resources and those who are typically designated as unreachable. We conduct a systematic content analysis of the existing literature on blockchain to identify factors that influence its adoption and use in education. The findings reveal seven important themes at the macro-level, namely, (1) future of education, (2) technology in use, (3) trust and change, (4) educational impact, (5) technological challenges, (6) teaching style, and (7) privacy and security. At the micro-level, we identify three thematic clusters, namely, (1) individual, (2) institution, and (3) instrument. These themes structure the further exploration of how blockchain can impact education management and development to improve educational quality, accessibility, social inclusion, and equality.

The adult literacy education field draws on research from several disciplines to support the work of educating the 40-44 million U.S. adults who lack the skills to obtain and maintain family sustaining work opportunities (Kirsch et al., 1993). Adult literacy research that documents the prevalence of low literacy in the adult population is useful for increasing awareness, for advocacy, and for educating funders and community partners about the need for, and impact of, adult literacy education. Research from adult and K-12 education are useful for improving professional practice and implementing effective program initiatives and for developing new knowledge about effective instructional strategies, evolving learner needs, and improving learner outcomes. In adult literacy education, efforts are made to use research for each of these purposes at the national, program, and individual levels. This paper documents how Seeds of Literacy, an adult literacy program in Cleveland, Ohio, uses education research to support its work. [For Part 1 of the series, see EJ1353257.]

Education elders must engage next generation Black thinkers and doers in addressing the complex global and spiritual issues in education today. Deep listening to the young is absolutely essential to imagining a future that is worthy of Black engagement and brilliance. In this article, I bear witness and honor the righteous version of endarkened feminisms being created by young sister artists and thought leaders. As an Elder in education, I believe that is an important and relevant role in Black struggle, excellence, and education that connects our past to our today and our possible futures. In this article, I put my own recent theorizing of (re)membering into conversation with Beyoncé's film, "Black is King." My goal is to illuminate and articulate what Beyoncé helps us understand about the meanings of equity and excellence in Black education when placed within the historical and contemporary Black creative and cultural spaces of Africa and the Black African diaspora.

Working between the formal education system and workplace, vocational education teachers contribute to the growth and development of a country's future workforce. Using interviews of university professors, examination of legislation and administrative rules and information obtained from applicable websites, this article compares two different teacher education systems for the preparation of vocational teachers in the country of Finland and the state of Ohio in the United States. Findings indicate both systems have commonalities as well as significant differences. This comparison will contribute to a better understanding of vocational teacher education from an international perspective and examines such aspects as qualification requirements for vocational education teachers, the institutions providing teacher preparation and the content of the teacher training programs. A discussion of the vocational education systems in both settings is also provided for background and context.

In 2018, a new governance law ("Ustawa 2.0") modernised the institutional governance of Polish public higher education institutions. This article investigates the governance changes from the cultural perspective of higher education governance through a survey administered to all Polish rectors. Responses were analysed by splitting higher education institutions into three categories (traditional academic [comprehensive], specialised, and applied sciences) to explore whether distinct institutional environments/subfields influence the perception of the new governance model. This article provides several research contributions: it is the first to adopt a cultural perspective to analyse higher education governance reforms in a Central and Eastern European country; it addresses specialised universities and universities of applied sciences, which are usually overlooked in higher education governance studies; and it extends the knowledge of the recent Polish higher education reform by highlighting divergent interpretations of the same governance framework across distinct institutional subfields within the same higher education system.

State policies regarding workers' education and the education and training of adults and communities have been hugely influenced by the political and ideological perspectives and approaches that have informed such policies from the onset of the post-apartheid period. These approaches have had pervasively negative effects on especially workers' education. Yet, there is a powerful and instructive legacy of theorisation and practice that suggests other possibilities towards the development of a progressive, even radical, agenda for workers' education and its associated forms. These possibilities have been abandoned by the prevailing regime of policy and practice, which could have drawn on the work of trade unions, progressive social movements and organisations, including some of their negative practices. We consider these historical possibilities briefly with a view to opening up a discussion about the possibilities they represent for educational theory and practice.

Despite the importance of professional accounting education to the accounting profession, the issue of learning and delivering the approach of professional accounting education is under-researched. This paper examined whether student-centred pedagogy, is ideal for the professional accounting education from the perspective of professional accounting lecturers, in an emerging country where the learning and political environment differs from the western countries. Drawing upon 14 semi-structured interviews, the paper offers evidence on the views on student-centred pedagogy in professional accounting education, the challenges in implementing it, the current landscape of professional accounting education and the way forward. The main challenge in professional accounting education is the urge to pass the examination where the assessment is entirely from the final examination. The findings of this paper offer important implications for regulators, policymakers and education educators in devising the accounting education system in emerging countries like Malaysia and the Asia-Pacific region, where the learning environment is passive.

In this essay, we draw on insights from U.S. legal education's century-long experiment using student-edited journals as a cocurricular learning tool, to develop the argument that management education should consider introducing a new category of student-edited, practitioner-oriented journals. Student-edited journals are potentially well-suited for management education because they encourage students to learn professionally relevant skills and to develop a greater understanding of research and its role in professional education. Enlisting students to help edit practitioner journals could also benefit business professionals by increasing the availability of practitioner-oriented research. In doing so, management education can use this cocurricular learning activity to help break down barriers between research, teaching and practice. This essay contributes to the management education literature by furthering the conversation about the role that cocurricular learning plays in fostering evidence-based management.