Education & Pedagogy

The purpose of this study is to construct a model of the development of the agricultural school in accordance with modern educational requirements ensuring the improvement of conditions, processes, and the content of agricultural education. Modern approaches to constructing the model of the organization of educational activities at agricultural schools have been provided; the purpose, directions and objectives of educational activities have been substantiated. The features of the model implementation have been studied along with the development of the draft state target program of the agricultural education development in the Republic of Sakha (Yakutia). The article summarizes the content of subprograms on the improvement of the content of agricultural education. The results of the study can be useful for agricultural schools in the development of exemplary basic educational programs forming an ethnic, regional, civic identity.

Science and mathematics education in Ireland is facing an increasing number of challenges due to economic and social change. Some of these challenges mirror international trends while others are unique to the Irish education system. In order to meet the demands that are being placed on science and mathematics education in Ireland at post-primary level, the time might be right for the implementation and support of university-based interventions. This paper describes an inquiry-based learning intervention for post-primary students that seek to sustain and nurture student interest in science, technology, engineering and mathematics. The intervention is an example of how institutions of higher education can support post-primary students by giving them the confidence needed to face the challenges of a 21st century society.

The public education of students with disabilities in the United States is governed by federal policies that promote school improvement, protect students from discrimination, and provide those who need it with special education and related services to meet their individual needs. This article explains the legal aspects of teaching students with disabilities in the context of music education. Topics address promoting student achievement through the Every Student Succeeds Act, protecting individual access to the music curriculum under Section 504 and the Americans with Disabilities Act, and providing music instruction to special education students under the Individuals with Disabilities Education Act. Guidelines are provided for making music instruction for students with disabilities both legally correct and educationally meaningful.

Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free-market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neoconservatism often breed a narrowed, overstandardized curriculum and a hyper-testing environment that discourage critical intellectual practice and democratic ideas. Dewey's philosophy of education indicates that he understood that education is political and can be undemocratic. Dewey's holistic pragmatism, combined with aspects of social reconstructionism, called for a philosophical movement that favors democratic schooling. This paper defines neoliberal and neoconservative ideologies and makes a case for including more critique within teacher preparation programs, what Dewey and other educationists referred to as developing a significant social intelligence in teachers. Critical studies embedded within teacher education programs are best positioned to counter the undemocratic forces prevalent in the ideologies of neoliberalism and neoconservatism. My conclusions rely on Dewey's philosophy from his work "Democracy and Education."

The UN Decade of Education for Sustainable Development (2005-2014) aimed to take a socially critical and transformative approach to ESD through all forms of education. Unfortunately, it mainly focused on formal education and overlooked the informal education that is embedded in the community development process of tackling unsustainable problems in real life, especially from the perspectives of marginalized people. Besides the political and economic pressures that cause the gap, current theorizing in ESD, which draws from critical theory, focuses predominantly on formal education or schooling contexts. It offers little guidance on appropriate pedagogical practice in community development. Theorizing informal education for sustainable community development is needed to support the UN's Sustainable Development Goals by 2030, and decoloniality is a potential theoretical approach to this issue.

This study sought to investigate the effect of adapted physical education (APE) courses and practica on pre-service teachers' self-efficacy (SE) towards inclusive physical education (PE) for students with intellectual disability (ID) and autism. Three hundred and fifty-six students (male = 254, female = 102) enrolled in adapted physical education teacher education (APETE) programmes in Korea participated in a specially developed survey which was analysed using multilevel modeling. The results of a multilevel modeling analysis revealed that APE courses and practica do indeed have a significant effect on the pre-service teachers' SE towards teaching students with ID and autism in general PE classes. Study participants reported that taking more than 15 APE credits significantly improved their level of SE.

This conceptual paper is a future study aiming to shed light on the current state of higher education in the MENA region. The neoliberal agenda for higher education in the region presents a form of education that is commodified, corporatized and focused on STEM rather than on humanities. The paper further speculates on the state of higher education in the near future under the same ideology. As an alternative, the study proposes the implementation of Martha Nussbaum's Capabilities Approach. This approach is capable of re-balancing the tipped scale in the commodification of higher education and will serve in developing well-rounded individuals. The Capabilities Approach can reform higher education through critical thinking, liberal education, and attention to diversity.

This paper reports on the results of a research study conducted in two colleges of further education in Scotland and Wales. The aim of the study was to begin to understand the ongoing effects of initial lecturer education programmes. Using the accounts of respondent lecturers and detailed documentary analysis, an accurate picture of the professional learning provision in the two colleges and devolved sectors was constructed. The research found that induction practices, mentor support, model of initial lecturer education programmes and engagement with practice focused work-based learning all had significant impact on ongoing engagement with professional learning. The paper concludes with suggestions for practice related to the structuring of professional learning from induction to continuous career-long provision.

In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included--together with instructional artefacts--evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy.

The pace of education technology innovation outpaces many professors' abilities to thoughtfully integrate new tools in their teaching practice. This poses challenges for higher education faculty as well as those responsible for planning professional development in higher education. This article explores recent trends in education technology and the capabilities that new pedagogical tools make possible. It also introduces readers to three foundational educational technology theories: Rogers' diffusion model, Davis's technology acceptance model and Mishra & Koehler's technological, pedagogical and content knowledge model. Each theory holds important implications for those interested in helping higher education faculty members to make the most of emerging classroom technologies. Higher education leadership can help their faculties make the most of education technology tools by including the implications of these theories in their professional development designs.

This study examines pre-service primary teachers' first engagement with music education at university level in the Republic of Ireland. Data from focus group interviews and coursework present voices from the students in prolematising their learning journeys with music education. These qualitative research methods are used to investigate student values, assumptions, participation, learning and identity formation in order to illuminate how the pre-service teachers made meaning from their collaborative musical experiences within their first module involving music education. Findings reveal the importance of participation in active, creative and reflective musical experiences as a group of learners on initial teacher education programmes. Through such experiences, the study suggests that students are enabled to construct knowledge collaboratively, shape their values, build pedagogic methodologies, and inform their emerging identities with a view to influencing their approach to music education as future teachers.

This survey paper discusses recent relevant contributions and trends in university-based teacher education "programs" for in-service and pre-service teachers. The goal of this small-scale survey of the mathematics education literature was to identify examples of studies that investigated such programs and their effectiveness in supporting change in teachers' knowledge, disposition, and teaching for the improvement of students' learning of mathematics. Themes emerging from the sample of these studies are identified and described to illustrate the nature and effectiveness of the programs, and implications for teacher education. Connections are made to the themes used to frame this special issue of "ZDM Mathematics Education" and how the studies in it contribute to this aspect of the field of mathematics education and further our understanding of it.

The paper investigates the views of Greek university graduates on the link between higher education and productivity in order to determine the extent to which productivity can be considered to be an indication of quality in higher education. It also investigates the perceived effect of the type and content of higher education on productivity; factors limiting the positive impact of higher education on productivity; and ways of reducing the influence of these factors. In-depth interviews were conducted with 40 employed university graduates in Greece. Respondents generally considered higher education to have a productivity-enhancing effect, in disagreement with the screening challenge to the human capital interpretation of the link between education and productivity. The findings also suggest that respondents embraced specific conceptualisations of quality in higher education.

Doctoral programs in music education typically require a multiyear residency with an expected career trajectory leading to higher education. However, with low-residency online programs (LROPs) increasingly available, graduates may choose to remain in P-12 education. In this collaborative autoethnography, we examined our stories as four P-12 teachers who earned doctorates through a LROP. We framed learning as a pathway into a community of practice wherein an individual navigates the professional landscape. There was a particular focus on how each teacher's identity was shaped as we negotiated higher education and P-12 education worlds. We also considered the motivations behind pursuing a doctorate to provide insight about the needs of LROP graduates with a foot in both worlds.

This article presents a brief overview of the current state of distance education in France. We commence with a brief introduction to the country itself, followed by a descriptive, albeit highly abbreviated, overview of the history of France's educational system. We then turn our attention to specifically examine certain implementations of online education currently employed with the French higher education context. Selected for particular attention in this manuscript is France's "Conservatoire national des arts et métiers, Cnam" (in English, the "National Conservatory of Arts and Crafts," or CNAM) and the "Centre national d'enseignement à distance, Cned" (in English, the National Center for Distance Education, or CNED) as 2 salient examples of the manner in which France has chosen to integrate distance education within higher education. We conclude with key reflections arising from the content presented in this manuscript.