Education & Pedagogy

The present study examines students' attitudes toward entrepreneurship education. The context of the study are the arts, where we empirically test whether different dimensions of arts entrepreneurship education are recognized by students from higher music education institutes in the Netherlands. Specifically, we investigate 167 music students' perceived need for various entrepreneurship education topics, because students' concurrent attitudes toward entrepreneurship education may affect their future career behaviours. Our findings suggest that students embrace a holistic approach to entrepreneurship education, in terms of new venture creation, being enterprising, and employability and career self-management. Values such as a passion for music and the need for autonomy are not at odds with the perceived need for entrepreneurship education in relation to vocational work. As one of the first attempts to quantitatively investigate students' perceived need for entrepreneurship education (PNEE), this study is a stepping stone for future quantitative research in this area.

Situated within the perspective of emancipatory social science [Wright 2006. "Compass Points: Towards a Socialist Alternative." "New Left Review" 41: 93-124], this paper considers the prevailing societal institutions and structures of music education and the ways in which they may be seen as causing harm. Harm, in this case, is viewed as a failure to develop each child's musical identity, talents and abilities, and to equip her to continue musicking throughout the lifespan. Returning to Small's [1977. "Music, Society, Education." Hanover: Wesleyan University Press] Music, Society, Education, issues of hegemony are considered in relation to higher education and the compulsory music curriculum. Alternative non- or anti- hegemonic approaches to music education are posited, drawing on theories of Utopian pedagogies and insubordinate spaces as providing potential to counter the destructive effects of neoliberalism on education and on music education in particular. Obstacles to such approaches are contemplated and the paper concludes with consideration of the potential affordances, both artistic and societal, of collaborative, creative, relational models of arts education.

Trauma-informed sex education is sensitive to students' traumatic life experiences. Internet panel data for 600 Louisiana parents/caregivers of school-age youth were used to examine parental support for trauma-informed school-based sex education, and parental characteristics associated with supporting trauma-informed sex education. Nearly three-quarters (71%) of parents agreed that youth are exposed to high levels of trauma, and 86% reported interest in school-based sex education that supports emotional wellness. Of all parental characteristics, the perception that youth are exposed to high levels of trauma was most strongly associated with endorsement of trauma-informed sex education. Louisiana parents recognize the influence of emotional wellness on youth sexual health and support trauma-informed school-based sex education, which is becoming the new standard for youth sex education services.

With the start of the three-year grant cycle beginning in 2017-2018, the Georgia Office of Adult Education (GOAE) implemented a state policy to require all adult education providers, not just Integrated English Literacy and Civics Education (IELCE) grantees, to develop and implement at least one integrated education and training (IET) program for adult education students. The goal of the state mandate was to emphasize Georgia's focus on workforce development and career pathways among adult education providers. Through hard work and collaboration, by 2019-2020, all 30 of Georgia's adult education providers have at least one IET program in place. Adult education students participating in IET programs are successfully gaining employment, transitioning into postsecondary education or training, and advancing along career pathways. GOAE will continue to develop and promote initiatives such as IET that support workforce development in Georgia, ensuring all Georgians are on a path towards self-sufficiency and a family-sustaining wage.

The Republic of Korea is well known as a leader of gifted science education due to the significant progress it has made in the past two decades. This paper aims to provide a historical perspective of gifted science education in Korea by interviewing a key figure in the Korean science education community. This paper explores the various trajectories of the development of gifted science education via the experience and thoughts of Choe Seung-Urn, who is a founder and developer of gifted science education in Korea. He has participated in gifted science education in Korea since the beginning by building prototypes of gifted education institutes, introducing tools to identify gifted students, and developing an orchestrated and integrated model across both research and education. This conversation with a senior researcher on the brink of retirement is intended to provide a deeper insight for successive generations who will take over the gifted science education system.

Comprehensive sexuality education is increasingly being employed on a global scale, with controversies arising regarding the content of such education and the rights of children to access sexuality education versus parents' rights to decide the moral education of their children. In this paper, we utilise crip theory and a critical disability studies lens to analyse controversies surrounding parents' rights versus children's rights in the context of comprehensive sexuality education in Ontario, Canada. Using a disability studies perspective, this paper discusses the erasure of disabled children and youth in debates over children's and parents' rights while problematising the liberal humanist and legal frameworks often employed in comprehensive sexuality education and children's rights. As such, we theorise how a more relationally attuned version of both children's rights and comprehensive sexuality education can avoid oppositional politics and the reification of liberal humanist and ableist ideologies.

Distance education has become a mainstay in higher education, in general, and in counselor education, specifically. Although the concept sometimes still feels new, universities have been engaged in some form of distance learning for over 20 years. In the field of distance counselor education, it is imperative to understand where we have been, where we are now, and where we are going. This article will lay the foundation for the special section of "The Professional Counselor" on distance counselor education and will explore the history of using technology in education, recent research about distance education in counseling and counselor education, and topic areas discussed throughout this special section. This special section will bring clarity to current and emerging best practices in the use of technology in the distance education of professional counselors, clinical supervisors, and counselor educators.

This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method research which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.

Five years have now passed since the last government review of STEM (Science, Technology, Engineering and Mathematics) education in Northern Ireland (Perry and Irwin, 2015). This small-scale qualitative study set out to analyse the progress made and challenges faced within STEM education in Northern Ireland, and to draw out implications for education and teacher education. Individual filmed interviews were carried out with a range of education professionals and representatives from industry and politics (n=11), followed by small group interviews with pupils finishing the junior phase of their schooling (n=13). Findings reveal high levels of pupil engagement but also, and in contrast to many other countries, the study highlights frustration among STEM professionals at a lack of investment in STEM education at all levels. The study also identifies additional challenges in promoting inquiry-based learning approaches to STEM education in the current high-stakes assessment environment. Conclusions are drawn for education and teacher education.

Reforms in K-12 science education and their implications for PreK teaching, make this a critical time for developing a unified vision for early childhood science education. The goal of this essay is to provide a vision of what it might look like to leverage the best of both early childhood and K-12 science education reform efforts for meaningful science learning opportunities for young children. The essay suggests to best support young children, PreK science education must implement the holistic approach of early childhood education (i.e., physical, social-emotional, and cognitive development) while at the same time taking up the richer scientific disciplinary practices put forth in recent science reform efforts. Bringing together the strengths of both early childhood and science education will support young children in making sense of natural phenomena in the world around them while valuing them as capable science learners with prior experiences.

There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education. While progress has been made, students from equity groups are still found to lag behind their privileged counterparts in completing higher education. This study examines higher education academic outcomes for equity groups in Australia, specifically, students considering dropout, actual dropout, and marks. The influence of student satisfaction on those academic outcomes are also examined. Students from equity groups tend to have poorer academic marks and are more likely to consider dropout, with health and financial reasons found to be important determinants. These findings support the need for multi-faceted initiatives to support higher education students from equity backgrounds.

Entrepreneurship Education often emphasizes the practical applications of competencies. This article aims to collect findings on entrepreneurship education linked to democratic formation in primary education as experienced by teacher students. Based on a model from the Danish Foundation for Entrepreneurship and theories on democratic formation and active citizenship, the authors analyze what entrepreneurship and democratic formation have in common. Entrepreneurship education will also be linked to education for sustainable development. By following a group of teacher students in two different cases, the authors discuss how a potential synergy is visible, when the teacher students learn by reading, discussing and solving concrete tasks connected to social entrepreneurship education. The teacher students' personal attitudes and understanding of authentic practical experiences turns out to be important to their learning from entrepreneurial education tasks. The structural organization of teacher education is a challenge to the organization of teaching entrepreneurship education.

Teacher education students' cognitive and psychosocial development renders current practice as it manifests itself in courses and teaching strategies useless and irrelevant. Cognitive and psychosocial development are the theoretical framework upon which innovation and intervention for teacher education may begin. The basic premise upon which this intervention is based is: teacher education does have available to it requisite theories and data to inform itself concerning who the teacher education student is, both cognitively and psychosocially. Knowing these two variables has far-reaching potential for instituting more informed and effective teacher education programs. Analyses are presented of the theoretical development of positions on cognitive and psychosocial factors in the individual student, demonstrating the knowledge base available to teacher educators in planning for a more individualized and sensitive teacher education curriculum. A description is given of a 5-year teacher education program based upon these developmental theories. The paper concludes with a seven-page bibliography. (JD)

A descriptive study designed to assess the types of requirements used to prepare elementary preservice regular class teachers for education of the handicapped surveyed 102 schools granting a baccalaureate degree in elementary education and accredited by the National Council for Accreditation of Teacher Education. Most accredited programs either had requirements or are planning to implement requirements for training regular class elementary teachers for work with the handicapped. Results indicated that a variety of special education courses and a combination of requirements are used to prepare regular classroom teachers for educating exceptional children. A "survey" class and/or "mainstreaming" course are the two most widely required special education classes. Additionally, most schools infuse special education information into required regular education classes. Experience with exceptional children in a special education setting was not found to be a widely used requirement in these teacher preparation programs. Requirements were also not found to be different or specific to public or private institutions or related to the population size of the schools. (Author/CL)

As the public expresses concern over teachers' qualifications to teach academic subjects and as arts and sciences faculty show renewed attention to the public schools, the responsibility for teacher education is being interpreted as one belonging to the entire university. One approach to this interpretation--based on the assumption that what one teaches and how one teaches are fundamentally related--stresses the integration of arts and sciences with professional teacher education. A joint university committee could provide common intellectual experiences as well as concentration in particular subjects together with professional teacher education. Other suggestions for improvement are: (1) integration of professional teacher education with undergraduate preparation; (2) collaboration between professional teacher education faculty and arts and sciences faculty for the evaluation of students for admission to teacher education programs; (3) incentives, social and fiscal, to attract and reward those faculty members who exert efforts to integrate these programs; and (4) a broader concept of the role of the school of education's dean or director. (DG)