Education & Pedagogy

This volume contains the proceedings of a conference concerning the preparation of physical education teachers. Titles and authors of papers are: (1) "Action 2000: Preparing Physical Education Specialists for the Future" (M. Haberman); (2) "The Content of an Elementary School Physical Education Program and its Impact on Teacher Preparation" (K. R. Barrett); (3) "Teaching as a Rational Enterprise: A Problem of Neglect" (E. S. Bressan); (4) "Disciplinary Knowledge in Teacher Education Programs" (H. Lawson, D. Belka, and R. Simmons); (5) "The Great Teacher Education Legend" (D. Siedentop); (6) "Beyond Pedagogy" (M. A. Sanborn); (7) "Student Influence on Programs of Teacher Education" (N. F. Earls); (8) "Delusions of 'Worth-it-ness': Field Experiences in Elementary Physical Education Teacher Education Programs" (P. Dodds); (9) "The Process of Personal Professional Integration" (A. E. Jewett and M. R. Mullan); (10) "Developing Commitment to Teaching: The Professional Socialization of the Preservice Physical Educator" (T. J. Templin); (11) "The Hidden Curriculum in Teacher Education" (L. L. Bain); (12) "Commitment to Action: Looking at the Future through Rear View Mirrors" (G. Graham); (13) "From the Ozarks to Orlando: Now that We Understand the Question, What's the Answer?" (L. F. Locke); (14) "Employment Prospects for Elementary Physical Educators: An Assessment of Market Indicators" (L. E. Randall); (15) "Where Fools Tread: Planning for Affective Outcomes in a Methods Course" (J. F. Young); (16) "The Preparation of the Elementary School Physical Education Specialist: A Two-year Post-baccaluareate Program Model" (M. D. Luke); (17) "One from the Heart: A Minority Report" (S. Kleinman); (18) "Developing and Disseminating a Curriculum Model--Implications for Professional Preparation" (M. F. Owens); (19) "A Systematic Teacher Training Model--A Viable Component to the Teacher Training Program" (R. E. McBride); (20) "Professional Issues for Elementary School Physical Educators in Developing Daily Physical Education Curriculums" (K. G. Hawkins); (21) "Professional Development in Elementary and Physical Education at Simon Fraser University" (E. Warrell); (22) "A Coordinated and Sequential Physical Education Teacher Preparation Program for Grades K-12" (S. E. Klesius); (23) "Teacher Certification Program at the University of South Carolina for Grades K-12" (P. Werner); (24) "Dual Certification Program Elementary Education--Elementary Physical Education" (E. Stafford); (25) "Appalachian State University--Elementary Concentration" (J. B. Carlson); and (26) "West Virginia University Teacher Certification Program for Grades K-12" (A. Hawkins) (CB)

This collection of 22 papers is organized by the five conference topics. "Part 1: Effects of the Perkins Act on Policy and Practice" contains five papers: "Federal Legislation as Rorschach Test: Methodological Issues in Assessing the Effects of the 1990 Perkins Act on States and Localities" (Grubb); "Effects of the 1990 Perkins Act on State Administration and Policy" (Herriage); "A New Vision for Vocational Education: Assessing Implementation of the 1990 Perkins Act" (Rosenstock); "The Effects of Federal Requirements Regarding Articulation between Secondary and Postsecondary Vocational Education Programs" (Peters, Jr., Makin); and "Views of Assessment of the 1990 Perkins Act" (Grimsley). "Part 2: Funding Issues" consists of four papers: "Analyzing Federal Expenditures for Vocational Education Program Improvement" (Hoachlander); "Return of the Debate: Can Federal Policy Improve Vocational Education for Special Populations?" (Muraskin); "Design for the Congressionally Mandated Study of the Formula for Distributing Federal Vocational Education Funds to the States" (Barro); and "1990 Perkins Act Funding Issues at the Postsecondary Level" (Zins). "Part 3: Student Outcomes" has five papers: "Assessing Academic Outcomes in Vocational Education" (Sticht); "The Success of School-To-Work Transition" (Stone, III); "The Relevance of Vocational Education for Subsequent Employment" (Bailey); "Occupations and Earnings of Former Vocational Education Students: Research Design Issues" (Stevens); and "Vocational Education and the American Job Market: An Employer's Perspective" (Martin). The four papers in "Part 4: General and Special Populations" are as follows: "Individuals with Special Needs in Vocational Education: Considerations for the National Assessment" (Phelps); "Recommended Directions: (1) The Effects of Flexibility on Delivery of Services to Special Populations and (2) Participatory Planning" (Maddy-Bernstein); "Principal Issues Regarding Native Americans to Be Addressed by the National Assessment of Vocational Education" (Slater); and "Special Considerations in Assessing Vocational Education in Corrections" (Coffey). "Part 5: Academic and Vocational Issues" contains four papers: "Teacher Preparation, Qualifications, and Demand" (Finch); "Performance Standards, Accountability, and the Quality of Vocational Education" (Hill); "Integrating Academic and Vocational Education: Guidelines for Assessing a Fuzzy Reform" (Stasz, Grubb); and "Impact of Education Reform on Vocational Education" (Strickland). (YLB)

In 2016, WCET conducted a survey to better understand the relationship between the cost and price of distance education. The results of this survey were published in the 2017 study "Distance Education Price and Cost Report." That survey found that although 75% of respondents indicated that distance education and face-to-face students paid the same tuition, once fees were added into the equation, the majority of distance education students, 54.2%, paid more for their education than their face-to-face counterparts. Another main finding of the 2017 report was in response to the widely accepted notion that distance education must cost less to create than face-to-face instruction. Survey respondents indicated that distance education generally costs more, but there are instances when it costs less if cost reduction is a specific goal of the distance offering. Distance education's goal to increase access often adds to expenditures. Distance education continues to play a significant role in higher education even after the shift to emergency remote instruction that took place during the COVID-19 pandemic. Whereas face-to-face higher education is starting to see a reduction in enrollment, distance education enrollment continues to increase. Given the pervasiveness of distance education and the still erroneous belief that somehow it is cheaper than face-to-face instruction, it is telling that, at least in terms of instructional price and costs, course modality is becoming increasingly irrelevant. Yes, in some cases, distance education continues to cost more. However, more likely than not, its costs are comparable to face-to-face instruction. Much has changed since 2016, most notably the explosion of emergency remote instruction that came with the COVID pandemic and continued high levels of students taking online courses. In 2024, IPEDS reported that 63.94% of all students were enrolled in at least one distance education course. Although this is down from COVID-era levels, it is significantly higher than pre-pandemic levels. This high number of students taking at least one distance education course and the continued increasing price of higher education speaks to the need to revisit the study and determine what, if any, connection between the price and cost of distance education exists. This report is a summary and analysis of WCET's "Distance Education Price and Cost Survey" conducted during the summer of 2024.

Modern education has often been criticized for reducing teaching and schooling to a matter of "program." Critiques of this programmatic approach to education come from a variety of perspectives with a wide range of underlying reasons. This article presents a perspective that might contribute to the prevailing ways of theorizing about how education could be taken beyond the program: namely, a deconstructionist perspective derived from the work of American philosopher and theologian John D. Caputo. This article begins with a discussion of the relation between the program of education and the "name" of education by posing the question: can a program of education (ever) be worthy of its name? The answer I give, in short, is "no." Next, I engage with the question of the ontological status of the program and argue that there is, properly or ontologically speaking, nothing beyond the program. The two sections that follow discuss how education could go beyond the program of being and becoming on the one hand, and the program of education itself on the other. Overall, I present and argue for a Caputo-inspired deconstructionist way to theorize about education that tries to take education beyond the program by exploring its possibilities for the event without being hostile to the inherent program-ness of education.

This article investigates the process of curriculum renewal in a faculty of education. I report on my own experiences as the initiator of the change to the Bachelor of Education curriculum. When colleges of education were incorporated into higher education institutions, some faculties of education were relocated to these campuses. This move brought to the fore the debate of whether it is better for a faculty of education itself to offer all the content in an education degree, or to outsource subject specialisations apart from Education to discipline-specific departments in other faculties. The existing curricula and the recommendations of an internal audit were interrogated as a first step towards change. The idea was to strengthen the subject specialisation knowledge of the students through the involvement of the discipline-specific or specialist faculties and simultaneously include a social justice framework for the delivery of the programmes. Design research methodology was used to analyse the process of curriculum renewal in the Faculty of Education. In order to analyse the existing curriculum, a process of document review was used. The final curriculum was negotiated with staff members and its compliance with the Higher Education Qualifications Framework is provided. (Contains 1 endnote, 1 table and 5 figures.)

Franchised art instruction businesses are not necessarily the enemy of the art educator, and can even provide a mutually beneficial way to enrich school art education programs. This article explores the status of art education businesses as creative enterprises that offer art curricula for children as clients, beyond the traditional school and non-profit museum contexts, and it specifically examines the intersection and relationship between the professional discipline of art education and the business of art education. The author focuses in greater depth on the new and emerging art education business service--art education franchises. The business model of art education franchises explored in this paper involves organizations or enterprises that develop their own art programs, recruit clients (children and adults), and deliver a standardized art curriculum while devising marketing strategies and regularly assessing their program's effectiveness via client surveys and testimonials. Art education services provided by these organizations or companies are gaining widespread attention and popularity within many U.S. communities, just as 3R tutoring services and other creative enterprises (dance, music, gymnastics, and martial arts) have increased in number and diversity. In particular, the author shares their educational content, discusses the significance of their success as art education partners, and identifies several concerns or cautions relevant to their strengths and weaknesses as providers of quality art education.

Given the rapidly evolving global education landscape, characterized by technological advancements, shifts in educational policies, socio-political transformations, and increasing emphasis on equity and inclusion, this volume provides scholars and practitioners with a comprehensive and reflective analysis of key issues driving educational change. The "Annual Review of Comparative and International Education 2024" (ARCIE 2024) advances scholarship in comparative and international education by providing a structured and comprehensive review of major developments. Specific purposes of ARCIE 2024 include: (1) synthesize key research trends by offering in-depth analyses of current debates, unresolved issues, and significant contributions in the field; (2) bridge the research-to-practice gap by identifying pathways to translate empirical findings into policy and practice in diverse educational contexts; (3) examine regional and global educational dynamics by showcasing how unique political, social, and economic factors shape education across different regions; and (4) explore emerging issues by addressing underexplored topics and methodological innovations that redefine comparative education research. The "Annual Review of Comparative and International Education 2024" serves as a critical, timely contribution to the field of comparative and international education by synthesizing emerging trends, theoretical developments, and practical applications that shape education systems worldwide. [Individual chapters are indexed in ERIC.]

Higher education for the professions of accountancy, law and medicine faces multi-faceted roles as it attempts to be simultaneously an education, with the additional incorporation of training aspects, and a preparation for later professional study and work. As this article shows, these three professions are facing a knowledge explosion and it is becoming increasingly difficult for new graduates to have covered, even if only briefly, all possible aspects of the knowledge-based curriculum. Additionally, this article shows that the skills possessed by new graduates in these disciplines have been criticised. Thus, there have been calls to broaden the curriculum within higher education in these professional disciplines to cover hitherto under-explored areas. This article aims to compare trends in the higher education of three professional disciplines in order to identify areas of commonality. The article begins by briefly discussing higher education and its application in professional contexts. Three specific higher education contexts are considered--accounting, medicine and law--in order to illuminate the nature and purpose of higher education in each of these fields. Following identification and discussion of common themes, the liberalising of curricula in these professions will be considered.

This article presents the author's response to Randy Garrison's article titled, "Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education." Garrison's article seems to have missed many important developments relating to distance education and obscures the evolution of distance education in its use of online technologies. The central focus of this critique is that Garrison equates distance education with its earliest instantiation and the technology base that was first used to provide education at a distance. The author contends that distance education has and will continue to adopt the technologies and the pedagogies that are most effective at creating quality learning--wherever students wish to learn. Online education, when it happens at a distance is a form of distance education. Distance education at one time was defined by the necessity of supporting only independent study, but those times are long past. Emerging now are new models of distance education based upon connectivist pedagogy that once again break away from structured groups and utilize the affordances of networks and collectives.

Before leaders in technology education are able to identify a theoretical framework upon which a curriculum is to stand, they must first grapple with two opposing views of the purpose of technology education--education for all learners or career/technical education. Dakers (2006) identifies two opposing philosophies that can serve as a framework for technology education, both inspired by ancient Greece, with the works of Descartes and the birth of positivism. Later reappearing in Pascal's writings of the mathematical mind, and finally with Rousseau in the mid 1700s, the theoretical arguments of academic verses vocational were established in education, and thus concluded that the overall purpose of education was to make a man (human being) or a citizen. This dichotomy of views is referenced here to make explicit the underpinnings of a theoretical framework for technology education. The position that the authors take in this dichotomy of views is one that embraces the best of both views by teaching technology education to all students to foster technological literacy while at the same time addressing the needs of a workforce seeking to compete in a global economy. This rationale will be presented throughout the article.

Akmal et al. (2002) and Sanders (2001) acknowledged the 100-year debate on the purpose[s] of technology education (TE) and its debatable ties to industrial arts. The debate has been further fueled by the fact most states classify TE as career and technical education. However, some of these states allow Carl D. Perkins federal funding to support TE while others do not. Therefore, the purpose of this research was to determine the perceptions of selected stakeholders with respect to the role and purpose of TE in public secondary education in the United States. Based on this purpose, the following research questions were developed to guide the study: (1) What are the perceptions of various education personnel regarding the purpose of TE in public secondary education?; (2) How is TE classified by state departments of education?; (3) To what extent are Carl D. Perkins federal funds used to support TE?; and (4) What are the perceptions of various education personnel regarding whether TE programs and personnel are treated comparably to other school programs and personnel? (Contains 11 tables.)

The Constitution provides the ground rules to create obligations on the state and to transform the education system by introducing human rights in line with the best developed democracies. This article is not about state-compelled school attendance, but rather the observe: the right to attend school. So while the right to attend school is part of the answer, it is far from the whole answer to the question of the right to education. Is it in the best interest of the child if there are still many corrupt practices in the public school sector? Whose rights are we talking about- those of the child or his or her parents? The mere fact that enforcement mechanisms is not an effective tool of measuring the exercise of the right in education. The article first sets out the constitutional framework in South Africa so far as it bears on the right to education, including whether a constitutional right to education can be implied by the Bill of Rights. It will then probe the extent to which provincial school acts and regulations, and provincial human rights, provide a general right to education.

Purpose: The purpose of this paper is to examine the current status of, and provide guidance for future direction in, the implementation of Indian Education for All, a multicultural education initiative, into Montana's statewide education system. Design/methodology/approach: The paper reports on and analyzes the historical foundation, current status, and practical implications of Montana's Indian Education for All initiative. The abbreviated case study utilizes a combination of focus group and individual qualitative interviews of educational leaders representing the Montana state education agency, Montana K-12 school administration, and the Montana University and Tribal College systems. Findings: Montana educational leaders have made dramatic progress implementing Indian education into Montana's K-12 schools and university systems. The process is complex on many levels including political, cultural, organizational, emotional, and financial issues. Many challenges remain before statewide systemic change occurs. Practical implications: The study's findings have implications for world cultures and educational systems regarding the creation, organization, and implementation of a multiculturally literate and responsive education system. Originality/value: The article provides original data regarding the varying degrees of challenge and success experienced by educational leaders in their implementation of multicultural education, with special emphasis on indigenous populations.

This study identified substantial training and resource needs for special education (SPED), transitional bilingual education/ English as a Second Language (TBE/ESL), and general education (GENED) HIV education teachers relative to providing appropriate, effective HIV education to students with disabilities (SWD) and language minority/Limited English Proficient (LEP) students. Samples of school district administrators of special education (n = 287), bilingual education directors (n = 51), and high school HIV education teachers (n = 174) in Massachusetts reported substantial gaps in the training and preparation of teachers to provide instruction on key HIV education topics, lack of availability of instructional materials and inadequacy of available materials, and need for more adaptations of instructional materials to meet students' unique learning needs. Study findings provided HIV prevention program staff with data to improve staff development efforts and classroom-based instruction. Implications include conducting additional research to assess training needs from the perspective of SPED and TBE/ESL teachers and to developing interventions, curricula and materials for special population students. (Contains 3 tables and 2 notes.)

When reflecting critically on issues of education in society it is necessary to consider the following question: in what scientific paradigm should educational theory and practice be located in order to address issues of education in society in an educationally responsible manner? In this essay, I argue that for education theory and practice to address issues of education in an educationally responsible manner, it is necessary that educational theory and practice be located in the tradition of the human sciences. The human sciences have their origin in values that have to do with the human condition. This being the case, education theory and practice should not be sacrificed in the service of educational policies that are driven by an ideological intent be it political, cultural, social or economic. In the event of such a categorical misplacement of intent, I would argue that the resultant politicisation and en-culturalisation of education gives rise to the ideological "myth" of education that in turn leads to the demise of the responsible role of education in society. What is needed to make education theory and practice a responsible force in society is the return of education theory and practice to the tradition of the human sciences.