Education & Pedagogy

This article explores how lens-based practices can articulate and respond to art education phenomena. The affective turn in education and appearances of education in artists' film and moving-image are explored to help identify different appearances and experiences of art education pedagogy. Interspersed by clip descriptions from students and my affective descriptions of watching Être et avoir by Nicolas Philibert, and writing about a film made for the Freelands Foundation SHIFT series, I examine how using moving-image practice to make a collaborative film in a college of further education in the West Midlands, England can dislocate art education pedagogy from Saul's parcelled and segmented time towards affective encounters and out-of-time, temporal experiences. Deleuze's time-image film theory is explored to position pedagogy as a distinct, affective and temporal phenomena in Art Education and is used to compare the experience of both the making of and watching a film in an education context.

Purpose: Using the social ecological model as a guiding framework, the purpose of this study was to examine the status of physical education in Colorado. Method: A sequential explanatory mixed-method approach was employed to acquire a snapshot of the status of physical education. Participants completed an initial survey followed by semistructured interviews. The quantitative survey data were analyzed with descriptive statistics, and the qualitative data were analyzed using open and axial coding. Results: The results of this study are presented in two parts: an overview of the status of physical education, followed by a detailed analysis of each component of physical education. Discussion/Conclusion: This study demonstrates a comprehensive approach to examining physical education, providing a holistic view of physical education, and serving as a valuable resource for policymakers and stakeholders.

Gifted education in Australia has a story punctuated by four senate inquiries initiated by either state or federal governments, and a Commonwealth commissioned report, each charged with investigating the education of gifted and talented children across Australia. A related document is a position paper produced by the Australian Association for the Education of the Gifted and Talented (AAEGT) in 1996. Each of these reviews has produced a set of recommendations that set directions for gifted education in Australia. Using qualitative document analysis (Morgan, 2022), this article explores three themes that appear across the reviews: (a) the definition of giftedness/gifted learners, (b) teacher education and development, and (c) the need for greater Australian research focussed on giftedness and gifted learners. This assessment of the inquiries/reports/reviews into the education of gifted learners suggests that addressing these themes will continue the story as a useful way to inform and direct the future of gifted education in Australia.

The credential landscape of vocational and higher education in the UK has expanded in recent years, alongside a rise in the number of students undertaking qualifications and a steady increase in tuition fees. The transition from an apprenticeship to higher education is one example of the progression from vocational to higher education. However, the ways in which this pathway is navigated according to the students who have followed this route have received little attention. This paper focuses on the examples of four students in England who each progressed to higher education with different qualifications. Drawing on Archer's concept of reflexivity, the analysis revealed three important factors for negotiating transition. These were firstly the credential landscape itself, secondly how their employer perceived higher education qualifications and thirdly how higher education institutions perceived vocational qualifications. The findings illustrate how students confronted and overcame the various constraints and barriers in order to pursue higher education.

This strategy is to provide health education teacher candidates with critical and creative thinking tools to explore gardening as a vehicle to integrate health education content with other subjects. According to the Competency-Based Framework for the Health Education Specialist (2010a), entry-level health educators should have skills and competencies needed to make connections between learning content and skills, as well as develop a process for integrating health education into other programs. The objectives of this strategy will enable health education teacher candidates to: (1) develop an integrative approach to teaching health education through school gardening, (2) explore the use of picture books for understanding the integrative nature of health education topics, and (3) analyze the relationship between health education and other subject areas taught in a preK-12 curriculum.

This article presents a model for continuing education that emanated from the author's involvement in the Participatory Action Research (PAR) component of Simon Fraser University's Adult Education for Economic Development (AEED) Project, funded by the Canadian International Development Agency (CIDA). The project's goal was to develop new centers for continuing education at the Royal University of Phnom Penh (RUPP) in Cambodia and the National University of Laos (NUOL) in Lao People's Democratic Republic, with assistance and mentorship from the Centre for Continuing Education at Chulalongkorn University (Chula) in Thailand. This article includes a discussion and illustration of continuing education based on four dimensions: lifelong learning, outreach, applied and integrated studies, and informal learning environments. The PAR is discussed in terms of how the partnerships emerged in the project, together with a systemic, ecological analysis of continuing education.

The progressivist education reforms that swept across Canada's Ontario province during the interwar periods of the late 1930s included a focus on character education, social justice, and social reconstruction. This article offers a glimpse at the evolution of school curriculum and values associated with school education, with increasing emphasis on promoting engaged and active citizenship in order to build a democratic and socially just society. It explores the emergence of democratic teaching, the teacher's role as a guide and director, increased student participation in the learning process, the importance of social science for teaching civics, and issues of social justice as a way of experiential training for citizenship. The discussion points to the relevance of character education not only as a part of Ontario's educational scenario over the years, but also as important within education frameworks worldwide. The influence of social needs on which character education (or the dimension of moral building in education) is based is understood as a universal phenomenon.

Teacher preparation has been under intense scrutiny in recent years. In order for preparation of special education teacher candidates to remain viable, candidate assessment practices must apply practices identified in the extant literature base, while special education teacher education researchers must extend this base with rigorous efforts to link preservice candidate assessment of knowledge, skills, and dispositions, to authentic experiences in the field, in-service professional practice, and student achievement. The authors review prior research on special education candidate assessment from 2000 to the present in three primary domains: skills and knowledge related to academics, behavior, collaboration, and transition; dispositional factors, including attitudes about disability, inclusion, and diversity; and authentic, field-based assessments, including measures of candidates' impact on students and their induction experiences. Implications for policy and practice are provided.

Project WE CARE (Workers' Education and Community Awareness of Resources for Education), in Allegheny County, Pennsylvania, developed, implemented, and documented the process of implementing adult basic education program linkage/outreach with business, industry, and human service organizations. The project emphasis was on educating human service professionals who serve potential adult students and on the referral of volunteers to extend adult basic education services. Project activities included three seminars on "The Literacy Problem, You and Your Clients" for human service agency workers; publication of a directory of adult basic and secondary resources in Allegheny County, based on a telephone survey of potential sources; and the referral of students and volunteers to education programs. Evaluation of the program showed it to be beneficial for adult education program administrators, for adult education programs interested in implementing a volunteer program, and for users of referral materials for potential students. (Author/KC)

The results of a survey of special education provisions, needs, and priorities in Australia are presented. It is explained that questionnaires were sent to primary and secondary schools in each state and territory, government and nongovernment special schools and their teachers, and to teachers in special classes/units attached to regular schools. Survey responses and other pertinent information are drawn upon to consider the following topics: the development of special education provisions in Australia, the organization and provision of special education, legislative foundations, nongovernment provisions, state and national statistics, handicapped students in regular schools, students with learning and behavior problems in regular schools, students in special schools, children in long term residential care, teacher education, integration, rights and values in special education, teachers' views about needs in special education, and priorities in special education. (CL)

This review contains an overview of past and present trends in the application of what is called "artificial intelligence" in traditional face-to-face education and in distance education. The reviewed trends are illustrated with examples of research projects and results throughout the world. The first section of the review discusses intelligence in general, describing classic and modern theories of intelligence. Definitions of artificial intelligence in education are presented, with attention to these areas: (1) intelligent tutoring systems; (2) interactive learning environments; (3) virtual environments for education; (4) computer-mediated communication; (5) intelligent agents for education; (6) the World Wide Web and education; and (7) intelligent interfaces for learning support systems. Perspectives for the future of artificial intelligence in education are discussed. Nine appendixes contain a discussion of the Internet, a list of Web search engines, and other supplemental information related to artificial intelligence applications. (Contains 17 figures and 3 tables.) (SLD)

This practicum was designed to assist 13 newly hired special education teachers to function more effectively. Data indicated that newly hired teachers, who were non-certified teachers, teachers who were certified but working out of their area of certification, and first year teachers, did not know how to work with children with special needs, write Individualized Education Programs (IEPs), complete referrals, hold IEP meetings with parents, or adhere to time-lines. Following inservice training, technical assistance, and the development of a special education teacher's guidebook, teachers were assigned mentors at each school site to help them become knowledgeable about their job duties. Analysis of the data revealed that the new special education teachers held IEP meetings within the timelines and turned the IEPs into the special education office in a timely manner. The teachers also individualized lessons according to the students' needs. (Contains 42 references.) (Author/CR)

Comparative education has evolved from localized settings into international or global views. History, politics, sociology, and literature all become involved when comparisons of education are discussed. Almost all forms of research use comparisons in their framework. It was found that many of the comparisons have been too narrow in scope with information developed from single-level approaches. Research has moved from single-level approach into multilevel, at a slower pace and with resistance from the research and education communities. There is a need for multilevel comparisons giving researchers a broader approach than single-level comparisons. There are distinct benefits resulting from utilization of this more comprehensive comparison approach. Information gained from cross-national comparisons by specialists in fields other than education provides data showing diversity among various levels. Three objectives could be met to benefit students: (1) increased access in poor and minority areas to achieve universal education; (2) enhanced quality in all levels of education; and (3) improved efficiency in education by improvement of education management at multiple levels. Contains 19 references. (Author/BT)

This report intends to fill the gap between the original document "Pre-School and Primary Education in the European Union" and the current state with the addition of the new Member States of Austria, Finland, Sweden, Iceland, and Norway. The report is divided into two parts. Part 1, "General Organisation," contains: (1) "The Structure of Education" and (2) "Provision for Pupils in Primary Or Single Structure Schools During Out-of-School Hours." Part 2, "The Education Process," includes: (1) "Pre-School Education"; (2) "Primary Or Single Structure Education"; and (3) "Transition to Lower Secondary Or to the Last Years of Single Structure Education." Appended is a chart showing, by country, the number of pupils in primary education each year. (EH)

This report contains basic data about the organization and structure of pre-school and primary education in the educational system of the countries of the European Union. Three essential aspects of children's schooling are addressed: (1) the pattern of the school year and the time devoted to teaching; (2) organization of teaching and evaluation; and (3) the development and content of educational programs. Some information on the initial training of teachers also is provided. The report is divided into two parts. Part 1, "General Organisation," contains: (1) "The Structure of Education"; (2) "Time Spent in School in Primary Education"; and (3) "Provision for Pupils in Primary Schools Out of School Hours." Part 2, "The Education Process," includes: (1) "Pre-School Education"; (2)"Primary Education"; and (3) "Transition to Secondary Education." Three annexes of data tables are appended. (EH)