Education & Pedagogy

Defining the quantifiable elements of a highly qualified physical education teacher is challenging. For the past two years, a task force of the National Association for Sport and Physical Education (NASPE) has worked on describing characteristics associated with highly qualified physical education teachers. Highly qualified teachers are needed to design and deliver the content of quality physical education programs. How will future physical education teachers begin the journey to becoming highly qualified? Do current physical education teachers demonstrate the attributes of a highly qualified teacher? Is there assistance available from other physical education teachers along the road to becoming highly qualified? The purpose of this article is to address these questions and provide suggestions to guide current and future professionals toward becoming recognized as highly qualified physical education teachers. To help maintain focus, a point of initial employment/licensure has been selected as the "line of demarcation." Suggestions and ideas will address the time span prior to one's employability as an educator and after one is employed as a professional, or licensed as a physical educator. The article provides several checklists to assist in the quest to be a highly qualified physical education teacher. These checklists are not meant to be "all inclusive," nor is it expected that each individual will meet or exceed every checklist item. However, it is hoped that the items on the checklist can assist one on their journey to becoming a highly qualified physical education teacher.

The aim of this research was to find out what kindergarten teachers, parents and kindergarten student teachers think about education and about themselves as educators. The basic question was: what kind of similarities and differences are there between these groups of educators? The sample consisted of 21 parents, 28 kindergarten teachers and 37 kindergarten student teachers voluntarily taking part in the study. The data were collected using thematic interviews and an open-ended questionnaire. The approach used to analyse the material was phenomenography. The results show that the groups of educators between themselves had quite similar conceptions of education and of being educators of small children. However, some differences were also found. The division of the conceptions of education was: education as a societal function or socialization, education as a way of supporting a child's development, education as care, and education as work and action. All groups, but especially parents, regarded education primarily as a societal function. All three groups paid rather little attention to education as a function of becoming a human being. Education as a function of care occurred in the conceptions of some educators. The conceptions of being an educator were linked to characteristic features of educators, to working with children, to commitment and self-confidence at work and to demands on and responsibility of an educator. In particular, parents paid attention to the demands and responsibility of being an educator. Kindergarten teachers and kindergarten student teachers emphasized working with children and commitment to education.

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teaching practices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2 %) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.

A recent United Nations' report claims that nearly two-thirds of the Earth's natural systems are unhealthy or failing, and many point to education--environmental education, education for sustainable development, or sustainability education--as a key means of addressing these issues. In this article, the author discusses the literary description to the ideas of Jensen and Schnack (1997), and Payne (2003) to explore, and complicate "education for the environment." Here, the author draws on her experiences of both gardening and conducting "post"-informed narrative research (see Hart, 2005) with a high school outdoor/environmental education teacher in order to illustrate and reflect on these themes. The stimulus papers by Jensen and Schnack (1997) and Payne (2003), are both concerned with what and who environmental education is for, in the sense that all environmental education is, in some way or other, education "for" the environment. Furthermore, the author examines the kinds of experiences, knowledge and ways of being that might led to environmentally-focused student action. Jensen and Schnack (1997) support the development of students' action competence, which they suggest is an interdisciplinary type of knowledge that focuses on students' abilities to envision a future they want, and reflect on and respond to current health and environmental concerns. Rather than advocate for particular behaviours where the action or outcome is already pre-determined by the teacher, Jensen and Schnack emphasize teaching to increase students' abilities to create their own visions for the future, and make choices based on those visions. They present issues around education for the environment as epistemological ones, focusing on the kinds of knowledge students gain from the experience of planning and taking action.

More and more often the scientific literature indicates that the effectiveness of the Russian system of higher professional education has declined. The arguments cite the increase in the number of college students and institutions of higher learning, the large number of graduates who are working in jobs that are not in their specialty, the large proportion of unemployed who have a higher education, and the lack of differentiated wages and salaries based on workers' level of education. In the past few years there has been a radical change in the role played by higher education in the life of society. It used to be that for an individual, obtaining a higher education was a way to enhance his social status and ensure career growth, increase his level of earnings, etc. Specialists with a higher education made up what was known as the intellectual elite of society. At present, obtaining a higher education has come to be a kind of social norm that expresses the average, socially essential level of training of a worker in a developed information society. As a result, a specialist with a higher education is no longer a member of the intellectual elite; that status is now occupied by people with an even higher level of training such as an advanced degree. The author proposes another view as to the role played by higher education, one that is quite different from the prevalent view, when it comes to training workers to engage in intellectual work. (Contains 1 figure and 2 tables.)

There is a dearth of knowledge regarding how self-directed learning and inclusion relate as concepts. In this paper, we explore how self-directed learning and inclusion are discussed together in the educational literature. With the aim of advancing our conceptual and theoretical understanding in this regard, we present the findings of a systematic review that critically explores the relevant literature on self-directed learning and inclusion. We included peer-reviewed texts with an explicit focus on both inclusion and self-directed learning in any educational phase. There were no restrictions on date of publication or methodology adopted. We searched five databases in July 2023: British Education Index, Education Research Complete, ERIC, International Bibliography of the Social Sciences, Australian Education Index, and Web of Science. We located 19 studies published in the past 15 years--8 studies concerned childhood education settings and 11 studies were written in the context of adult education, with the majority from higher education. We analysed the texts using thematic analysis and key findings were that: (1) self-directed learning can be used as a framework to promote both inclusion 'in' education (as in pedagogical methods and strategies) and 'through' education (as in educational products and outcomes); and (2) engaging with self-directed learning has the potential to further inclusion and social justice aims in education. However, these findings can only be interpreted by taking into consideration the tensions associated with inclusion that were rarely acknowledged in the included studies.

Objective: With growing international interest in youth mental health as well as the other health issues faced by young people, school health education draws the attention of scholars from both East and West. However, what stands for health education in the context of a 'health and physical education' (HPE) curriculum varies widely between locations internationally. This article considers how we might understand what counts as health education as part of HPE in different policy contexts. Method: Informed by Foucauldian concepts of discourse, knowledge/power, and truth, we used Fairclough's textually oriented discourse analysis to conduct a critical discourse analysis of official HPE curriculum policy in three different nation states (Aotearoa New Zealand, China and Japan). Findings: In Aotearoa New Zealand, curriculum discourse reflects a socio-critical approach to health education within HPE. In China, physical fitness dominates discourse on health education in HPE. In Japan, health education in HPE is directly connected to notions of safety and disease. Conclusion: In each of these three countries' HPE curricula, we can see how global policy discourses construct particular 'truths' about the place and purpose of health education in schools. It is important to understand why different perspectives exist, because these different 'truths' are not just variations in policy content, but also reflect each country's approach to health education as a response to unique challenges and priorities, shaping how health is understood and practised.

This study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, marginalising African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts.

This article assesses how the logic of refugee education affects the inclusion of refugees with disabilities. It draws on academic literature, sociological and ethnographic research in Lebanon with refugees with disabilities and refugee education practitioners, and conversations between the authors on practices they witnessed out in the field. They highlight four tensions between how refugee education is conceptualised on the one hand, and the prerequisite logics for disability-inclusive education on the other. First, they historicise the emergence of refugee education, highlighting how the logic of securitisation facilitates the exclusion of refugees with disabilities who fall outside constructs of the "threatening migrant". Second, they highlight the neoliberal logics shaping funding structures and educational assumptions within refugee education. Ideals of cost--benefit analyses and future employability interact with ableist assumptions to construe refugees with disabilities as less valuable to include. Third, the reliance on vulnerability frameworks leads to disempowering perceptions of disability that conflict with more equitable narratives of diversity and inclusion. Fourth, conflicting temporal pressures are at play between ideas of "emergency" education, which have a temporary and present-oriented focus, and disability-inclusive education, which is developmental and future-oriented. The tensions between the dominant lexicon of refugee education and the philosophy underlying inclusive education contribute to marginalisation, disempowerment and exclusion. This article calls for the refugee education community of scholars and practitioners to engage in critical reflection on how the frameworks within which we work might better support the recognition, inclusion and dignified treatment of refugees with disabilities.

This study maps global trends, thematic concentrations and collaboration networks in Science, Technology, Engineering and Mathematics (STEM)-based special education research by examining 458 publications published in the Web of Science database between 2010 and 2025 through bibliometric analysis. The results reveal that STEM education encompasses not only technical knowledge transfer for individuals with special needs, but also dimensions such as inclusion, equity and social justice. Keyword analysis shows that themes such as 'inclusion', 'Universal Design for Learning (UDL)' and 'equity' are central to the literature; however, the limited number of studies on individuals with visual and auditory disabilities indicates that systemic barriers remain. The USA leads in the number of publications, with notable contributions from Turkey, China, Germany and Australia. Collaboration networks emphasise the influence of physics education-focused researchers and journals in the field and highlight the growing importance of interdisciplinary and international collaborations. The discussion highlights the critical role of UDL-based curricula, teacher education and assistive technologies in increasing the accessibility of STEM education within the framework of the social model and inclusive pedagogy. The findings reveal the need to develop inclusive and disability-specific pedagogical strategies in teacher education, curriculum design and policy-making processes, and emphasise the importance of qualitative, long-term and participatory research designs to close the gaps in the field. The results provide an important foundation to guide global education policies to support equal participation of individuals with special needs in STEM fields.

Status: This study explored the use of Minecraft Education Edition to create a metaverse-like environment for STEM education, involving 40 students in collaborative tasks across Chemistry, Coding, and AI Education. Research Methods: To assess student engagement and behavior patterns, the study employed the Game Experience Questionnaire (GEQ) and the STEM Outcome Survey. The research aimed to evaluate Minecraft Education Edition's alignment with metaverse platform criteria, its impact on social presence, and its influence on students' perceptions of STEM education. Data Collection and Analysis Methods: The data were collected using the GEQ and STEM Outcome Survey. Regression analysis was conducted on the GEQ dimensions to examine the effects of Competence (C), Flow (F), and Challenge (I) on the overall sense of immersion (I). Findings: The analysis revealed that Competence, Flow, and Challenge significantly contribute to the sense of immersion, supporting Minecraft Education Edition's role as an effective metaverse-like platform. The study also provided insights into how Minecraft Education Edition enhances social presence, fosters empathetic engagement, reduces negative social experiences, and promotes behavioral involvement. These findings underscore the potential of virtual worlds like Minecraft to revolutionize STEM education by offering immersive and engaging experiences. The study recommends Minecraft Education Edition as a valuable tool for educators and suggests further development of customized Minecraft worlds to better address students' specific learning needs and enhance game-based learning in STEM education.

Society will not fully benefit from development and use of future discoveries and innovations if we do not provide full access and opportunity to engage in effective STEM education -- and we may lack the information, tools, and resources needed to address future challenges facing our planet. Commonly used methods of teaching undergraduate STEM education benefit only a relatively small percentage of learners, leading many to choose not to enroll in STEM courses or pursue STEM careers. This trend severely limits participation in the STEM careers that play a critical role in our nation's prosperity. High quality instruction, learning, and engagement in STEM should be a key priority for colleges and universities across the United States. Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching calls on leaders of institutions and academic units, instructors, and other stakeholders to leverage their important roles to improve the landscape of undergraduate STEM education so that all students can thrive. As one step toward addressing inequities and transforming undergraduate STEM education, this report presents a set of Principles for Equitable and Effective Teaching. These Principles provide guidance for instruction that draw on decades of research on teaching, learning and equity. Transforming Undergraduate STEM Education provides guidance for improving teaching and related changes to the institutional context that are needed to support instructors and enable student-centered undergraduate STEM education.

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

This is the 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. [For the "43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021," see ED616723.]

On December 2-3, 2014, the Space Studies Board and the Board on Science Education of the National Research Council held a workshop on the NASA Science Mission Directorate (SMD) education program--"Sharing the Adventure with the Student." The workshop brought together representatives of the space science and science education communities to discuss maximizing the effectiveness of the transfer of knowledge from the scientists supported by NASA's SMD to K-12 students directly and to teachers and informal educators. The workshop focused not only on the effectiveness of recent models for transferring science content and scientific practices to students, but also served as a venue for dialogue between education specialists, education staff from NASA and other agencies, space scientists and engineers, and science content generators. Workshop participants reviewed case studies of scientists or engineers who were able to successfully translate their research results and research experiences into formal and informal student science learning. Education specialists shared how science can be translated to education materials and directly to students, and teachers shared their experiences of space science in their classrooms. "Sharing the Adventure with the Student" is the summary of the presentation and discussions of the workshop. [Dwayne Day served as Rapporteur. Contributors include Division on Engineering and Physical Sciences; Space Studies Board; Board on Science Education; and the Planning Committee on Sharing the Adventure with the Student: Exploring the Intersections of NASA Space Science and Education--A Workshop.]