Education & Pedagogy

The relationship between the state and higher education institutions has always been a complex one. The "state" itself in this context is a heterogeneous mix of elite people--bureaucrats, politicians, committees of co-opted academics and business leader--and it increasingly faces pressures from diverse stakeholders, including students (themselves an increasingly diverse community), staff, families, employers and businesses (local, regional and multinational). This volume explores the rapidly evolving relationship between the state and higher education in Europe and in East Asia through a combination of empirical studies, secondary analyses and personal observations from many of the leading scholars in the field of comparative education studies. A scenario emerges where the state seeks to encourage stakeholder influence, while, at the same time, acts to moderate such influence in order to ensure that wider objectives are satisfied; markets are controlled, elements of demand and supply are manipulated and funding is targeted to meet particular policy priorities through a model that is described as "controlled stakeholder steering" which offers a new explanation of the relationship between the state and higher education, certainly in the countries addressed in this book. Contents include: (1) The State and Higher Education Institutions: new pressures, new relationships and new tensions (John Taylor); (2) The Changing Roles of the State and the Market in Japanese, Korean and British Higher Education: lessons for continental Europe? (Roger Goodman); (3) Universities, the State and Geography: perspectives from the United Kingdom and Japan (Fumi Kitagawa); (4) State-Academy Relations in the United Kingdom, 1960-2010 (Ivor Crewe); (5) United Kingdom Higher Education and the Binary Dilemma: whatever happened to public sector higher education? (David Watson); (6) What Japan Tells us about the State and the Future of Higher Education in France (Christian Galan); (7) German Higher Education and the State: a critical appraisal in the light of post-Bologna reforms (Hubert Ertl); (8) Reforming Italian Universities: dynamic conservatism and policy change, 1989-2010 (Paola Mattei); (9) Japanese Higher Education and the State in Transition (Motohisa Kaneko); (10) The State and Private Higher Education in Japan: the end of egalitarian policy? (Aya Yoshida); (11) The State's Role and Quasi-Market in Higher Education: Japan's trilemma (Takehiko Kariya); (12) The (Un)changing Relationship between the State and Higher Education in South Korea: some surprising continuities (Terri Kim); and (13) Afterword (Ronald Dore).

The present time brings a number of emergency and crisis situations, including floods, fires or COVID-19, the management of which requires the active involvement of citizens. Lower secondary education in the Czech Republic includes the subject of Health Education, in which this topic is addressed. Education of students in the area of lifestyle and health is included in Health Education and Home Economics, the latter being delivered in Slovenia. In terms of content, both courses are similar and can enrich each other by sharing valuable experience both in teaching students and in preparing future elementary school teachers. The objective of this paper is to present the concept of elementary education in human protection in emergency and crisis situations in the Czech Republic and the related concept of undergraduate teacher training. The research methods used were document review (of curricular documents and study plans) and questionnaire survey. The paper presents the results of an analysis of the curricular document governing elementary education in the Czech Republic (Framework Education Programme for Elementary Education), as well as the results of an analysis of a health education textbook focusing on the area of safety issues. The paper also presents the results of an analysis of the study plans of selected faculties of education in terms of human protection in emergency and crisis situations, as well as the results of a questionnaire survey focusing on the awareness of future teachers in the area of human protection in emergency situations. The results and main findings of the analysis of the curricular document suggest that the topics of the human protection in emergency situations should be strengthened in the context of Health Education (and throughout elementary education). The studies on teachers' and future teachers' awareness of human protection in emergency situations (including first aid) point to some shortcomings in undergraduate teacher training (for example, the optional course in first aid and human protection in emergency situations at the Faculty of Education, Masaryk University). Conclusions and recommendations for practice: the current revision of the Framework Education Programme for Elementary Education should allow the strengthening of emergency issues in Health Education. Based on the inquiry, the following is recommended: due attention should be paid to all emergency issues in the course of education; further teacher training in all emergency issues should be promoted; emergency issues in undergraduate teacher training should be integrated in the form of compulsory common base courses.

This book describes curriculum trends and the impact of the trends on providing equitable educational programs to all students, especially students with mild disabilities. The text begins by describing current curriculum renewal efforts and common themes that have emerged. The impact of major trends is considered in the context of special education programming and the current reform movement, followed by a closer look at specific curriculum trends in major academic subject areas and their potential impact on special education. Each curriculum chapter is followed by a series of commentaries. Papers include: "Treating Curriculum As a Target of Reform: Can Special and General Education Learn from Each Other?" (Marleen C. Pugach and Cynthia L. Warger); "Trends in Science Education" (Audrey B. Champagne and others); "Response: Current Trends in Science Education: Implications for Special Education" (Margo A. Mastropieri and Thomas E. Scruggs); "Response: Science Education Trends and Special Education" (Charles W. Anderson and Marcia K. Fetters); "A New View of the Goals and Means for School Mathematics" (Robert B. Davis and Carolyn A. Maher); "Response: What Does the 'New View' of School Mathematics Mean for Students with Mild Disabilities?" (Marjorie Montague); "Response: The New School Mathematics and the Age-Old Dilemma of Diversity: Cutting or Untying the Gordian Knot" (Edward J. Kameenui and others); "Issues and Practices in the Social Studies Curriculum" (Mark C. Schug and H. Michael Hartoonian); "Response: Social Studies for Students with Mild Disabilities" (Charles K. Curtis); "Response: The Impact of Issues and Trends in the Social Studies Curriculum on Students with Mild Disabilities" (Thomas C. Lovitt); "Toward a Responsible Pedagogy for Teaching and Learning Literacy" (Lisa E. Monda-Amaya and P. David Pearson); "Response: Unpacking Scaffolding: Supporting Students with Disabilities in Literacy Development" (Catherine Cobb Morocco and Judith M. Zorfass); "Response: Enacting Responsible Pedagogy with Students in Special Education" (Laura Klenk and Annemarie Sullivan Palincsar); "Curriculum in Early Childhood Education: Redefining the Specialization" (Christine Burton Maxwell); "Response: Curriculum in Early Childhood Education: Moving toward an Inclusive Specialization" (Lawrence J. Johnson and Victoria W. Carr); and "Challenges for the Special Education-Curriculum Reform Partnership" (Marleen C. Pugach and Cynthia L. Warger). References accompany each chapter and commentary. (CR)

This book contains 21 papers detailing the history of adult and continuing education at the University of Leeds (England) since its inception in 1946 as the Department of Extra-Mural Studies. The themes addressed include the appropriate nature of university continuing education and the issue of standards and quality assurance; the roles of continuing vocational education, community and industrial education, applied social studies, and liberal adult education; the study of continuing education itself and the research roles of a university department of continuing education; and the position of women within what has been largely a male tradition and structure. The following papers are included in Part 1: Departmental Perspectives: "Sidney Raybould, Fred Sedgwick, and the Early Department" (Roger Fieldhouse); "Recalling Raybould's Department (Roy Shaw); "The Department and the Community Dimension" (Richard Taylor, Kevin Ward); "From Special Courses to Continuing Professional Education" (Frankie Todd); "Some Personal Recollections of the Early Years of the Department" (Tom Caldwell); "The Department 1969-1982" (Norman Jepson); "Insider Outsiders: Part-Time Tutors' Perspectives" (Colin Johnson et al.). Part 2: "Departmental Provision" includes these papers: "Educating Industrial Workers 1954-1974: Growth and Achievement within the Raybould Formula" (Roger Dyson); "Remaking Trade Union Education: Industrial Studies Developments from 1979 to 1994" (Keith Forrester); "E. P. Thompson and the Making of 'The Making of the English Working Class'" (David Goodway);"Walthamstow, Little Gidding and Middlesbrough: Edward Thompson the Literature Tutor" (Andy Croft); "The Departmental Contribution in the Fields of Criminal Justice and Penal Studies" (Norman Jepson); "Social Work Education, Research and Development, 1963-1994" (Mike Stein); "Educating the Educators of Adults: Postgraduate Provision in Adult Education" (Stuart Marriott); "Researching the Education of Adults" (Miriam Zukas); "Subject Teaching in the Department over 50 Years" (containing articles by Tony Donajgrodzki et al.); "A Little Bit of Leeds on Foreign Soil: The Bradford Centre" (Tony Jowitt); "A Different Vision? The Middlesbrough Centre" (Malcolm Chase); "Less Luck, Less Stroppy or What?" (Jean Gardiner, Rebecca O'Rourke); "'Heroic Student-Souls': Attitudes to Women in the Department" (Rebecca O'Rourke, Jean Gardiner). Part 3: "Present and Future Trends" contains the final paper, "The Leeds Department in the 1960s and the 1990s: And the Impact of Current Trends in University Continuing Education" (Chris Duke). (KC)

When exploring the education of students with disabilities, it is important to consider policy implementation as a contributing factor in the progress and outcomes of those students. Federal special education policies promote equity by providing individualized support, enhancing opportunities, and enabling maximum participation in general education. Understanding and applying these policies is essential to ensure all students have equal access to high-quality education. Achieving this requires educators to be well-versed in special education legal literacy, which encompasses the knowledge, understanding, and skills required for educators to apply legal rules to their everyday practice (Decker & Brady 2015). This mixed-methods research study investigated general education teachers' special education legal literacy by examining their perceptions of knowledge and responsibilities related to collaborative practices with special education teachers. This was done through the lens of the six core tenets of the Individuals with Disabilities Education Improvement Act (IDEIA 2004, 20 U.S.C. § 1400 et seq.) to determine whether current practices align with the collaborative intent of the law. The study utilized both quantitative and qualitative data collection and analysis methods to gain a comprehensive understanding of general education teachers' legal literacy within IDEIA 2004 (IDEA). The three research questions that guided this study were: 1) How do general education teachers perceive their responsibilities, as mandated by IDEA, to collaborate with special education teachers in educating students with disabilities within their inclusive classrooms? 2) How do general education teachers describe their current collaborative practices with special education teachers to serve students with disabilities in their inclusive classroom? and 3) How do general education teachers' reported collaboration with special education teachers align with IDEA's mandated requirements for professional collaboration when educating students with disabilities in an inclusive classroom? Data collected through online surveys and one-on-one interviews indicated that while teachers had a moderate level of understanding about their collaborative responsibilities, a gap exists between theoretical knowledge and practical application due to the absence of strong, trusting, and open relationships. The study emphasized the importance of fostering these relationships to enable genuine collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This book asks how nation and gender shapes higher classical music education in Europe today. Building on transnational research in three European higher music education institutions, Estonian Academy of Music and Theatre, the Liszt Ferenc Academy of Music, and the Sibelius Academy, University of the Arts Helsinki, the book analyses policy, interviews, teaching situations and concerts in classical music performance programs. With a starting point in feminist intersectional and postcolonial theory the book focuses on how nationalised and gendered ideas and materialities influence higher classical music education in the borderlands of Eastern and Western Europe. The analysis of the intersection of nation and gender has never been studied closely in higher classical music education before. The book's unique contribution includes theorising musical families as place-based ideas of both musical and musician ideals, and how these ideas benefit some students more than others. The six empirical chapters of the book analyses websites, policy documents, interviews and participant observations from fieldwork at three higher music education institutions in Estonia, Finland and Hungary. Drawing on feminist and cultural theory the similarities as well as differences between institutions and instrument departments are discussed. The book is suited for teachers and students working in higher classical music education and for researchers seeking to understand higher music education in political polarised times of Europe. Functioning as an introduction to how to critically analyse the practises of higher classical music education the book provides tools for theoretically oriented students in music education and musicology and for those students and teachers working within classical music performance programs.

The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about "free" higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students' demand for "free" higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country's post-apartheid transformation policy in higher education? Finally, is "free" higher education the panacea to the access and participation challenges facing Black students?

In recent years, the goals and purposes of education within the international development discourse have shifted significantly away from education for productivity or human capital development and towards education for the fulfillment of the individual through human rights. The current global education climate provides governments with an environment to support policies of free basic education, driven by a global diffusion of the central principles of education as a human right. This article considers the function of international human rights law and political movements within educational policymaking and practice, specifically regarding policy efforts to increase school access. Using the Philippines as a case study, this article addresses the guarantees for free secondary education in Philippine legal and policy documents, and assesses the current government policy for secondary education expansion--the Education Service Contracting (ESC) Program--to discuss the impact of the country's human rights commitments on educational policy. Using Kingdon's multiple streams model of policy analysis, I account for human rights law within ESC policymaking and determine the drivers that have led the country to take up its current model of private expansion. In conclusion, the human right to a free education should be deliberated, not as a trump card to supersede local educational obligations, but as a guiding principle, placed within problem, solution, and political contexts to assess the current state of education and adequately protect those who need publicly funded schooling the most.

In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to examine the factors that predict enrollment in a postsecondary STEMM program and employment as a STEMM professional. The results of this analysis indicate that most of the variables in the two models function in a similar manner, but the levels of parental encouragement, help, and direction vary significantly between college-educated and non-college-educated families. The children of non-college-educated parents were less likely to take algebra in Grade 8, take calculus in high school, and take calculus in college than were the children of college-educated parents. Young adults that grew up in noncollege families were less likely to enter postsecondary education; more likely to begin postsecondary education at a community college; less likely to earn a baccalaureate, graduate, or professional degree; and less likely to become a STEMM professional. The analysis reveals a clear pattern of cumulative advantage and cumulative disadvantage, and the final section of this article discusses the need for educational and public policy leaders to develop strategies and programs to address the substantial differential associated with parent education. (Contains 5 tables and 2 figures.)

Three meta-analytic studies have shown that bilingual education is an effective method for teaching students who are English language learners. However, there is limited evidence of the effectiveness of bilingual education in preschool. This study used multiple years of data from the Manchester (New Hampshire) Even Start program and relevant comparison groups to conduct two separate tests of the effectiveness of bilingual education in preschool. The results support the effectiveness of bilingual education in preschool, but only at marginally significant levels of statistical inference. A fixed effects model of literacy outcomes comparing a cohort of students who had received bilingual education in preschool but English-only education in kindergarten with a cohort of students who received English-only education in both preschool and kindergarten showed evidence of an achievement gap (favoring the students receiving bilingual education) that emerged at the end of preschool but had closed by the end of kindergarten (10 values ranged from 0.028 to 0.068). Also, an analysis of two years of preschool data from an Even Start program that utilized bilingual education in the first year, but not the second, showed that Even Start students who did not receive bilingual education performed worse on posttest literacy assessments when controlling for pretest scores (p values ranged from 0.056 to 0.060). However, when estimated with a control group consisting of only English language learners, this negative effect was no longer significant. Although the study provides some evidence of the effectiveness of bilingual education in preschool, further research is needed to validate these findings. (Contains 5 tables.)

The physical education field abounds with theoretically sound curricular approaches such as fitness education, skill theme approach, tactical approach, and sport education. In an era that emphasizes authentic sport experiences, the Sport Education Model includes unique features that sets it apart from other curricular models and can be a valuable tool in teaching tennis. The Sport Education Model has six primary features: (1) seasons; (2) affiliations; (3) formal competition; (4) record keeping; (5) festivity; and (6) culmination event. The primary features are implemented within the context of the sport that is being taught, while providing positive and motivating specific sport experiences. Thus in a typical sport education unit the students are affiliated in teams, experience sport units called seasons (e.g., tennis, soccer), conduct and participate in formal competition, keep records of their performance, and assume the appropriate festivity for the sport. Each season concludes with a culminating event to celebrate the teams' success and learning. The model allows the students to develop skill and tactic competency, fulfill the sport-related roles (e.g., coach), and gradually assume more responsibility for learning. Although the Sport Education Model has been well researched and conceptualized, a theoretically sound curriculum does not always translate easily to teaching. Teaching in a sport education style requires considerable planning, good classroom management skills, willingness to differ from the conventional directive teaching style, and solid knowledge of the content. This article provides a guide for physical education teachers who are interested in teaching tennis or tennis-related content (e.g., pickle ball) in the sport education style. (Contains 4 figures.)

This article explores the question of why liberal arts and sciences education has been (re-)emerging in Europe over roughly the last two decades. A period, which is also characterized by the Bologna Process, that is the introduction of distinct undergraduate--graduate degree cycles, and the explicit framing of higher education policies within the concept of the knowledge economy (the Lisbon Strategy). It will do so by taking a historical and comparative approach, looking at the histories of liberal arts and sciences education as they evolved in Europe and the USA. The article aims to analyse why liberal arts and science education seems to be a relevant response to the needs for higher education reform in Europe. In particular to the need to differentiate the massified European systems, in terms of broader and more flexible approaches to bachelor education in order to overcome the disadvantages of too early and over-specialization, by re-establishing the balance between breadth and depth of the curriculum, and in terms of redefining elite education in overly egalitarian systems. The focus on Europe will highlight developments in the Netherlands, where the progress of liberal arts and sciences education is particularly substantial and where the model has already obtained a special status within the higher education system. This will be further illustrated using Amsterdam University College as an institutional case study on the new European version of the liberal arts model, with an emphasis on its meaning in the globalized higher education context of the 21st century.

Why has Australian offshore higher education become the educational investment of choice for many students? What benefits do students anticipate from this education? What is the relationship between educational goals and educational experience? To address these questions, this paper draws on findings from empirical research conducted with students studying at an offshore campus of an Australian university in Malaysia. It was found that students typically chose to enroll with the Australian university to receive an international education. Reasons offered for seeking an international education effectively delineated two groups of students. For Malaysian nationals, an international education was valued largely as a passport to employment with (Western) multinational corporations operating in Malaysia. Generally the Malaysian students made "positional" investments in Australian offshore higher education. For non-Malaysian students an international education was typically selected as an aid to procuring a new identity. These students chose an international education with the hope of expunging provincial outlooks. From international education, they wanted new ways of viewing the world, new habits of thinking and new skills and approaches. They sought a personal metamorphosis. These students, therefore, typically made "self-transformative" investments in international education. The paper further shows that investment choices influenced the way students experienced their education. Of the two populations distinguished by investment type, students who made self-transformative investments were more likely to respond positively to challenging education experiences associated with studying at the campus.

Purpose: The purpose of this paper is to provide an overview of the relationship among different levels of education. Design/methodology/approach: International cross-country comparisons, bi- and multivariate analyses, with many graphical illustrations. These methods are used to compare educational outcomes at the primary, secondary and tertiary level in terms of quantity (enrolment) and quality (measured in terms of student achievement, university rankings, patents and researchers), and to analyse the impact of heterogeneity between secondary schools on tertiary outcomes. Findings: The results suggest that certain minimum levels of enrolment at primary and secondary level represent a necessary condition for the development of functioning higher education. Another relevant result of our analysis is that strong differences between educational institutions at secondary level may be detrimental for tertiary education quality. Research limitations/implications: This research only represents an initial explorative analysis. Practical implications: In order to improve tertiary education outcomes, education policy should not concentrate on tertiary education alone, but also consider insufficiencies at lower levels of education. Originality/value: This paper attempts to fill a gap in the present educational literature in that it tries to provide some empirical evidence for the theoretical argument that quality tertiary education requires a sound basis of students to draw from; i.e. a basis of students which should be restricted as little as possible by lack of access to secondary or even primary education, and/or by lack of access to sufficiently quality oriented schools. (Contains 5 tables, 5 figures, and 1 note.)

Generative artificial intelligence (GAI) is leading AI models towards practical applications and real world scenarios, significantly impacting the field of education. This study aims to explore public responses regarding the application of GAI in education and deeply examine the underlying sentiments associated with these perceptions. First, this research mines data from over 40,000 comments on Chinese social media platforms, including Bilibili, Weibo, and Douyin. Next, we employ text analysis methods such as LDA (Latent Dirichlet Allocation) and the SnowNLP model for online public opinion topic mining and sentiment analysis, respectively. The analysis reveals four main themes: human career development, the development of school education, the intelligent future, and the impact on higher education. Unlike the previous studies, this research finds that public attitudes towards the intelligent future in education are more positive than negative. Additionally, the negative attitudes mainly focus on career development and school education, highlighting issues and challenges at both the societal and school levels. These findings hold both theoretical and practical significance for the field of intelligent education. This study reveals the key issues and emotional tendencies of public concern and provides a valuable perspective for understanding the integration of GAI and education. Furthermore, this study provides significant references for education policymakers, technology developers, and educators. By analyzing public needs and concerns, policymakers can better optimize educational technology initiatives and promote the appropriate application of GAI. This article emphasizes the importance of harmonious interaction between the public and artificial intelligence and fosters the advancement of intelligent education towards greater efficiency, intelligence and humanization.