Education & Pedagogy

As part of the College Cost Reduction and Access Act (2007), the USA funded the TEACH Grant to incentivize earning a degree in a high-need content area (e.g., STEM fields, language-related areas, and Special Education) and to help meet teacher supply needs in low-income schools. Our analysis investigates the impact TEACH has had on the production of undergraduate education degrees overall and in high-need content areas. Using publicly available datasets and propensity score methods, we compare undergraduate education degree production at institutions of higher education, making comparisons between adopters and non-adopters of TEACH. Our findings suggest the adoption of TEACH had no impact on the overall production of undergraduate education degrees or production of education degrees in STEM, language-related fields, or special education. We situate our findings in the context of unrelenting demand for teachers in the USA.

Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates' programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.

Artificial intelligence (AI) technologies have the potential to completely transform how we teach and learn in higher education. ChatGPT, a language model developed by OpenAI, is one such tool that can deliver individualized recommendations to students, increase collaboration and communication, and improve student learning results. However, there are some obstacles to overcome, such as ethical concerns and implementation issues. This study reviews related work on the use of artificial intelligence in education, with a focus on ChatGPT and its possible applications in higher education. It also examines the benefits and drawbacks of adopting ChatGPT in higher education, as well as implementation advice. Finally, the report discusses future directions for ChatGPT research in higher education. According to the findings of this paper, ChatGPT represents a significant opportunity for higher education institutions to improve the quality and accessibility of education; however, its implementation must be approached with caution and a clear understanding of the opportunities and challenges involved.

In innovation and entrepreneurship education, how to effectively use big data technology to improve the quality of education has become an urgent problem. In this article, the authors summarize the development of big data technology and its application background in higher education and point out the limitations of traditional education quality evaluation methods. They discuss the research status of the quality evaluation of innovation and entrepreneurship education in colleges and universities at home and abroad and the application of big data in education quality evaluation. Using the fuzzy comprehensive evaluation method, they constructed a quality evaluation model of innovation and entrepreneurship education in colleges and universities based on big data and proposed a corresponding evaluation process and index system. Finally, through empirical analysis, they verified the effectiveness and operability of the evaluation model. This research has theoretical and practical significance for improving the quality of innovation and entrepreneurship education in colleges and universities.

The expansion of higher education through the privatisation of funding sources raises a question regarding socioeconomic inequality in participation in higher education. To explore mechanisms of educational inequality, this study examines how different indicators of socioeconomic background work together to influence both participation in higher education and student loan uptake via a longitudinal survey of students and their mothers in Japan. The results showed that: first, parental education, household income, and savings independently affect the chance of attending a higher education institute; second, parental education and economic resources have an interaction effect in that high parental education mitigates the impact of economic resources; third, this compensation between different resources occurs by taking advantage of student loans. Students from families with lower economic resources but high parental education are more likely to be the beneficiaries of student loans.

The purpose of this paper is to define and describe the 'Telos' or purpose of special education. We argue that special education has three main (tripartite) functions: (a) research, (b) a distinct system, and (c) special instruction. The overall Telos of special education is to provide an educational service to better serve students whose disabilities adversely affect their learning. Despite this overall Telos of special education, we see a more specific Telos for each function. In particular, the Telos of special education research should be based on the search for truth, whereas the Telos of the special education system focuses on promoting equality of opportunity, equity, and social justice. Last, the Telos of special education instruction is to optimize learning through specialized, individualized, and effective instruction, which is essential to achieve the overall Telos of special education. Current challenges to all three parts of special education's telos are discussed.

Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education's Office of Special Education Programs (OSEP) is not upholding its mandate of promoting the Individualized Education Program (IEP). I underscore the centrality of the IEP in the "Individuals with Disabilities Education Act" (IDEA) and argue that the continuum of alternative placements (CAP) is essential for delivering individualized, intensive instruction that may not always be feasible in general education settings. The emergence of Disability Critical Race Theory (DisCrit) has added to the vulnerability of special education as a discipline. Special education is built on a long tradition of scientific research, and the unbridled assault by some DisCrit devotees on special education practices supported by research, such as positive behavioral interventions and supports (PBIS) risks denying students the benefit of effective treatments. Ultimately, advocates for students with disabilities must support IDEA and its core components.

Field experiences are often considered by researchers, leading organizations, and accrediting bodies as a critical component of special education teacher preparation. Yet, much remains unknown about the types or numbers of field experiences that will best prepare special education teacher candidates. Given the ongoing changes in the field of teacher education to move toward practice-based approaches and increasing calls for more rigorous research, we aim to update the review conducted by Nagro and deBettencourt, which looked at special education field experiences from 2000 to 2014. Specifically, we conducted a systematic literature review of the research on field experiences including special education teacher candidates that have been published from 2013 to 2020 to examine what is known about participants, field experience duration and settings, field experience instructional approaches and content, field experience activities, and methodologies employed. We discuss findings for special education teacher preparation, including future research directions.

With the continuous development of education informatization, STEM education has become the global trend of education. Project-based learning is widely discussed and applied as a learning method suitable for combination with STEM education concept. Currently, the problem of "how to teach" in STEM education is widely focused on two typical teaching methods, namely problem-based learning and project-based learning. Project-based learning is also learner-centered and tends to comprehensively apply multidisciplinary knowledge, which attracts more attention. Based on the analysis of the impact of combining applied subjects and STEM education with project-based learning on students and other aspects, this paper proposes the connotation of middle school information technology project-based learning under STEM education concept and how to practice the application of project-based learning in junior high school information technology classrooms under STEM education concept in order to promote the further development of STEM education.

Although American Sign Language (ASL) education for second language (L2) or additional language (Ln) learners in postsecondary education has increased rapidly over the past four decades, not much is understood about the field. The scholarship of ASL education is relatively new, and little is known of the perspectives of ASL professionals in ASL education. This qualitative study included focus group discussions with 13 ASL professionals who have worked in the field of ASL education to build a better understanding of ASL education as a discipline in regard to its strengths, challenges, and directions. The results from the four focus group discussions show three emergent themes: ASL professionals, the structure of postsecondary education, and the purpose of ASL education. The challenges in developing and sustaining ASL education as a discipline are discussed, and recommendations on how ASL education as a discipline can be elevated and sustained are provided.

The paper responds to the need for understanding trends and gaps in extant research related to adult education in mathematics and numeracy, given changing skill demands and skill gaps regarding adults, and related policy, theorizing, and practice trends. This paper presents the results of a scoping review of recent empirical research related to adult education in mathematics and numeracy, published in 22 selected journals from 2019 to 2022, including 15 journals in adult education and seven in mathematics education. The results show that only 39 relevant empirical studies were found among over 2300 research papers reviewed, and that few of those focus on practice-related of adult education in mathematics and numeracy. The results provide quantitative evidence suggesting that the field of adult numeracy education is under-researched, and help to identify gaps in empirical research involving adult numeracy, including on emerging topics such as on modeling and critical interpretation. The results also point to research opportunities that can strengthen theorizing and practice in both mathematics education and adult numeracy education.

Purpose: Following globalisation, a rich literature on global citizenship education developed (Akkari & Maleq 2020; Goren & Yemini 2017). However, recent developments in international politics prompt us to ask whether global citizenship education gives young people a grasp of the international world. We argue that global citizenship education theory must be supplemented because it does not provide much guidance to help young people understand international politics properly. Design/methodology/approach: We discuss how theories of global citizenship education conceptualise international conflicts and how three theories on international politics offer supplementary conceptions and perspectives. Findings: Global citizenship education should be supplemented with theories of international politics. Research limitations/implications: Our analysis only indicates some implications for global citizenship education, and further research on the didactical implications is required. Practical implications: Global citizenship education must rely on a wider set of theories to prepare the students for understanding global issues.

The National Art Education Association (NAEA) launched the Connected Arts Networks (CAN) initiative in September 2022. CAN is a collaborative effort among the NAEA, the National Dance Education Organization (NDEO) and other esteemed partners, including the Educational Theater Association (EdTA), the National Association for Music Education (NAfME), and the New York City Department of Education's Arts Office. Funded by an $8 million grant from the U.S. Department of Education, CAN aims to establish virtual Professional Learning Communities (PLCs) nationwide. The objective is to create a sustainable model for professional learning among arts educators in public schools and public charter schools with a focus on equity, diversity, and inclusion (ED&I) and social-emotional learning (SEL). Accordingly, CAN empowers dance, music, theater, visual, and media arts educators to enhance their pedagogy, instruction, and leadership skills over a five-year period.

In this article, we conceptualize a new model of transnational education: the "open master." Arising from higher education for emerging fields such as quantum technology and artificial intelligence, the open master addresses the urgent need for advanced digital skills. We consider how, using distance education, specialist courses can cross borders to reach students for whom they would otherwise not be available. Within the pantheon of transnational education modalities, the open master, based on the principles of open, distance, and flexible learning, is not limited by pairwise institutional partnerships, instead relying on local accreditation, the means by which students receive credit for their studies conducted through the open master. Within European universities, these primarily utilise special courses (A) and opening new courses (B and C). Here we reflect on the role of the open master on the path toward the future: creating a truly open ecosystem for specialist higher education.

Our study explores challenges and opportunities associated with managing basic education in indigenous communities in Indonesia, using a qualitative descriptive approach with a critical paradigm as an analysis tool. The findings reveal two types of education patterns for indigenous peoples, i.e., education in the community, which is carried out within families or the community without formal schooling, and formal education organised by the government. Indigenous children confront significant challenges in accessing quality education due to economic factors, minimal facilities and infrastructure, and a shortage of teachers. In addition, at times the national education systems do not consider the special needs and characteristics of indigenous peoples. We propose an inclusive education curriculum for indigenous children that focuses on providing quality education and preserving cultural heritage.