Education & Pedagogy

As online learning becomes a strategic focus of colleges and universities, the effectiveness of online education administrative leaders assumes an increasingly critical role in achieving institutional goals. In this article, the author uses a critical theory lens to understand how online education administrative leaders in higher education institutions negotiate the various political challenges to promote effective practice. The study found that online education administrative leaders work to build relationships, build credibility and trust, find common ground, use data to drive change, and empower faculty. Negotiation tactics are situational and contextual.

This longitudinal qualitative study was conducted with Kosovo PhD students over a 3-year period who engaged in an ongoing intercultural education project at the University of Pristina's Faculty of Education in Kosovo. The purpose of this article is to deepen the understanding of intercultural education with Kosovo as a critical case study. The data included pre-and post-open-ended surveys, one on one interviews, and follow up interviews regarding intercultural education during the longitudinal experiences. The findings of the study suggest the need to contextualize the issues of intercultural education and integrate local to global connections in relevant teaching, research, and service.

The purpose of this article is to theorize pedagogies that reckon with and provide an alternative to the chronicles of White time in visual art education. While Whiteness has garnered significant attention in visual art education scholarship during the past 2 decades, and particularly so in the past few years, time has not featured explicitly as a central analytic. Through engaging with how visual art education scholars work with alternative temporalities to White time in their own scholarship, I attempt to theorize a pedagogic approach that might summon subjectivities that reckon with and counter the dominant logics of White time.

Since its inception, a premise of special education has been to provide students with disabilities with an appropriate education. The interpretation of "appropriate" has evolved across eras of special education. For students with learning disabilities, emphases on inclusion and high-stakes achievement have eroded the intention of FAPE. It is time for a re-envisioning of FAPE. A new vision should not presume the same outcomes for all. Restoring goals and individualized curriculum "informed by" the general education curriculum instead of exclusively focused "in the general education curriculum" is the way forward.

In this article, members of "The Teacher Educator" editorial advisory board consider the state of teacher education in today's universities through these questions: (1) What do you believe might be the lasting impact of COVID-19 on teachers and how teacher education might change? (2) What really matters for teacher educators in the wake of COVID-19? What are some of the most concerning issues that need to be considered? and (3) What opportunities might these disruptions hold for teacher education?

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members' development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants' institutional readiness for character education.

This research aims to identify the trends in the field of science education, during the last decade. Generally, these trends are compatible with the developments in the field of science education, which mostly emphasize teaching practices and methods. Similar projects have been carried out during previous decades, focusing on research articles published in journals specializing in science education. Instead, the emphasis of this study is on journals that focus generally on the field of education research. The findings show that there are articles in these journals addressing science education and overall, they reflect the developments in the research of the particular field.

"Liberal Education" spoke with two higher education policy experts on what they expect and hope for from the Biden administration. Viviann Anguiano is an associate director for postsecondary education at the Center for American Progress. Eric R. Felix is an assistant professor at San Diego State University, specializing in higher education policy implementation, community college reform, issues of racial equity, and critical policy analysis. This conversation reflects their thoughts and assessments at the time of publication.

Hundreds of thousands of public and private schools have been affected by the COVID-19 pandemic. To better help this group of teachers during the pandemic, SHAPE America -- the professional national organization for health and physical education teachers -- came together to create and provide physical education teachers with reentry considerations. This article aims to provide K-12 physical education teachers with an abbreviated version of the SHAPE America reentry considerations and practical strategies for implementation during in-school, distance, and hybrid learning in physical education.

The field of teacher education is witnessing what some may characterize as an Ethnic Studies Education turn. Growing support for the movement for K-12 Ethnic Studies is revealing a necessary (re)imagining of what education can become and subsequently how and why teacher education must change. In this article, I use portraiture to share the experiences of two veteran teachers of Color. The portraits illuminate how Ethnic Studies was central for their learning to interrogate white supremacy and other forms of power. I offer implications for teacher preparation programs and teacher educators on the utility of Ethnic Studies for teacher education.

This volume is organized according to the International Council on Education for Teaching's 1986 World Assembly themes: (1) cultural diversity; (2) global interdependence; (3) education for development and multisectoral collaboration; (4) basic skills development; and (5) appropriate technology. Under each theme, there appear selected major addresses and working papers. In addition to the five thematic sections, the volume includes the Second W. Clement Stone Lecture, "Education for Tomorrow's World," and the keynote address of the acting vice-chancellor, Leslie Robinson. Presentations are also included from a panel discussion on education in Jamaica. The volume concludes with abstracts of concurrent session presentation. (JD)

This article examines the social implications of language teacher education in light of the current emphasis on diversity and multiculturalism in education, with special reference to Australian society. It explains and discusses the ramifications of policies promoting: (1) assimilation, which advocates monolingualism and the eradication of dialects; (2) multiculturalism, which advocates community language maintenance and the appreciation of dialect differences; (3) nationalism, which advocates subtractive bilingualism and monodialectalism; and (4) instrumentalism, which advocates additive bilingualism and bidialectism. It argues that language teacher education needs to be aware of the sociopolitical environment in which it operates and make language education socially relevant. (MDM)

A telephone survey was administered to colleges and universities with an approved science teacher education program in the state of Ohio to determine the status and to estimate the use of interactive video technology (IVD) in preservice science education programs. The following characteristics were examined: (1) overall IVD usage; (2) classroom demographics; (3) faculty demographics; (4) various uses of IVD in the programs surveyed; (5) IVD particulars; (6) hardware, video disk, and software components; (7) outcome studies; (8) inservice workshops; and (9) information regarding institutions not using IVDs. The data indicated that there is an emerging nature of IVD use in science teacher education programs in Ohio. (ZWH)

Since the late 1970s, the central government in China has focused on education reform as one of the key components to achieve the goal of the four modernizations: (1) agriculture; (2) industry; (3) science and technology; and (4) defense. Reform outlines and government mandates have significantly affected education in China at all levels. A brief chronology of education is highlighted and an explanation is given about how teacher education has evolved since the time of Confucius. The monograph includes vignettes taken from original essays. These essays are the extemporaneous writings of Chinese students at the Shanghai International Studies University. (BT)

Graphs and charts present data on students aged 14-21 exiting special education services in Maryland during the 1993-1994 school year. Reasons for leaving special education are analyzed by local education areas and by disability, with specific charts devoted to students with mental retardation, speech or language impairments, serious emotional disturbances, specific learning disabilities, multiple disabilities, and other disabilities. Reasons included: returned to general education, transferred, expelled, graduated with diploma, graduated with certificate, reached maximum age, dropped out, and died. The most common reasons given for all disabilities were "returned to general education" and "graduated with diploma." (PB)