Education & Pedagogy

Cultivating diversified and high-quality talents is the mode of cultivating talents in higher quality education. Aiming at the effect of the innovation of dance education system, the authors study the change of its influence on college students' artistic accomplishment under the new media form. Firstly, it analyzes the research status of the integration of dance education development and new media education in various countries, and improves the shortcomings of traditional dance teaching. Starting from new media technology, the education process is optimized by means of mobile network, intelligent communication, and wireless sensing. Finally, the regression model is used to test the influence of new media means on the artistic accomplishment and employment trend of college dance education students. The results show that dance education in the context of new media can improve students' artistic literacy and help college students achieve the goal of rapid employment.

This article is an exploratory analysis of nearly 40 years of trends in education funding to explore the current state of funding for Indian elementary and secondary (K-12) education and whether it is sufficient. A description of the current funding system for K-12 Indian education, four programs undergirding the analysis, and relevant literature is described. The tools and databases used to derive the findings and examine the issues involved with conducting a per-pupil analysis of American Indian and Alaska Native K-12 education programs are provided. This is followed by an application of these principles to conduct both a per-pupil and panel regression analysis of actual Department of Education (ED) expenditures on Title VI-A Grants to local educational agencies (LEAs). The article concludes with a discussion of the results and suggestions for further research.

Public educational systems and institutions have increased their adoption of proprietary educational platforms offered by large private corporations. Platforms now critically mediate content creation and storage, interaction and communication, record-keeping and institutional memory. This platformization of education has led to significant risks to data collection and privacy, technological lock-in and dependency, and educational governance. In this article, the principles of Open Education are presented as a framework to guide the adoption of technological platforms and services in education. Data and examples are presented to demonstrate the significant scope of the integration of platforms within the context of South American higher education and show how it has negatively impacted educational governance. The article concludes with a presentation of alternative models for the adoption of platforms in education guided by public values and not solely by cost savings that reflect a disregard for their adverse impacts on educational governance, privacy, and autonomy.

With the rapid development of information technology, multimedia technology has gradually penetrated various fields, including physical education in colleges and universities. Traditional physical education teaching methods lack interaction, and it is difficult to ensure the durability and depth of the effect of teaching. In college physical education teaching, multimedia technology can be displayed through various forms of media, and it helps to stimulate students' interest and enthusiasm in learning. Therefore, we need to find a new teaching method to improve current physical education in colleges and universities. This paper expounds the applications of multimedia technology in college physical education from three dimensions: video teaching, audio teaching, and virtual reality technology. The effect of applying multimedia technology in physical education teaching is analyzed through case studies. This paper will provide a useful reference for the innovation and development of physical education teaching in colleges and universities.

The purpose of this paper is twofold: first, to provide a clarification of how 'education in a postliberal world' differs from the concept of 'postliberal education;' and second, to contribute to an understanding of the backlash against liberalism and liberal education in recent years. The paper is primarily conceptual and only secondarily descriptive in that it prioritizes the importance of clarifying the conceptual haze surrounding the notion of postliberalism and related terms (i.e. illiberalism, anti-liberalism); it is argued that this conceptualization is necessary as these concepts have different educational implications in different political contexts. The paper outlines a number of broad dimensions that are important to explore in future research on the entanglement between postliberalism and education; it also discusses how the concept of postliberalism could be used fruitfully to account for changes in education in ways that take into consideration the recent critiques against liberalism and liberal education.

Pláticas methodology is introduced in this article to advance the centering of Latinx researchers and Latinx students in STEM research. As an increase in Latinx educational researchers enter academia, engaging an appropriate epistemology and methodology that is culturally relevant and race-centered is key in the ongoing STEM education research which aims to diversify and create equitable outcomes for Students of Color. This article draws from a study with 24 Latinx STEM students and 48 pláticas. An overview of pláticas methodology, Chicana/Latina Feminist Epistemology, along with an examination of the principles of pláticas methodology in STEM education. This article is timely as the Latinx student population and Hispanic-Serving Institutions are growing in higher education. This article places emphasizes reframing methodology to provide a culturally relevant and holistic methodology to engage Latinx Students and advance STEM education research focusing on Latinx students.

The Smart Education of China, a large education data platform for the aggregation and application of high-quality educational resources, is vital for China to stimulate the balanced development of education and to reduce students' learning burden. This study focuses on the long-term mechanism of the Smart Education of China, adopting TOE framework and qualitative comparative analysis research method to investigate the technological conditions, environmental conditions, organizational conditions and content conditions of the Smart Education of China before summarizing four usage paths of the Smart Education of China. With regard for the existing issues, the study concludes that for the sake of a long-term mechanism the Smart Education of China needs to solve four problems, including unfinished construction, content-insufficient platform, popular but ineffective application, and substandard quality.

This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.

This paper uses Levitas's (2013) 'utopia as method' as a way to approach the histories of digital education and its utopian possibilities. The themes of emergence, openness and desire are woven through the three modes of Levitas's method. First, an archaeological analysis considers the relationship between digital education, lifelong learning and utopia in the political programmes of UNESCO, OECD and the UK government. Second, Levitas's 'utopia as ontology' considers how critical digital education might help move us from the paradigm of the locked-down 'data subject' within a human capital model of education toward emergent and more-than-human ways of understanding. Third, the method's architectural phase is used to explore how a future for digital education might be imagined through the themes of ecopedagogy, diversity of knowledge and the end of institutions. The paper argues that the new twenty-first century utopian imagination might help us to imagine and build better futures for digital education.

School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders' attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education "for all" students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders' practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders' attitudes towards inclusive education practices.

The growing use of artificial intelligence in education extends and intensifies technologies of governing, including datafication, performativity and accountability. In this article, we outline how the use of AI and data science has the disruptive potential to create new norms in education policy and governance. We report on an ethnographic investigation into an education department initiative that involved data scientists using machine learning to identify causal links between different school-based and non-school based factors, and educational outcomes. The article proposes that machine learning is being introduced into this education department as a set of minor experiments in education governance. We focus on issues of changing expertise and evidence and differences in method between new data science approaches and established statistical expertise in this education department, in order to highlight minor but important new governance practices. We conclude that the increasing use of AI in education, as part of new cognitive infrastructures, is quietly shifting the ways in which education systems operate.

This qualitative study examined educational professionals' experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs.

Internationally, academics and social organizations have emphasized the incorporation of the perspective of children and adolescents in the design, evaluation, and execution of environmental education activities. This study sought to identify those contextual factors that influence the implementation of participatory actions in environmental education. An online survey was applied to 78 teachers, non-formal educators, administrators, researchers and journalists involved in environmental education. Through thematic content analysis, 17 determinants of implementation were identified, highlighting the traditional education model, cultural patterns, willing and social support, time, resources, and organizational drivers. It is argued that beyond macro and meso structural conditions, the implementation of these actions falls on a greater measure in the self-efficacy of the people involved in education, as well as in their possibility to manage the implementation conditions and obstacles.

With the rise of Global Citizenship Education (GCE) in education systems worldwide, recent research has attempted to categorise its various types and orientations. There are, however, limited insights into how different education stakeholders perceive and implement GCE in pedagogical practice. To bridge this gap between theory and practice, we apply a social cartography of GCE types from a recent study to identify management staff's, teachers', and pupils' perceptions of GCE in the context of Dutch (bilingual) secondary education. Based on a content analysis of 12 interviews and three focus groups with pupils, our findings indicate a clear dominance of a liberal orientation towards GCE, focusing on political and moral themes, but also evidence of a critical orientation, as well as liberal-critical and neoliberal-liberal interfaces. We propose that the reflections of practitioners and pupils presented in this study should be used to further develop (Dutch) GCE.

Talking and thinking about death in school education encourages the spiritual development of students and constitutes an objective of the Catholic religion subject in Chile in both primary and secondary education. This article aims to examine the teachers' perspectives who teach the Catholic religion on the matter. In particular, what disposition they have when approaching death with their students, what theological knowledge they possess on the subject of death, and what relationship exists between the domain of this theological knowledge and readiness for education about death. Based on quantitative methods, the results show a high willingness of teachers towards death education and high confidence in the abilities to carry it out. Nevertheless, a medium theological knowledge is identified, which is not related to the disposition to death education. The study concludes by discussing the difficulties of death education, which is not entirely based on theological knowledge.