Education & Pedagogy

Papers presented on engineering education in Britain and on the continent include: the changing pattern of engineering education (W.E. Buckley); preparation for industry (N. Herbert; developments in craft education: city and guilds courses (J. Cushing); developments in craft education: sub-technician level course (J. Longden); beyond Haslegrave (the Haslegrave Committee on technician courses and examinations) (W.A.G. Easton); engineering education in the Netherlands (A.J.W. Rommes); some aspects of the Swedish experience (G.E. Wheeler); introduction to project A, on the transition from school to employment; introduction to project B, on recruitment, selection, and development of teaching staff (J. Latcham); and introduction to project C, on the consideration of the Haslegrave Committee's report (W.E. Buckley). (MSE)

This review incorporates 143 Brazilian science education research studies from the years 1972-1977. It is organized into five sections: curriculum studies, primary, secondary, and university level studies, and a conclusion (an overview of education in Brazil). Among the findings are the following. Science education research reports are communicated primarily through national conferences. The research is primarily directed towards the university level, and is dominated by studies in physics. The majority of the science education research is being conducted by a small number of universities. Graduate schools of education are contributing little science education research. Few experimental or comparative studies were reported in the science education literature; most of the Brazilian studies were course descriptions and reports on teaching innovations. (BB)

The sixth yearbook of the Association for the Education of Teachers in Science (AETS) is focused on some of the issues and problems that face science teachers. The publication is divided into three parts with part I containing discussions of topics of concern to society which are either science-based or a function of science teaching. Part II deals with societal institutions or social movements which influence science education. Part III contains papers concerned with the nature of the science education/society interaction. Such themes as values, interdisciplinary concerns, and relevancy run through all three parts of the yearbook. (PEB)

This article describes education solutions to child poverty. Through a focus on New Zealand, the article explores the meaning of child poverty, children's perspectives on child poverty and solutions, and modalities in citizenship, social and economics education to help address child poverty. Four modalities are proposed: centre our work in citizenship, social and economics education on children; explicitly address indigenous peoples' needs and strengths; take a social investment approach; and commit to community-based solutions. Experts in citizenship, social and economics education are encouraged to use the resources available to create solutions to child poverty by changing policies and norms through new modalities.

Traditional and affordable access to a university education is under siege from all sides. National realpolitiks and global economic downturns have driven open education into the mainstream to stand against educational elitism, the growing digital divide, and to support the core values that give education its fundamental credence as a human right. Indeed, open is good--open with measurable impacts is even better. In the final analysis, the future of open education is at a crossroads that must be driven by those core values that define education as an essential human right with a commitment to expanding access and strengthening academic quality.

In line with an Aboriginal worldview of interconnectivity, I outline successful educational programs, policies, and services for Aboriginal peoples in Canada. These programs and initiatives are presented within four thematic areas related to (a) early childhood education, (b) Aboriginal pedagogy, language, and culture (throughout kindergarten to Grade 12), (c) postsecondary education, and (d) governance and partnerships. These issues are then positioned within the concept of ethical space. The insight from this information is intended to assist teachers, educational leaders, and policy makers in promoting ongoing educational achievement for Aboriginal learners.

The progressive spirit of the Second Vatican Council (1962-1965) spawned a myriad of graduate departments of religious education in American Catholic colleges and universities. These departments evolved to include other master degrees (e.g., pastoral studies, pastoral counseling, divinity, spirituality, and social justice). As the numbers of students in religious education degree programs significantly diminished, the degree designation in religious education was often terminated. Today, an ever increasing number of religious education practitioners in the Catholic context do not have graduate degrees in religious education. This ongoing reality significantly alters the field of religious education and its practice in the Catholic context.

This review focuses on science education contributions to the "Canadian Journal of Science, Mathematics and Technology Education" (CJSMTE) from January 2001 through December 2014. Through a combination of content and citation analysis, we examine the journal as a location for conversations around specific themes and broader ideas related to science education. Conversations absent from the journal are also considered. This analysis provides a retrospective of the ways in which the CJSMTE has contributed to the field of science education and makes suggestions for future considerations.

The case for education can be made from many perspectives. This paper makes the case for education based on economic outcomes. Surveying the most recent empirical evidence, it shows the crucial role of education for individual and societal prosperity. Education is a leading determinant of economic growth, employment, and earnings in modern knowledge-based economies. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems. Policy-makers interested in advancing future prosperity should particularly focus on educational outcomes, rather than inputs or attainment.

Declines in enrollment in teacher education and shortages of K-12 teachers have led to increased focus on recruitment in physical education teacher education and health education teacher education (PETE/HETE). An examination of theory, needs and characteristics of high school students, and best practice allows for the creation of evidence-based programs and strategies to support recruitment. This article includes an outline of current issues, theory, and recommendations that culminated in the creation of a successful recruitment initiative for one PETE/HETE program. Specific examples and guidelines are provided that can be shaped to meet needs in other contexts.

Despite research showing that high-quality early education can be extremely beneficial, a large percentage of American children do not attend preschool. In addition, children from low-income families are less likely to enroll in preschool and more likely to attend low-quality early education programs. One reason for this outcome involves low spending on early education. In comparison with many industrialized nations, the United States spends little on preschool education, allowing other countries to be ahead in this area. This paper summarizes the findings of research on preschool education. It also offers a few ideas on improving early education programs and reasons for implementing universal preschool.

African art education discourse is deeply enshrined in community visual arts and its programming. This article is an analytical narrative documentation of anecdotal historical debate on art education in Zimbabwe. The referential data-based entry provides a historical analysis of the evolution of art education and its programming as a post-CIET phenomenon. The CIET observations provide points of departure for continued debate on achievements and areas requiring further interrogation in art education and community visual arts in Zimbabwe. I conclude by coining a road map for art education in the quest for comparable programming against regional and international best practices.

This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K-12 level during the COVID-19 pandemic. The essay highlights the importance of education researchers using an appropriate framework in understanding the emerging mathematics education realities. It encourages education researchers to pay attention to this call to action while recognizing that such an action is not without challenges. To address the challenges, education researchers must engage with the evolving mathematics education environment and community by innovating and reimagining their research tools and techniques.

This article addresses the conceptual challenges of articulating the ethical-political limits of 'higher education as we know it', and the practical challenges of exploring alternative formations of higher education that are unimaginable from within the dominant imaginary of the higher education field. This article responds to the contemporary conjuncture in which possible futures have been significantly narrowed, and yet these possibilities also appear increasingly unsustainable and unethical. It invites scholars of higher education to rethink the epistemological and ontological frames within which most imaginaries and institutions of higher education are embedded. If we fail to denaturalize these frames, then efforts to pluralize possible higher education futures will risk reproducing existing conceptual limitations and enduring colonial harms.

Given the contextual conditions in each country, the United States, Korea, and China all have their own unique history of special education, which leads to different special education and service systems for students with special needs. The purpose of this paper is to compare the development and current status of special education in all three countries. The researchers did a comprehensive literature review primarily using the database of Academic Search Complete, in addition to national journals, published governmental reports, and official documents from Korea and China. The results of this review provide a better understanding of special education and trends in special education across all three countries.