Education & Pedagogy

This teacher education program experimented with innovative methods for identifying potential technology teacher candidates, and with providing training methods that take advantage of candidate's existing technological expertise and experience. In this article, the authors call attention to the shortage of technology education teachers, provide a case study highlighting an alternative technology education program at Old Dominion University, and share several "lessons learned" that will benefit other institutions seeking to implement an alternative program. This teacher education program experimented with innovative methods for identifying potential technology teacher candidates, and with providing training methods that take advantage of candidates' existing technological expertise and experience.

In this interview with Harvey Siegel, Israel Scheffler reflects on his career in philosophy of education. Beginning with his unusual entry into the field, he discusses the connections between his own early projects and that of R. S. Peters and Paul Hirst to make philosophy a central part of teacher education programmes, and articulates his view of the importance of general philosophy for work in philosophy of education. He reaffirms his longstanding commitment to the central importance of rationality in education, and reconsiders the fact/value distinction and the place of analysis in philosophy of education. He discusses the enduring legacy of Dewey, and assesses changing trends in the philosophy of education and the current state of the subject.

The purpose of the current study was to examine beginning special educators' experiences in their attempts to implement two key requirements associated with reauthorization of the Individuals with Disabilities Act of 1997: access to the general education curriculum and participation in general education programs. We conducted in-depth interviews with 36 beginning special educators. Eighty-one percent of the teachers reported facing significant barriers in implementing the two IDEA 1997 requirements. Specific barriers are reported with implications for changes in teacher preparation and organizational structures in schools to support teachers in meeting the requirements of federal legislation supporting individual with disabilities.

American education has inherited beliefs and practices unaligned with 21st-century needs, which prevents us from providing an appropriate education to many students. To reimagine education, we must understand tensions between shifting societal values, developmental goals, and educational structures. After discussing some of the values that pull education toward different goals, the authors present several lessons learned from Gifted and Talented Education pertinent to changing broader educational structures. Pivoting away from the age-in-grade model to one that flexibly addresses diverse individual learning pathways can help to increase equity and excellence, as well as develop individual talent for self-fulfillment and societal betterment.

This paper applies Lauren Bialystok's conception of authenticity to place-based education, specifically to analyze the idea of an authentic sense of place. The author summarizes Bialystok's authenticity and then provides an overview of place and authentic sense of place as proposed by Edward Relph. Then, combining these, place-based education through this lens of authenticity with the aim of showing how aspiring for an authentic sense of place falls short of the aims of place-based education and leads to paradoxical results is examined. The author then considers concrete examples of place-based education with respect to this analysis and makes recommendations for future theorizing.

This article focuses on the relationship between Indigenous places, rights, and education. In the context of the Peruvian Andes, historical ideological impositions reveal the trajectory of environmental exploitation, which have contributed to major ecological threats that collectively contribute to the aggressive re-making of the Andean world as sacrificed lands. With a focus on Quechua peoples, the link between Indigenous knowledge systems and human rights education is explored. Drawing from discourses of Indigenous rights, place, rights, and transformative human rights education, Indigenous rights education (IRE) is proposed.

This article examines paradoxes in music education, focusing on tensions between inclusivity, democratization, and the traditional concept of "excellence." Drawing on theories from Maxine Greene and recent research on democratic education, I explore strategies to bridge the divide between formal and informal learning, institutional music education, and diverse community practices. Through co-construction of knowledge, real-life connections, and pluralism, I advocate for a reimagined, inclusive approach that respects students' sociocultural contexts. Ultimately, this article challenges educators to ask, "What if. . .?" as a means to unlock new possibilities and create a more inclusive and contextually relevant approach to music education.

A three-week IEPWriter project was added to an undergraduate special education course offered at a mid-sized public university in Southeastern Pennsylvania to help Pre-Service Teachers (PSTs) learn how to manage and write Individualized Education Programs (IEPs). The PSTs completed a 10-item survey regarding their experience using IEPWriter to complete various special education paperwork tasks. Out of the 25 PSTs who participated, most (76%) had no previous experience, and all found the experience to help better prepare them for the paper-work responsibilities of being a future special education teacher.

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Cambodia's: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion. [This report was compiled in collaboration with the Ministry of Labour and Vocational Training and the National Technical Training Institute (NTTI).]

This short report provides information on home education polices for primary and lower secondary level of education. It is structured in two parts: a comparative overview followed by national descriptions. The analysis shows that home education at the request of families is possible in a majority of educational systems. In many cases, parents have to ask for authorisation from top level or local authorities. The educators' qualification or their minimum educational level is defined in half of the countries. Students' progress is monitored almost everywhere and examinations are organised in many cases. This report covers all countries participating in the Eurydice network.

The Ministry of Advanced Education's 2012/13-2014/15 Service Plan builds on plans and efforts from previous years. It aligns with and supports achievement of government's current province-wide priorities on: (1) Jobs and the Economy; (2) Families First; and (3) Open Government and Citizen Engagement. Over the next three years, the Ministry will continue to build on the strengths of the post-secondary system to provide quality post secondary education that fosters innovation, strong communities and bright futures for students who choose to live, work and study in British Columbia.

This edited volume focuses on best practices in experiential learning. Chapters address service-learning, community-based research, international efforts and other experiential methods, highlighting innovative approaches, successes, and issues of concern. Further, the book also demonstrates the interdisciplinary nature of experiential education, with authors hailing from psychology, sociology, education, social work, nursing, business and more. This timely and thorough volume will be useful to educators who are already involved in experiential education as well as those who are interested in the pedagogy and practice.

Mission: Readiness, the nonpartisan national security organization of over 500 retired admirals, generals, and other retired senior military leaders has articulated the national security case for investments in education. A successful military needs Americans who have graduated from high school, can pass the military entrance exam, are physically prepared for military training and service, and do not have a criminal record. Unfortunately, according to the U.S. Department of Defense, the public education system is failing to adequately prepare youth for military service. This report discusses why investing in education is essential to building a strong and capable military.

This paper argues that the idea that tertiary education in New Zealand is a public good has been inhibited by extreme policies that treat education as a commodity and the education sector as a market. Education is about producing highly skilled, knowledgeable and useful citizens and the notion of a 'profit' is in 'creating educated citizens' (TEU, 2018). While governments have promoted tertiary education as a core public good, it is not what these same governments have emphasised. In fact, if access to tertiary education by Maori is anything to go on, quite the opposite has been the reality.

Part 1 of the education directories for 1940, 1941, and 1942 covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal state school officers, and county and other local superintendents are listed. Part 2 lists principal city school officers and Catholic parochial school superintendents. Part 3 provides higher education data and lists by state accredited institutions of higher education. Part 4 lists national and regional education associations, state associations, educational foundations and boards, church educational organizations, international educational associations and foundations, National Congress of Parents and Teachers, executive officers of state library commissions, state library associations, and educational and social directories and yearbooks.