Education & Pedagogy

This essay proposes a conception of citizenship that highlights its political aspects. Based on the work of Balibar, Rancière, and Biesta, it is argued that democratic citizenship education must include the education of equality. This means that students must have the opportunity to experience not only the membership aspect of citizenship that subjects them to the state but also the democratic aspect of citizenship that positions them as equals to each other and capable of political intervention. The increasing emphasis in state policies on the membership aspect of citizenship must be counterbalanced by an emphasis in education on the democratic aspect of citizenship: the education of equality. The proposed conception of citizenship can be used to evaluate approaches to citizenship education.

This study examines the state of contemporary adult education in New Brunswick. New Brunswick is currently experiencing an increase in unemployment as well as the loss of traditional employment bases. Concurrently, there are greater numbers of adults who are finding themselves with no clear employment direction. One of the places they are ending up is in formal and non-formal adult education programs. Our belief is that the purpose of adult education in the province of New Brunswick has undergone a shift, moving away from an ethic of adult education for personal, social, and political change towards a neo-liberal skills agenda.

VonAalst (2010) used Google Scholar to identify the top four science education research journals: "Journal of Research in Science Teaching," "Science Education," "International Journal of Science Education," and "Journal of Science Teacher Education." U.S. institutional productivity for 2000-2009 for the above journals was the data for the study. The major domestic science education programs were identified for raw and weighted counts. For the top 10, there was a 100% agreement with different ranks while there was only a 60% agreement among the bottom 10. These results demonstrated that dominant science education faculty published their research in multiple empirical journals.

The ninetieth anniversary of the Association of American Colleges and Universities (AAC&U) offers an opportunity for reflection. Where is higher education now in the shared commitment to the values and practices of liberal education, and where do they need to go, within the academy as a whole and within AAC&U itself? This article provides a brief history of liberal education and the vision for the future. [Originally published in the spring 2005 issue of "Liberal Education," this article was adapted from an address marking the ninetieth anniversary of the founding of the association that was delivered by the author at the opening plenary session of the AAC&U's 2005 annual meeting.]

Incorporating bike skills into the elementary- and middle-school physical education curriculum encourages students to be physically active in a fun way while also learning bike safety skills. Winston-Salem's (NC) Safe Routes to School program demonstrates how collaboration with the public schools' health and physical education program can strengthen the physical education curriculum while teaching students important skills for lifelong physical activity. This article describes how the Bike Smarts program started and how it has grown since its inception in 2010. Also included are recommended resources and questions for consideration for those interested in starting a similar program.

Agricultural education programs are one component of Career and Technical Education (CTE). For CTE to be effective, educators teaching CTE courses must be able to make connections between the curriculum and real-life situations. This qualitative study explored self-reported perceptions of CTE by pre-service students. Wigfield and Eccles' expectancy-value model of achievement was used as the framework for this study. Findings indicated that career and technical education provides benefits for everyone because it helps develop career skills. With the shortage of educators and budget cuts, career and technical education cannot continue to survive. Participants also describe characteristics of successful career and technical education teachers.

Dewey's vision for schooling can perhaps be described as an early positive education, a term now attributed to programmes derived from positive psychology. Positive psychology's goals for education share many of Dewey's ideas about community-mindedness and the role of education in nurturing citizenship. Having emerged from positive psychology, however, current programmes under the umbrella of positive education differ in that they are grounded in science rather than philosophy and are sometimes criticised for being morally neutral and individualistic. In this paper, we argue that the work of Dewey may address these challenges by contributing an understanding of the pragmatic connection between philosophy and psychology, as well as a more social view of education through occupations.

The history of education has often been interpreted either in terms of its importance for education, or for its value as part of history, or for its relevance to the social sciences. However, there is also an inclusive tradition in the history of education that appeals to all three of these constituencies, with distinguished pioneers in Emile Durkheim and Brian Simon, but which has tended to be neglected. Current research in the field is beginning to recognise the multifaceted nature of the history of education, leading to new awareness of theoretical and methodological issues, and new treatments often of themes such as social inequalities, teaching, learning, and comparative and transnational perspectives.

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.

Despite the relevance of academic advising to the college student experience, there is little research to define the role of academic advisors in leadership education. This study uses qualitative case study research to explore the role of the academic advisor in the leadership education process within institutions of higher education. The findings and resulting implications provide context for creating a more holistic approach to leadership education through the maximization of advising relationships. Academic advisors can leverage their knowledge of student development theory, leadership education, and their role in the higher education process to maximize their advising relationships and facilitate student leadership development.

The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.

This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Framework for Primary and Secondary Education (2015-2022), and literature on multifaith religious education and phenomenology of religion. While these documents recommend the adoption of a multifaith approach in religious education, they are silent on the methodological framework. As such, I posit that principles of phenomenology of religion are a potential guiding framework for teachers to effectively engage multifaith syllabi.

A cross-national comparison was conducted between U.K. and U.S. higher education students on the Test Anxiety Measure for College Students (TAM-C). The TAM-C was administer to 1,776 U.K. and U.S. higher education students online. The results of tests of measurement invariance found the TAM-C invariant across country and gender. In addition, results of a MANOVA and follow-up ANOVAs indicated U.K. higher education students were more test anxious than U.S. higher education students and females were more test anxious than males. Implications of the findings for mental health professionals who work with higher education students in the United Kingdom and the United States are discussed.

Mathematical and scientific knowledge are integral to preparing our population to be actively engaged and responsible citizens. Science and mathematics education, however, has mainly focused on concepts and skills detached from societal implications. In this paper we present an interdisciplinary international design research study in which we developed teaching and professional development materials connecting mathematics and science education to citizenship education. We outline the design research process, its theoretical basis as well as the design products. The study shows that it is indeed possible to develop such approaches supporting active citizenship and thereby the development of 21st century skills in mathematics education, thus strengthening the role of mathematics education in the STEM field.

This study guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) in health and physical education. The test covers nine broad subareas: (1) health, body systems, disease; (2) tennis, handball, fencing, bowling, track, and recreational games; (3) development, hygiene, safety, nutrition; (4) softball, soccer, football, volleyball, and other team sports; (5) mental health, drugs, sex education; (6) elementary school physical education, basic movement, and games; (7) basic gymnastics and dance; (8) weights, combatives, aquatics, gymnastics, and outdoor activities; and (9) secondary school physical education. Each subarea contains a listing of selected general and specific references for that subarea. (JMK)