Education & Pedagogy

This paper explores how the education system of the 21st century has reached its current state and discusses where it needs to go, noting that the depth and quality of the education system reflects the wellness of the society. The goal that schools, districts, parents, and governments are attempting to achieve is one of equity for all students. If equity in education is limited, this limits the potential forward progress of each individual and of society. The paper examines the history of federal law related to educational equality and opportunity since the Civil War. It also looks at legislation passed by Texas courts and how it was influenced by federal legislation regarding the funding of education. The paper concludes that to truly provide an equitable system of education, three areas must be made as equitable as possible: funding, curriculum alignment with assessment instruments, and teacher commitment to providing each child with an equitable education. (Contains 12 references.) (SM)

Student teachers spend a high proportion of their time in schools as part of their preservice training. Concern has been expressed about moves to increase this time, because it appears that much of what occurs in the schools more closely resembles a teacher training model than one of teacher education. This study sought to investigate whether school-based mentors who had been trained in principles of teacher education more closely resembled teacher educators in the activities undertaken and the interactions they had with their student teachers than did their untrained counterparts. Measures were developed to distinguish teacher education activities from those of teacher training. Three of the four mentors who participated in the study defined their roles in ways more consistent with teacher education than did their untrained counterparts and scored more highly on the measures developed for the study. Implications for teacher education are discussed. (Contains 19 references.) (Author/SM)

This 25-minute videotape is a production of the Broadcast Journalism emphasis at Southern Arkansas University (SAU) in Magnolia. SAU is a state-supported institution with an enrollment of 2,500 students. During the 1998-99 academic year, a team representing the National Council for Accreditation of Teacher Education (NCATE) evaluated the SAU School of Education. Arkansas state law mandates NCATE accreditation for all institutions of higher education with teacher education programs. At the time of the onsite visit by the NCATE team, SAU's accreditation status was probationary, even though it had been continually accredited since 1967. A 1995 study cited SAU for weaknesses in 7 of the 20 NCATE standards. In this videotape, Dr. Larry McNeal, a professor of education and NCATE coordinator at SAU, addresses the accreditation process and his development of an overall plan. He discusses how the SAU School of Education passed each of the 20 NCATE standards. (SM)

This paper discusses a study which examined the manifestation of racial epistemology in the teaching and learning of multicultural education in three university classrooms. In this research, ethnographic data were collected and interpreted to understand preservice teachers' divergent responses toward multicultural education classrooms. Based on the data, the paper suggests that responses to multicultural teacher education need to be understood in terms of preservice teachers' conceptions of their own cultural identity in which the self and others are situated in an oppositional relation, and that by not challenging preservice teachers' binary epistemological world, multicultural education is seen as education for minority students and has little impact on preservice teachers' beliefs, values, and attitudes. The implementation of multicultural teacher education needs to involve a reconstruction of preservice teachers' cultural identities in which relations with self and others are reconceptualized in a culturally diverse, and yet democratic, society. Contains a 55-item bibliography. (BT)

This paper presents a research project that investigates the values and uses of biodiversity. It was jointly investigated by the Wageningen Agricultural University and the University of Utrecht. The study engages a research-based stepping stone procedure for curriculum developers and educators in the (re)designing of teaching and learning in both formal and non-formal education. As a part of environmental education, sustainability education helps in critical decision making. The evolution from nature conservation education to environmental education to education for sustainable development can be characterized by the increasing awareness of the need for self-determination, democratic processes, and linkages between environmental and social equity. This research investigates the multilevel question, "What are the basic criteria, guidelines, principles, and constraints when developing the theme of biodiversity from an environmental education perspective?" Four main research tools have been used that include expert consultations, literature review, Delphi-study, and action research. (Contains 30 references.) (YDS)

The Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and the Workforce met to hear testimony on "Innovative Teacher Preparation: Properly Equipping America's Educators." Opening statements were presented by: (1) Honorable Aaron Bean, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Prepared statement of Honorable Suzanne Bonamici, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. The following witnesses presented a statement: (1) Dr. Carole Basile, Dean, Mary Lou Fulton Teachers College, Arizona State University; (2) Dr. Melba Spooner, Dean, Reich College of Education, Appalachian State University; (3) Sharif El-Mekki, CEO, Center for Black Educator Development; and (4) Dr. Greg Mendez, Principal, Skyline High School, Mesa Public Schools.

This fourth international handbook discusses developments not recognized or dealt with fully in the first three Springer Mathematics Education handbooks and tackles controversial issues in the field. After starting with a provocative introductory chapter which asks whether controversy is a healthy feature of international mathematics education, the four following sections cover: (a) mathematics education in Asia; (b) the roles of theory in research and practice; (c) equity and social justice; and (d) curriculum and change. These themes are taken up in 28 chapters by 60 authoritative authors from all continents. Each of the four sections is structured on the basis of past, present, and future aspects. Like the first three mathematics education handbooks, this handbook provides a very valuable resource for teachers, mathematics education practitioners and researchers, education policy makers, and mathematicians, as well as graduate and undergraduate students.

This chapter discusses the nature of International and Comparative Education in East and South East Asia through the different organizations, networks, and programs formed to cater to the field. It gives an overview of the existing networks in international and comparative education, related activities, and studies instituted to strengthen the field in the region. Given the more developed network in East Asia, this chapter also highlights the increasing importance of international and comparative education in South East Asia, through the broader base of objectives also defined in the Association of South East Asian Nation (ASEAN) Economic Community (AEC) of 2015. Opportunities and policy reorientations (in education) set to present and utilize the field in both regions are also examined. [For the complete volume, "Comparative and International Education: Survey of an Infinite Field. International Perspectives on Education and Society. Volume 36," see ED661540.]

Pursuant to CRS 23-1-141, the Colorado Department of Higher Education (CDHE) is required to report on necessary steps and any barriers identified including recommendations for necessary legislative changes to deliver a statewide longitudinal data system in Colorado that connects K-12, postsecondary education and workforce information. This report is the third report on Colorado's longitudinal data landscape and ways to support this work going forward. This 2025 report provides an update on the work of a Technical Working Group convened by CDHE and the Colorado Commission on Higher Education (CCHE) to: (1) develop student success measures that measure the progression of students through postsecondary education and the impact of postsecondary pathways on a student's career opportunities and success; and (2) strategize and support the creation of better statewide longitudinal data systems.

This article examines the transition of adult learners from adult general education to a college program. The ethnographic inquiry methodology used for this research relies on Long's theoretical model which postulates three different levels of dimensions in adult education (1989) and on Bélanger's lifelong learning model (2011). On this rarely-addressed subject, it engages the expertise of the field in a co-construction process and from an adult education perspective. The psychological, pedagogical, sociological issues (Long, 1989) that are at play show the significant commitment adult learners have to make to further their education, and the reconstructive path they have chosen to facilitate their social insertion. The need to create a bridge between Adult General Education and the college environment is posed as a way to support the educational emancipation of adults in Québec society. [For the full proceedings, see ED665621.]

A well-informed and well-argued education sector diagnosis is seen as pivotal by the European Commission Directorate-General for Neighbourhood and Enlargement Negotiations (DG NEAR) to adequately accompany the Government of Albania in reforming its education and training system for increased convergence and alignment with EU standards and providing tailored-made support. In this regard, the DG NEAR has commissioned the UNESCO International Institute for Educational Planning (IIEP-UNESCO) to conduct an education sector analysis (ESA). This ESA for the Republic of Albania covers critical dimensions, including access and equity, quality, relevance with the labour market, governance, and cost and financing. It also includes an introductory chapter that provides an overview of the environment in which the education sector evolves. This report provides comprehensive resources for anyone interested in education in Albania. [This report was prepared in collaboration with the Ministry of Education and Sports (MES) with financial support from the European Commission Directorate-General for Neighbourhood and Enlargement Negotiations (DG NEAR).]

This book challenges the dominant expertise professionalism rationale for music education by responding to the call to develop 'ecological awareness' at a time when all professions have a moral obligation to place sustainable and interdependent life at the center. The book aims to expand music education's professional horizons to acknowledge the responsibility of the music field to contribute to the demands of complex questions of sustainability and identify the ways in which sustainable music education may be strengthened through an activist relational ecological stance. It suggests a radical moral turn by asking: What if music education is recognised as part of the problem of sustaining unsustainability? and What if music teacher education was developed in and through dialogue with a futures perspective? These questions are interrogated through a critical analysis of the historical positioning of music in education and an interdisciplinary application of theories of ecology and professionalism.

This book explores the global dimensions of internationalization in business and management education. Highlighting India's growing influence and expanding presence in the international education landscape, it addresses institutional strategies for global relevance, focusing on innovation, international positioning, and the role of technology. It delves into structural enablers such as cross-border partnerships, faculty perspectives, and integrating sustainability and social impact into curricula, and critically examines how global rankings, accreditations, and academic publishing standards are reshaping quality assurance worldwide. It also presents challenges and practices from diverse contexts, including comparative insights from India, Canada, and beyond. It offers practical insights into building future-ready, internationally engaged institutions, and it would be a valuable resource for global educators, scholars, policymakers, and institutional leaders.

What does it mean to be a student of education? This book offers an excellent introduction to the content and espoused purposes of Education Studies degree courses, both undergraduate and postgraduate. Education Studies has shifted from simply the theory for teacher training to a popular university subject in its own right, with a wide array of literature and research. Covering core questions about who, where, and why education should take place, the book analyses diverse approaches to the Education Studies curriculum, the tension between theory and practice, and the employment opportunities offered for graduates of Education Studies. The book will appeal to those considering a career in teaching or looking for enhanced professional development through engagement with degree level studies. It is also essential reading for students interested in the broader questions relating to education and society as well as those looking for careers in the wider education sector, including local government, charities, and cultural industries.

Artificial Intelligence (AI) offers considerable opportunities, as well as challenges, to management education and research. This book brings together case studies and best practice examples of the use of AI in advancing diverse fields relating to Responsible Management Education (RME). Moving beyond the conceptual questions about the use of AI in management education, the book identifies the real-world application of AI and showcases exemplary policies related to AI and its role in advancing responsible management in higher education institutions. Interesting cases include the development of curricula, AI-powered personalized learning, the implications of using AI in short-answer grading, and the utilization of AI in auditing and investment. The book is relevant to educators and scholars worldwide, as well as managers of universities and business schools as they navigate what it entails to advance responsible management education in the AI era.