Education & Pedagogy

Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.

The number of students who have experienced trauma is impacting education in greater numbers. This trauma manifests as behavioral or academic issues that result in the students being placed in a special education setting. However, special education classrooms may not be the correct setting for these students. The needs of trauma students are in some cases very similar to those in special education, however, research shows that there are additional needs that today's teachers are ill-prepared to address in the traditional special education classroom setting. This pilot study examines the knowledge of special education teachers and how the identification of trauma students as special education students impacts their daily teaching. As a result of this pilot study, it is evident that more research is needed to determine the best course of action for students identified as having trauma and how to help them succeed in a classroom setting.

We study the impact of a bonus policy in Hawai'i Public Schools that raised the salaries of all special education teachers by $10,000. We estimate that this policy reduced the proportion of vacant special education teaching positions relative to general education positions by 32% and the proportion of special education positions that were vacant or filled by an unlicensed teacher by 35%. These impacts were largest in historically hard-to-staff schools in which all teachers received additional bonuses. The policy did not have significant effects on special education teacher retention; instead, the impacts of the policy were driven almost entirely by an increase in the number of general education teachers in the state who moved into open special education teaching positions.

Our research from Sierra Leone shows how the schooling experience presents new gender puzzles. Since the end of the civil war in 2002, serious efforts have been made to improve access to education and enhance gender equality in schools as part of the Education for All agenda. However, despite enhanced educational opportunities for girls and rising school enrolment rates, girls are still more likely to drop out from school than boys especially in rural areas. This paper examines the impact of the gendered attitudes towards girls' education and highlights a clear disconnect between high aspirations towards girls' education and low expectations of their success in schools. Drawing on rich ethnographic data, we demonstrate that gender can be seen as an important factor that frames perceptions of education and can negatively affect girls' abilities to access quality education and complete school.

The authors of this article use a kaupapa Māori (Indigenous Māori ideological) approach to share unique nuances of a strengths-based, Indigenous teache education programme situated in Aotearoa New Zealand. The authors have been part of programme design and implementation of the Mātauranga Māori Initial Teacher Education programme. The Mātauranga Māori qualification founded on Māori knowledge/s is designed to help address racial and systemic inequities. The Mātauranga Māori Initial Teacher Education programme prioritises kaupapa Māori perspectives of teaching and learning, Māori language and culture. The authors; both Indigenous teacher educators and emerging leaders within higher education share their thoughts on policy development and sustainability of Indigenous Initial Teacher Education.

This article will examine the Canadian Bureau for International Education (CBIE). This non-governmental advocacy organization along with the Council of Ministers of Education, Canada (CMEC), and the Association of Universities and Colleges of Canada (AUCC, now Universities Canada) have been responsible for internationalizing higher education (HE) in Canada. It was and remains very significant to international higher education policy. This article will examine the history of the CBIE as it fills this important area of policy making in Canada. It will look critically at the early development of the organization, its fight for financial sustainability as a non-governmental organization (NGO), and lastly, its responses to continuing and emergent issues through to the 2000s. The need for an advocacy organization to fill this niche in Canadian international education policy continues today--what was the CBIE's approach, and is the CBIE now a permanent fixture responsible for internationalizing higher education in Canada?

Amidst global uncertainty, character education has become increasingly important. Yet, academic discourse surrounding the field remains obfuscated. This paper has two aims: First, to provide a broad toolkit to demystify the field of character education, consisting of (i) a basic conceptual GPS for terms like 'virtue', 'character', 'morals' and 'character education'; and (ii) a lay-of-the-land overview of character education approaches. Second, equipped with this toolkit, we analyse Singapore's Character and Citizenship Education (CCE) syllabi of 2014 and 2021. Situated within a 'survivalist' rhetoric and communitarian tradition, CCE is characterised as a pragmatic, nation-centric amalgamation of various approaches, striving towards a society-oriented goal of maintaining social harmony and cohesion. We identify several tensions in the CCE syllabi, such as its integration of character education and citizenship education, philosophical foundations, curricular content and pedagogical approaches. We argue that elements of neo-Aristotelian virtue ethics offer theoretical scaffolding to address some of these tensions.

This chapter looks at the way the forces of globalization and, contextual factors together have shaped the trajectory and outcomes of education in the South Asian region which comprises India, Pakistan, Nepal, Bangladesh, Bhutan and Sri Lanka. External influence on the education of this region is not at all a recent phenomenon. The arrival of rulers from Central Asia, the spread of Christianity and Islam through trade connections during the first millennium and finally, the British Colonialism influenced the nature of education in the region historically. The social context, for example, the caste system or discriminatory gender norms also determined the access to education and the ways through which it developed over time. [For the complete volume, "World Education Patterns in the Global South: The Ebb of Global Forces and the Flow of Contextual Imperatives. International Perspectives on Education and Society. Volume 43B," see ED674982.]

One of the College of Education's most important priorities is to maintain and advance the passing rate of its graduates in the Licensure Examination for Teachers (LET). It is a manifestation of quality education offered by that Higher Education Institution (HEI), specifically a Teacher Education Institution (TEI). As a result, the goal of this study is to show a descriptive report of the results of the 2019 Licensure Examination for Teachers (LET) of a certain public Higher Education Institution (HEI) in the Philippines. Results show that the LET performance is generally passing but still quite low (Mean=79.542, SD=5.566). The Math and English majors exhibit high performance in the General and Professional Education subjects compared to the other programs, and the Math majors attained the highest performance in the Major subject among the other programs.

Education Commission of the States and the National Center for Learning and Civic Engagement periodically review state statute, administrative code, standards, and curriculum to capture the status of civic learning across the United States. This December 2016 update comes as states prepare to implement the Every Student Succeeds Act and have innovative opportunities to provide students with a well-rounded education. This 50-State Comparison contains hyperlinks to tables that provide information for each state regarding the following topics: (1) high school graduation requirements; (2) if state standards include civics or citizenship education; (3) if curriculum frameworks include civics or citizenship education; (4) if state assessments include civics, citizenship education or social studies; (5) if state accountability system includes civics, citizenship education or social studies; (6) state statutes (laws) that address civics, citizenship education or social studies; and (7) if state administrative code addressed civics, citizenship education or social studies.

STEM is an acronym for the transdisciplinary integration of the four disciplines of Science, Technology, Engineering, and Mathematics. STEM education places a priority on the study of science and math with purposeful integration of technology and the engineering design process. STEM education is an opportunity for students to collaboratively solve engaging and relevant problems using innovation and creativity. The purpose of this progress report is to describe a comprehensive approach to STEM education in West Virginia and the ongoing progress and initial recommendations of the of the STEM workgroups. This progress report includes a summary of the specific recommendations for STEM education from each of the five work groups provided to the West Virginia Department of Education: (1) Workforce Development; (2) Computer Science; (3) Early and Elementary STEM Learning In and Across Disciplines; (4) Middle and Secondary STEM Learning In and Across Disciplines; and (5) Community Engagement.

Online education is a hot topic that is widely concerned in various countries today. In the era of mobile internet, countries around the world have made various effective attempts at online education, but online education is more of a supplement to school education, and large-scale normal online education lacks cases. The "School's Out, But Class's On" campaign launched by the Chinese government during the COVID-19 epidemic created a large-scale, normal online education application. We analyzed the background of this large-scale online education, clarify the foundation of large-scale online education, and reveal the impact of the largest online education activities on society and education.

This report provides an overview of education structures and policies that influence equity in school education. It connects these system-level features to student performance in international student assessment surveys (PISA, PIRLS and TIMSS). Looking at 42 European education systems, the report identifies which policies and structures are associated with higher levels of equity in student performance. The report examines the following education system features: participation in early childhood education and care, school funding, differentiation and school types, school choice, admissions policies, tracking systems, grade repetition, school autonomy, school accountability, support for disadvantaged schools, support for low-achieving students and the opportunity to learn.

Two distinct forces recently converged in Utah that led to the Board of Education office creating a training and mentoring program for new special education administrators and teachers: simultaneous steady growth of charter schools and nagging concerns about the quality of special education programs in these new schools and Results Driven Accountability (RDA) under the federal Individuals with Disabilities Education Act (IDEA). Utah's Strong Start Academy initiative is an example of a state education agency proactively investing resources to ensure new special education directors, working in both charter and traditional public schools, have the technical knowledge, skills and support required for them to succeed. Other states can learn from Utah's efforts to make early investments that have the promise of paying dividends for students with disabilities in both types of schools and break down the walls between charter and traditional public schools.

"The Global Framework on Transferable Skills" has been developed to support UNICEF in delivering on the results of its "Strategic Plan 2018-2021" and "Every Child Learns: UNICEF Education Strategy 2019-2030," and provides a shared vision of work on skills development across UNICEF. The Framework guides UNICEF country offices, policymakers, programmers and educators to embed transferable skills within different education and learning systems, resulting in the systematic development of a breadth of transferable skills, at scale, across the life course and through multiple learning pathways: formal, non-formal and community based. [For "UNICEF Strategic Plan, 2018-2021," see ED608930. For "Every Child Learns: UNICEF Education Strategy 2019-2030," see ED599626.]