Education & Pedagogy

Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes. The report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. Two workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. "Climate Change Education in Formal Settings, K-14: A Workshop Summary" summarizes the two workshops.

As countries become increasingly interdependent, student populations in the United States are becoming more culturally diverse. These students' transnational perspectives present significant challenges to teachers, but a disconnect exists between the skills teachers need and those provided to them by colleges of education. As teacher preparation programs continue to cater to historic models of diversity, the programs show a glaring lack of recognition for the recent changes in school and community populations. "Internationalizing Teacher Education in the United States" examines the impact of globalization on teacher education in the United States, explains the current barriers to teacher education becoming more internationally minded, and presents possible solutions for teacher education programs to consider. Other books address the multi-national challenges faced by American education in the 21st century, but this book takes it one step further, offering teacher educators practical and theoretical explorations of their vital role in the education of contemporary student populations in the United States. This book contains three sections. Section I, Preparations for Teaching International Populations: What Are the Knowledge, Skills and Attitudes?, contains the following chapters: Chapter 1: A Comparison of K-12 Multicultural and International Education in the United States (Natasha G. Kolar); Chapter 2: Intra-Intercultural Competence for Teaching and Learning (Kenneth Cushner); Chapter 3: The Critical Role of Language in International Classrooms (Rebecca K. Fox); Chapter 4: One Size Fits All: Balancing Internationalization and Standardization of the U.S. Education System (Laura C. Engel and Kate Olden); and Chapter 5: Global Perspectives on the Internationalization of Teacher Education: Through an Australian Lens (Libby Tudball). Section II, Areas of Complexity and Confluence: Questions Still to Be Answered in U.S. Schools and Teacher Education, contains the following: Chapter 6: Engaging Teachers in Building Relationships with International Families Monimalika Day; Chapter 7: Redefining Vulnerability in American Schools: Reaching and Teaching Students after International Crises (Supriya Baily); Chapter 8: Understanding Secondary Models for Advanced Programs in the United States (Kimberley Daly); and Chapter 9: STEM Disciplines and World Languages: Influences from an International Teacher Exchange (Wendy M. Frazier, Rebecca K. Fox, and Margret A. Hjalmarson); Chapter 10: Pedagogical Diversity and the Need for Contextually Responsive Teacher Education in the United States (Rachel Grant and Maryam Salahshoor); and Chapter 11: Expanding Horizons through Technology for Teachers and Students (Debra Sprague). Section III, Concluding Thoughts: Developing Opportunities to Internationalize Teacher Education, was written by Beverly D. Shaklee. (Introduction: A Framework for Internationalizing Teacher Preparation was written by (Beverly D. Shaklee and Supriya Baily).

Researchers and policymakers alike recognize the lasting benefits of participation in high-quality arts coursework and in integrating arts into other content areas. Federal policymakers signaled their support for arts education by passing the Every Student Succeeds Act, with its inclusion of the arts as part of a "wellrounded education." Yet many states and districts still lack the data or resources to ensure that all students have equitable access to arts opportunities. The Arts Education Partnership at the Education Commission of the States houses more than 280 summaries of research on the impact of arts education. Collectively, the findings point to improved outcomes for students, educators, and schools. The effects of learning in the arts are even more pronounced for historically underserved students. English language learners and students from low-income backgrounds who engage in the arts are more likely than their peers who did not have access to arts opportunities to complete high school, have a higher GPA, and attend and finish college. While many states collect data on course availability and enrollment, teacher assignment to arts courses, and instructional hours devoted to the arts, most do not report those data publicly. The Statewide Data Infrastructure Project for Arts Education, a partnership between the National Endowment for the Arts and Education Commission of the States, bridged the gaps in arts education and state data systems through reports and technical assistance to help empower policymakers and communities with the necessary information to help ensure all students have access to arts education. Beyond encouraging better data collection and reporting on arts learning, state boards can partner with state advocates and legislators in other ways to help improve access to the arts in education. Key policy areas in arts education span learning standards, instructional requirements, high school graduation requirements, assessment, state accreditation, teacher licensure requirements for nonarts and arts teachers, and grant funding. All 50 states and the District of Columbia have adopted arts education standards for early childhood, elementary, and secondary education, and many state boards have recently updated them. However, not all states define the arts as a core or academic subject. State boards have the opportunity to support, promote, and adopt arts-related policies to expand access to the arts in high-needs districts and schools, including arts integration. They can also include the arts in approaches to ensuring a well-rounded education and providing targeted professional development for educators focused on the arts. From arts education standards and high-school graduation requirements to related policy areas like STEAM, state boards can affect the quality of arts education in their states and ensure that all students have equitable access to arts opportunities.

This anthology brings together art educators from 21 countries to provide information about the past record of art education along with recent developments and future prospects. In "Part I: Historical Perspectives," the role of cross cultural influences is reported in essays: (1) "Quality Criteria Shifts in One Century of Art Education in Dutch Primary Schools" (Vera Asselbergs; Aaltje Knoop); (2) "Walter Smith's Influence in Brazil and the Efforts by Brazilian Liberals to Overcome the Concept of Art as an Elitist Activity" (Ana Mae Barbosa); (3) "The History of Art Education in Egypt" (Mahmoud El-Bassiouny); (4) "It Is What One Does That Counts: Developments in Swedish Art Education" (Ulla Bonnier); (5) "The Changing Face of Australian Art Education: New Horizons or Subcolonial Politics?" (Doug Boughton); (6) "The History of Art Education in Chile" (Luis Errazuriz); (7) "Art Education in Eastern Europe from 1945 to 1991" (Bogomil Kariavaris); (8) "Development of Art Education in Czechoslovakia" (Jaromir Uzdil); (9) "Development and Problems of Art Education in Modern Japan" (Kazumi Yamada); and (10) "The Basic Design Movement in British Education" (Richard Yeomans). "Part II: Projects and Prospects" reports on contemporary trends in art education. Articles include: (11) "The Fourth Good: Observation on Art Education in China" (Barbara Carlisle); (12) "The Leonardo Project: Prospects for Hungarian Art Education" (Andrea Karpati); (13) "Art Education in Zimbabwe: A Review of the Present Position and Suggestions for Development" (John Lancaster); (14) "Present Trends in German Art Education" (Lois Petrovich-Mwaniki); (15) "Art and Design Education in South Africa" (W. R. Philip); (16) "Art, Craft, and Design Education in Great Britain" (John Steers); and (17) "Diversity of Socio-Educational Functions of Art in the Modern World: View From Poland" (Irena Wojnar). "Part III: Multicultural and Cross-Cultural Issues" presents: (18) "The Arts in a Multicultural Society" (Brian Allison); (19) "Old-New Land: Cultural Integration and Polyaesthetic Education in Modern Israel" (Hanan Bruen); (20) "Many Cultures, Many Arts: A French Experience" (Marie-Francoise Chavanne); (21) "A Multicultural Curriculum in Scotland" (Arthur Hughes; Nick Stanley; John Swift, Eds.); (22) "Peace Education though Art: Study of Conflict and Nordic Paradise" (Heta Kauppinen); (23) "American Contemporary Art in Japanese School Art: Play Activity in the 1980s" (Akio Okazaki); (24) "An Exploratory Microethnographic Study of Art Teaching in One Navajo Public School System: The Anglo View of Running Water" (Mary Stokrocki); and (25) "Cultural Identity and Realization Through the Arts: Problems, Possibilities, and Projections in Nigeria" (Solomon Irein Wangboje). (MM)

The following are among the papers included in these proceedings: "Challenging the Exclusionary Effects of the Inclusive Mask of Adult Education" (Rockhill); "Organic Intellectuals of the State and Political Struggle in the University" (Cunningham); "Adult Education's Prospects in a Post-University World" (Smith); "Universities and the Community" (Thomas); "University on the Line" (Rooney); "The Disintegration of Andragogy, the Emergence of the Social Learning Paradigm" (Welton); "The Competence of Worker Bees" (Janice Malcolm); "Historical Perspectives on Workers and Workplace Learning" (Schied); "Investigation by Eventalisation" (Davidson); "Prostitutes as Adult Educators" (Hanson); "Epistemology and the Politics of Self-Education" (Baer-Doyle); "Postmodernity and the Educating of Educators" (Edwards, Usher); "Ways of Talking about Knowledge in NIU (Northern Illinois University) ACE (Adult and Continuing Education) Doctoral Dissertations Epistemology and the Future of Adult Education" (Woll); "The 'Why' Factors in the Training of Adult Educators" (Benn, Fieldhouse); "Analysis, Imagination and Commitment in the Education of Adult Educator" (Williamson); "Formal Courses of Professional Education for Australian Adult Educators" (Morris, Gonczi, Tennent); "Adult Education in Anti-Nuclear Advocacy" (Regnier, Penna); "Educating the Adult Educator in an Information Society" (Jarvis); "Economic Globalization" (Cruikshank); "Globalising University Adult Education?" (Holford); "Innovation in the University Context for Educating Adult Educators" (Henschke); "Research into Adult Self-Directed Learning in Britain and Its Implications for Educating the Adult Educator" (Percy); "Using Quality Circles in University Education for Adult Educators" (Willis); "Training Professionals to Moonlight as Educators of Adults" (Lawrence); "Humour in Adult Education" (Cathro); "Getting Off the Perch--Strengthening Ties between Adult Education and K-12 Education Faculty" (Day); "Adult Learning Models in Post Secondary Settings" (Ambury); "A Quality-Learning Organization as a Model for Vocational Learning Centers in Finland" (Sarala, Sarala); "Applications and Implications of 'Learning to Learn'" (Rose); "Good Question! Collaborative Learning and the Intentional Stance" (Peters); "Corner Men Out of the Ring--Will Adult Education Survive the Punches of Pedagogical Education?" (Tuomisto); "Social Purpose, Cultural Identity, or Competence?" (Cooke); "Critical Analysis of the History of the Social Construction of Gender from a 'Feminist' Prospective" (Bornheutter); and "Organic Intellectuals" (Holtslander). (MN)

This study focuses on exploring the issue of ensuring quality higher education in the conditions of Russia's invasion of Ukraine. It synthesizes and analyzes literature sources, legal documents, secondary data, original (survey) data, and the author's experiences with enhancing the quality of higher education. Using analysis of the legal documents, such as the National Doctrine of the Development of Education, the Law of Ukraine 'On education', and the Law of Ukraine 'On higher education', I study the legal framework for Ukrainian higher education. Using secondary data obtained from online sources, I find irrefutable evidence of mass destruction from Russian military aggression on educational institutions of Ukraine and the educational process in general, and specific initiatives from the Ukrainian state, Ukrainian universities, and international institutions to support the Ukrainian higher education system in wartime conditions. Using original data collected through surveys, I present first-hand information on the processes of changes in higher education in Ukraine under the conditions of Russia's ongoing military aggression and the issue of ensuring quality higher education through the prism of the experience of students at the Ivan Franko National University of Lviv. Using the author's personal teaching experience in the implementation of joint global classrooms, I analyze the possibilities of developed partnerships for motivating students and ensuring quality higher education in the conditions of war. Based on the analysis and synthesis of secondary data, I identify the main responses of the higher education system of Ukraine which enable it to maintain the quality of higher education as the realization of the Sustainable Development Goals during the war, namely (i) improvement and wider implementation of an online education system; (ii) organization of work of higher education institutions relocated from the occupied territories to territories controlled by Ukraine; (iii) support of international institutions; and (iv) partnership programmes with partner universities. The analysis of the results of the survey of students highlighted that the top priority of a Ukrainian university during wartime should be the safety of all participants in the educational and research process and high-quality education, and the most serious problems that create obstacles to ensuring the quality of education are the distressed psychological states of the participants in the educational process and organizational issues in the conditions of military aggression. By analyzing the experience of the implementation of joint global classrooms format, I also highlight that this format can be an effective additional measure in motivating students and ensuring the quality of higher education in the difficult conditions of war, and a developed partnership plays a crucial role in its implementation.

The International Conference on Academic Studies in Technology and Education (ICASTE) is set to take place at Amara Premier Palace Hotel in Antalya, Turkey, from November 16-19, 2023. Organized by the International Society for Research in Education and Science (ISRES) and the International Society for Academic Research in Science, Technology, and Education (ARSTE), the conference promises a diverse range of topics in the realm of education and technology. Highlighted presentations include discussions on the role of AI assistants and chatbots in higher education, the application of gamification to enhance student engagement and learning outcomes, and a systematic review of literature on the teaching of Nature of Science (NOS) based on the Family Resemblance Approach. Other notable topics cover issues such as teachers' organizational alienation and emotional labor, upskilling higher education engineering teachers for online creativity teaching, challenges in forming artistic-aesthetic culture in the virtual environment era, and the ethical considerations in education within the digital age. Further presentations delve into global concerns within sustainable development in science education, the significance of family as a fundamental principle in sustainable development, and the development of a smart wheelchair for the autonomous movement of disabled individuals. The conference also explores emerging trends in international teaching partnerships, the use of virtual laboratories in science education, and the integration of robotics and automation to enhance warehouse efficiency among logistics operators. Additionally, there are discussions on sanogenic reflection for emotional well-being, small group conversation structures in science education, risk management as part of sustainable technological and industrial development, features of adolescent reflection with different character accentuations, and the implementation of the ADDIE model for material design in English language teaching. Moreover, the importance of creative drama in science education, innovative practices for environmental awareness and action in sustainability education, and the incorporation of artificial intelligence in STEM education are covered. The conference concludes with presentations on English conversational learning in a first middle school-based boarding school, the reflective and intuitive aspects in design, and the support of pre-service ESOL teachers' critical language awareness through dialectical variation. The event promises a comprehensive exploration of current issues and innovations at the intersection of technology and education. [This conference was organized by the International Society for Academic Research in Science, Technology, and Education (ARSTE).]

Describes benefits of entrepreneurship education. Includes some examples of how entrepreneurship education can be added to the middle-school curriculum. (PKP)

Listed alphabetically by state in the U.S. and Canada are institutions offering degree programs for teachers in gifted education. (SBH)

Lesgaft was the founder of the modern system of physical education in tsarist Russia. (MM)

Discusses difficulties in determining the effectiveness of classroom teachers. (SL)

This short bibliography is an introduction to readings on affective, humanistic, or confluent education. (JD)

Bicycling can prove to be a valuable addition to a physical education and recreation program. (MM)

Illustrates what children can learn about ecology from observing trees in winter. (BB)