Education & Pedagogy

This article examines 3 models for developing and analyzing culturally responsive teaching in mathematics teacher education. The models were developed from and are illustrated by findings from a series of exploratory research studies conducted to evaluate various methods for preparing preservice teachers to address the educational implications of bicultural partnership between indigenous Maori and New Zealand European groups. The studies explored the perceptions of preservice and beginning teachers regarding the incorporation of cultural approaches in the teaching of mathematics. The implications of our research regarding the challenges of representing cultural perspectives in mathematics education are discussed in the context of the broader literature on culturally responsive education. (Contains 13 footnotes, 4 tables, and 6 figures.)

The aim of this paper is to articulate a new "post-liberal" paradigm for religious education in Britain. As criticisms of British religious education have mounted over the last few decades, it is becoming increasingly obvious that familiar inherited ways of conceptualising the nature and practice of religious education in schools are inappropriate to contemporary educational needs. A new model is required to structure, justify and direct learning and teaching in religious education. This paper reviews the commitments, assumptions and beliefs that together constitute the current ruling "liberal" paradigm, identifies and exposes its weakness and concludes by providing a tentative first draft of a new "post-liberal" paradigm for religious education, which holds more promise of realising socially positive educational aims than the current paradigm. (Contains 2 notes.)

This paper discusses the emerging field of place-based education or place-based pedagogy--an approach that seeks to enhance children's perspective of "place" via school and community related environmental projects. Place-based education is proposed as an approach that enables students to establish a connection to a place, its people, and to the world beyond the school gate. Through initiating teaching and learning experiences that respond to the unique and local places where children live, play and go to school, place-based education is notable as a significant educational tool. Gregory Smith's place-based framework (2002) and a Tasmanian case study are put forward to highlight the significance of place-based pedagogy for environmental education. (Contains 1 note.)

How elementary pre-service teacher candidates with considerable experience in clinical field placements identified, photographed, discussed, and categorized samples of what they construed as democratic citizenship education occurring within elementary classrooms was explored in this study. Candidates discussed an initial set of captioned photos taken in their classroom placements and categorized them into consensually determined categories, repeating the process after instruction on citizenship education in a social studies methods course. Criteria emerged in their discussions as essential in characterizing democratic citizenship education; the ability of the event photographed to facilitate the individual student's meaningful understanding of an action taken, and the event's active involvement of students in the community. This investigation suggests that elementary teacher candidates' views of the democratic citizenship education their students are experiencing are accessible through the photographs they take. (Contains 2 tables.)

In order to characterize use of the Internet in medical geriatrics education programs, 130 medical education programs in the U.S. that train medical students, interns, residents, fellows and practicing physicians were asked to complete a survey developed by the Consortium of E-Learning in Geriatrics Instruction (CELGI). Sixty-eight programs (52.3%) returned surveys. Fifty-four (79%) of those responding reported using the Internet specifically for geriatric medical education, and 38 (56%) reported they are developing Internet materials. Twenty-three undergraduate, 31 graduate, and 26 continuing medical education programs reported at least 25% of their curriculum was Internet-based. Users and developers of medical geriatric Internet materials had more full-time faculty and nonclinical faculty. The results of our survey indicate that the Internet is being widely used in medical geriatric education. (Contains 4 tables.)

This article reports research concerned with understanding the factors that influence the decision of young males to withdraw from their studies in certificate courses at a Technical and Further Education (TAFE) College in Western Australia. The research focused on males aged between 17 and 21 years and their reasons for either dropping out of or persisting in entry-level business courses with the School of Management and Business at Central TAFE. The findings from this qualitative case study project led to the development of theoretical positions that provide a basis for further research, important in the study of the relationships between a specific programme' practices and student development and success. (Contains 2 figures.)

Danger and pleasure are terms commonly employed to describe women's sexual experiences, including those of young women. This paper explores how young women's sexual danger and pleasure are represented and characterized in official discourses, specifically those of school-based sexuality education. Drawing on Michelle Fine's four major discourses of sexuality education, this paper uses the Ontario Curriculum and its companion Course Profiles to analyze school-based sexuality education in Ontario, Canada. This paper describes how the discourses of victimization and individual morality dominate in the curriculum while the discourse of desire is largely absent. Because there is considerable emphasis on danger/victimization and insufficient attention paid to pleasure/desire, the paper concludes by describing how a discourse of desire might be included in sexuality education curriculum. (Contains 1 table and 5 notes.)

This bibliography provides an overview of recent scholarship on community, continuing, and adult education at community colleges. Community colleges provide important services to their surrounding communities through community education programs. By partnering and collaborating with various community interests, these programs and other noncredit activities demonstrate an awareness of, and commitment to, community needs. Included in this bibliography are studies that investigate the role of community colleges as community educators and providers of lifelong learning opportunities; the impact of community education programs on community identity and engagement; the administrative track between continuing education leadership and the community college presidency; and the effects of student characteristics on services offered in continuing education departments. The articles and studies cited provide a starting point for further personalized research on the community curriculum offered by community colleges.

In this article, the author describes the Interdisciplinary Cohort Model of Teacher Preparation at the University of Kentucky. It has been successful in preparing business and marketing teachers in a one-year period, has made educational foundations an integral part of classroom practice, and fostered collaboration between business and marketing teacher candidates and those from core academic areas. This model for preparing business and marketing teachers was developed to solve several questions that are frequently posed in today's "get new teachers out quick" environment: (1) How can business and marketing teachers be responsibly prepared in the least length of time?; (2) How can foundations of teacher education become more meaningful to business and marketing education teacher candidates?; and (3) How can business and marketing teachers learn to collaborate with teachers of other disciplines, particularly academic core teachers?

This study explores the extent to which American educational ideas made an impact on policy-making and practice of education in British African colonies between the two World Wars. The analysis re-examines the apparent "borrowing" of American black industrial education models for application in Africa. It is argued that, while the view that Americans were successful in handling racial conflicts by means of education at home carried strong symbolic meaning in the colonial political arena, the ideas themselves were not new. The paper focuses on the motivations and characteristics of the people involved in this political discourse and in transferring American and other models to Africa. By doing this, the paper draws attention to a more complex network of factors that were involved in the transfer of educational policies to British colonies in Africa. (Contains 4 notes.)

It is time for new ideas and models for art education. Current developments in contemporary art, learning theory and in art education itself demand new approaches and provide inspiration and guidance for change. Each area brings particular components to the table but they all have one primary element in common: a call for art education that is better connected to the concepts and ideas behind art and art practice, and to areas of inquiry outside of art. In this article, the author proposes an art education that is built on these broad and deep connections. She calls it "substantive art integration" and believes it to be a core principle of an exemplary art education. A summary of the foundations of this approach, an explanation of substantive integration and a sample project that demonstrates how it plays out in practice are presented. (Contains 11 resources for images.)

Student lobbyists have sent Secretary of Education Margaret Spellings a letter scolding her for what they see as a minimizing of student representation at the higher-education summit held last week. The Department of Education responded by saying that students had indeed been invited to participate. The letter, which was signed by Jennifer S. Pae, president of the United States Student Association, and Luke Swarthout, a higher-education advocate for the U.S. Public Interest Research Group, said the secretary's decision to invite nearly 300 college presidents, administrators, policy makers, and bankers, but no students, "demonstrates a dismaying disregard for the very constituency you are supposed to support." The Department of Education said in the days before the meeting that four college students would be there. Swarthout said that while it was nice that students had been invited to tell their stories, it was not clear that the department was showing any real seriousness in including them.

Robust hope aims to contribute to educational praxis. In Australia, what counts as teacher education is currently determined at the individual State and Territory level. Yet the demand side of teacher education is determined by responses to the effects of global marketplace forces that impact on changes to local communities. This article investigates the utility of robust hope as a means of analysing one Australian State Government's reforms to the senior phase of education and training; and as a way of conceptualising future teacher education possibilities. Recent research into Queensland's "education and training reforms" (ETRF) for the senior phase of learning (Years 10-12) identifies the positioning of schools as brokers of socio-economically aligned learning and earning for young people. These changes to young people's senior phase of learning present significant implications for capacity building of the teaching workforce.

Among the most-longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show varying patterns of disproportionality. A number of factors may contribute to disproportionality, including test bias, poverty, special education processes, inequity in general education, issues of behavior management, and cultural mismatch/cultural reproduction. This article provides a report on the history, measurement, status, and factors contributing to disproportionate representation in special education, and offers recommendations based on an understanding of racial and ethnic disparities in special education as a multiply determined phenomenon. (Contains 1 figure and 1 table.)

In this article integrativism is proposed as a framework for e-learning and practitioner research. The philosophical bases of integrativism are outlined. Foundational principles of integrating education, derived from the notions of continual quality improvement and high-quality learning, are explained. The extension of integrating education to embrace e-learning and practitioner research draws on ideas from sociocultural theory. A virtual learning environment is described which has been designed around an integrating approach to education. The practice of integrating education is facilitated in the virtual learning environment through the use of heuristics. Examples of heuristics are given. An online Master's course in information and communication technology in education, developed around the principles of integrativism, is outlined. Finally, examples are given of integrative, practitioner research. (Contains 4 figures.)