Education & Pedagogy

Purpose: This study aimed to understand differences in workplace experiences based on occupation (i.e., physical education, physical education teacher education) and gender (i.e., male, female). Methods: Survey data were used to evaluate perceptions of mattering, resilience, marginalization, isolation, role stressors, and emotional exhaustion among physical educators (n = 421) and teacher educators (n = 286). Results: Factorial analyses of variance showed that teacher educators reported higher perceived mattering and less marginality and isolation than in-service teachers. Teachers reported higher role ambiguity and emotional exhaustion, and teacher educators reported more role conflict and overload. Female faculty members reported the highest role overload among the groups, and male physical education teachers felt more overloaded than did female teachers. Women reported less resilience. Discussion: The results provide initial empirical evidence that higher education contexts may be perceived as less stressful, which supports the implied notion of in-service teachers' washing up to higher education roles.

Currently, digital technology is becoming a leading force driving global education reform. The integration of artificial intelligence and education has brought opportunities for innovation and improvement in education. The level of AI ability of teachers and students determines the level of digitalization and intelligence in the development of higher education. This study applied the UNESCO "AI competency framework for teachers" and "AI competency framework for students" to analyze 18 excellent cases of "Artificial Intelligence + Higher Education" announced by The Ministry of Education of the People's Republic of China. The case reflects the comprehensive integration of artificial intelligence technology into the development of higher education. This study analyzes the specific application scenarios of artificial intelligence in the process of higher education and examines the AI proficiency levels of university teachers and students. This study points out the direction for the development of teachers and students' abilities, and provides suggestions for the development framework of AI abilities for future university students.

This article reviews all of the English- and Spanish-language articles on adult education and social movements published in the "International Review of Education" ("IRE") from 1955 to 2023, documenting the shift from functionalist to more critical approaches. The authors highlight both the contributions and limits of these articles in shaping debates about adult education and social movements today. In addition, the authors offer their own analysis of social movement-led adult education "praxis" in diverse geographical contexts, arguing that, although adult education within social movements has been largely ignored in academic scholarship, it has been front and centre in education practice. Through this review of articles on adult education and social movements in "IRE," the authors make the case that there is a need, now more than ever, to focus on the ways in which grassroots, popular movements have incorporated adult education in a variety of forms into their historical and contemporary struggles for economic, racial, ecological and social justice.

Work education constitutes a unique element of early childhood education for Chinese young children. The COVID-19 pandemic and the associated school closures have forced children to study online, making work education almost impossible. This study aimed to examine the status quo and the profiles of early work education done by Chinese parents. 1564 Chinese parents with young children (aged 3-6 years) completed an online survey. Nine parents were interviewed. Findings indicated that: (1) parents scored the highest on resilience education, followed by responsibility and creativity; (2) three profiles of work education emerged: the least level, the medium level, the highest level; (3) there were significant effects of regions, household income, and educational levels; (4) the pandemic and digitalization rendered work education more intelligent, while also reducing children's work practice in the outdoor; and (5) parents raised concerns about early digital addiction. Implications for early childhood education are also discussed.

This paper explains how young people may be prepared through education to respond as informed and empowered citizens to the existential threat posed by anthropogenic climate change. It is argued that applying the Council of Europe's Reference Framework of Competences for Democratic Culture to Education for Sustainable Development can equip young people with all the competences required to understand climate change and sustainability issues and to take individual and collective action to support sustainability and help protect vulnerable populations. It is also argued that such an endeavour intrinsically builds young people's intercultural competence, with Intercultural Education and Education for Sustainable Development having a symbiotic relationship to each other. In addition, the paper examines the weak anthropocentric position that is implicit within this approach, the values that underlie this approach, and how education can be used to encourage students to develop appropriate values in relationship to environmental challenges and climate change.

This chapter presents an overarching overview of how the rather recent technological phenomena, like data mining, machine learning, and artificial intelligence, are applied in the field of education. The author provides examples of how technological developments associated with the so-called Fourth Industrial Revolution are applied in education and considers the benefits and challenges they may bring regarding the economic system, as education (at least in the higher education sector) tends to be monetized and commercialized. The framework for education is perceived in the context of the economic intelligence of states, which is instrumental in ensuring their economic security. It is further expanded to the global scale, as Digital Education is crossing national borders and is being implemented in broader national processes. [For the complete volume, "The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education. International Perspectives on Education and Society. Volume 38," see ED674850.]

Good quality pre-schooling makes a distinction for our students at large, and students are balanced to profit than ever before. To really lay the groundwork for higher education and profession readiness, the education in pre-school years receive must be reliable with and coupled to early elementary schooling with more focus on developmental needs, and efforts to prepare the future citizen for potential success as vigorous, fruitful, affianced citizen. Recent research suggest that the better way to tackle disparity, poverty and misdemeanour is early childhood education which includes sensitization of parents and community as a whole. Pre-school education helps to develop a firm base for lifelong learning and can play an important role in the development of child. Making sure all children start on an equal footing can also alleviate social discrimination. It is thus vital to endorse continued financial support to maintain the expansion and excellence of pre-school education programmes. This present paper highlights all concerned issues of ECCE and recommendations are also given.

Art Education is vital to rounded skill-growth in students and schools. The skills learned in art education are transferable to the academic subjects students work in, and to their lives outside the school. In the United States of America, resources and accessibility to in-depth art education vary widely. The experiences between students in kindergarten to twelfth-grade are inequitable both in fiscal and content settings. Without equitable resources, teachers are not able to support the creative growth and skill-building essential to students' holistic lives. Furthermore this inequity leads to or accentuates gaps in education between students in the same age groups. This thesis explores the phenomenon of inequitable art education in the Pennsylvania and New Jersey area, and compares and contrasts the experiences of participants in different schools. This study includes teachers, students, and experts in the art education field with research conducted to understand where disparities in resources and accessibility come from, the impact these disparities have on the individuals in the art education setting, and how the gaps can be overcome through additional support and programs.

This report contains more than 35 key structural indicators on education policies in six areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility. This 2020 report contains the updated indicators for the 2019/20 school/academic year together with a short overview of the major reforms since the start of the 2014/15 school/academic year in six policy areas: (1) Early childhood education and care (ECEC); (2) Achievement in basic skills; (3) Early leaving from education and training (ELET); (4) Higher education; (5) Graduate employability; and (6) Learning mobility (reference year 2018/19). Information on the scope of each indicator, as well as detailed definitions of the terms used, can be found at the end of the report. [For the 2019 report, see ED610853.]

"Ensuring quality higher education is one of the most important things we can do for future"Ron Lewis The current higher education sector has tremendous changes from the past decades. Since our country occupies third largest in terms of providing higher education, globally developing in the field of education as well. Here an attempt the researcher has made to elaborate various factors dealing with the growth and development of higher education in the vision of 2030. It is very important to emphasis on the gross enrolment ratio. Vision 2030 can be achieved by doing away with debilitating regulations that inhibit Indian higher education sector. There is a need to restore the autonomy of the institutions of higher education. In the past, institutions of higher learning had to contest many of these stifling regulations and seek justice from the courts. In this regard, the present paper also gave some suggestions for consideration as a reform in the higher education system. To highlight this, researcher used secondary data for further details. Hence we can conclude saying that vision 2030 may certainly bring desirable changes in higher education.

The roles that corporate social responsibility (CSR) and business support of democracy play in American higher education are infrequently discussed, though very important. There are many ethical issues that concern both corporate interests as well as higher education, linking the two more than many would think. It is necessary to understand the environment, inter-organizational relationships, and documents holistically to observe the rich history, pluralistic American societal issues, and relevant milestones between corporate America and higher education. "Partnership Motives and Ethics in Corporate Investment in Higher Education" provides comprehensive documentation of business and corporate entanglements with higher education. This work discusses the historic journey of funding from business and U.S. corporate engagement in American higher education. Covering topics such as academy-business relationships, philanthropic partnerships, and transactional partnerships, this work is essential for professors, executives, managers, faculty, fundraisers, leaders in higher education, researchers, students, and academicians with interests in CSR, business ethics, and higher education.

The 2021-2040 National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan is a reflection of the knowledge and dedication of the NOAA education community. Strategic planning provides guidance for NOAA Education and a framework for tracking and reporting progress. This plan builds on the foundation of the 2015-2035 NOAA Education Strategic Plan (ED571869). Input on the 2015 plan was gathered to identify areas that needed improvement. Activities were reviewed that occurred across the agency to identify core work and find commonalities. NOAA presents five education goals based on the mission, portfolio, and future needs. The five goals presented in this plan are the desired, long-term outcomes for society: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Ready, Responsive, and Resilient; (4) Future Workforce; and (5) Organizational Excellence.

School board members encounter a range of challenging issues as they provide oversight and strategic guidance for the school districts they represent. Some of the most daunting challenges can involve the education of students with disabilities. All children eligible for special education must be provided with a free and appropriate public education. There are no exceptions, even for students with severe and profound disabilities and even if budgets are tight. The courts have repeatedly held there are no exceptions to the law. All means all. School board members are likely to field parent complaints about their child's special education program. Budget hearings also often include questions from the public about the costs of special education. The field of special education is by far the biggest area of litigation in education. Laws and regulations are complex and specific -- a small inadvertent violation can quickly escalate into a larger problem. This book provides an essential overview of special education and the federal laws governing this area. [This content is provided in the format of an e-book.]

This interdisciplinary collection explores the nexus of social justice and sport to consider how sport and physical education can serve as a unique point of commonality in an era of religious, political, economic, and cultural polarity. Originally published as a special issue of "Quest," "Sport, Physical Education, and Social Justice" offers timely theoretical perspectives from the fields of theology, philosophy, psychology, and sociology. The volume demonstrates the multiple ways in which sport can be used to overcome inequalities and marginalization relating to gender, race, disability, religion, and sexuality, and posits sports education as a powerful mechanism for addressing school-based issues including bullying, racism, and citizenship education. Truly international in scope, the text includes contributions from scholars addressing issues in both formal and informal sports education settings, communities, and locales. "Sport, Physical Education and Social Justice" will be of interest to researchers, scholars, policy makers and advocates in the fields of education, psychology, sociology, and religious studies.

COVID-19 school closures disrupted special education in numerous ways. During the summer of 2020, district leaders across the U.S. developed reopening plans; these plans addressed special education and a constellation of other elements of schooling, such as remote learning schedules and health protocols. By fall 2020, educational leaders sought to reopen schools and continue serving students with disabilities. These leaders published reopening documents that contained messages on priorities for special education policy and practice. Taking seriously issues at the nexus of special education and district leadership, the authors analyzed reopening documents from the 25 largest U.S. public school districts to understand district-level messaging in the 2020-21 school year. This analysis highlights how districts strategically communicate problems and solutions associated with special education. The authors share recommendations for research and practice on special education implementation throughout phases of the pandemic. [This report was produced by the Evidence Project at Center on Reinventing Public Education (CRPE).]