Education & Pedagogy

Background: Science, technology, reading and writing, engineering, art, and mathematics (STREAM) education is an emerging form of STEM/STEAM education. STEM education research focuses on how students acquire knowledge and skills. The potential of reading and writing to effectively support students in STEM education has been the focus of research. Although researchers have noted the role of language, they have not explored it in depth. Purpose/Hypothesis: This paper presents a systematic review of STREAM education to clarify how reading/writing is integrated with STEM/STEAM education and explores the level of cognitive goals in instruction. Design/Method: By searching for articles related to STREAM education up to 2021, we coded some important features of STREAM education and highlighted the correlations between two or more features. Results: (i) STREAM education has developed rapidly in the past 3 years; (ii) Writing appeared in STEM education before reading, and the trend of research is spreading from college to lower school levels; (iii) The combination of reading and writing is better in primary school and is underemphasized in middle school; (iv) The cognitive goals of STREAM education in higher education are slightly higher overall than those before college; (v) Current studies focus on the reflection process of the course, while the main process deserves more attention; and (vi) reading/writing activities in the reflection process achieved the highest levels of cognition than in the entry and main processes. Conclusion: The integration of language activities (reading and writing) into STREAM education is a trend toward disciplinary integration, which helps develop students' cognition and form knowledge constructs.

Young people who are either at risk of disengaging or disengaged from mainstream education in Ireland are often supported by what is termed 'out-of-school' or the 'alternative education' sector. A recent review of out-of-school education provision (Department of Education. 2022. "Review of Out-of-School Educational Provision." Dublin: DE, Social Inclusion Unit.) was the first attempt to recognise this hidden educational sector. This paper aims to build upon and expand the typology describing out-of-school alternative education provision developed by Department of Education (Department of Education. 2022. "Review of Out-of-School Educational Provision." Dublin: DE, Social Inclusion Unit.) to further explore the meaning of alternative education in Ireland. Based on findings from the first-of-its-kind evaluation of Rethink Ireland's Education Fund, we propose a tentative typology of alternative education based on three clusters of Awardee projects. Three critical criteria, positionality toward the mainstream schools, learners' age, and focus of projects' work, were used to distinguish between the clusters, identified as (a) life-long learning/social inclusion programmes, (b) curriculum reform/diverse pathways to adulthood programmes, and (c) alternative centres of education/based outside the mainstream schools. We show how alternative education providers offer a much broader range of programmes, operating both inside and outside of the mainstream schools, use innovative approaches to teaching and learning, support the overall well-being of students and tackle structural inequality within education in Ireland.

Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of "action and intent" and "valuing and reconstructing experience." Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform.

In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.

A political struggle has developed in Virginia between its state superintendent of public instruction and the educational community. The primary disagreement is in the area of teacher certification, although admission requirements to teacher education programs are also disputed. The Teacher Education Advisory Committee (TEAC), composed of representatives from the education profession, parent/teacher groups, and school administrators, is responsible for advising the state board of education on policies related to teacher education, training, and certification. While the board of education is legally the responsible authority in Virginia, the state superintendent has placed the board in the unprecedented position of choosing between the recommendations of TEAC and those of the superintendent on teacher certification standards. The TEAC proposal, supported by education professionals, requires the graduate's completion of a state-approved education program, either in conjunction with or subsequent to the baccalaureate degree, before receiving a two-year probationary certificate. The superintendent proposes the alternate route of allowing certification of individuals holding a liberal arts degree from an accredited institution. These graduates must meet one or more endorsement requirements for secondary education and be recommended by the employing educational agency. The superintendent's proposal would allow any college graduate the same status as graduates of approved teacher education programs, a two-year probationary certificate. It is the contention of educators that the superintendent's proposal reflects political expediency rather than concern for high quality of education for teachers and children. The board of education votes in December 1981 on the certification issue. (JD)

Conference papers are clustered into three major categories: background--the past and future; current issues in rural and small school education; and individual and group roles in rural and small school education. Papers in the first category provide an overview of the basic changes in rural education, project a picture of rural education in the future, and look at research related to rural and small schools. Issues highlighted in the second section include school district reorganization, rural school finance, vocational education, rural cooperatives, career development, minority groups in rural and small schools, the myths associated with rural and small schools, population trends in Kansas, curriculum development, and teacher recruitment and retention. Papers in the third group identify the individuals and agencies that have been influential in rural education and suggest what the role of those individuals and agencies should be in the future. Papers cover the rural superintendent's role, leadership styles, political direction needed, the role of higher education, variables influencing rural students' college attendance, the relationship between the federal government and rural schools, the regional laboratory, the activities of People United for Rural Education, the role of interest groups, and the need for a strong education organization in Kansas. (CM)

Special education has changed over the years since its inception due to advocacy, litigation, legislation, trends, and research investigations. While it can be somewhat controversial depending on the disability the child might have or professionals involved in the process of instructing and planning his/her future education, it is a field that has values that has had measurable impacts on people's lives. "Special Education: Advancing Values" focuses on values that are engrained in special education and how we can maintain, sustain, and advance them. It also addresses the most current viewpoints and perspectives on the traditions of special education for students with disabilities alongside new and innovative practices. "Special Education: Advancing Values" is a very comprehensive book. The chapters introduce the field of special education and how we can maintain and advance traditions in the education of students with learning disabilities, emotional and/or behavioral disorders, intellectual disabilities, physical and other health impairments, students who are deaf/hard of hearing, students with visual impairments, and students with extensive support needs. Related topics include students from culturally and linguistically diverse backgrounds, general education teachers, school leaders and administrators, and parents. "Special Education: Advancing Values" concludes with a summary chapter that addresses why special education is an important educational phenomenon that has fundamental values worthy of sustainability and advancements. This volume is an excellent resource for special education professionals who teach and serve learners with disabilities, and other related professionals involved in the educational process such as administrators, school counsellors, and psychologists.

This is an exploratory study to examine the perceptions of special education instructional coaches on their role in retaining alternative licensure special education teachers. As public education is an area experiencing hard to fill open positions for special education teachers, many districts are hiring special education teachers on alternative license. There is little research to demonstrate the role and impact of instructional coaching in special education to retain the special education teachers who have alternative license to be able to teach in the classroom setting. This is a multiple-case study conducted among special education instructional coaches in Colorado. The main focus of the research questions is to first understand the perceptions of instructional coaches on how to support and retain alternative licensure special education teachers and then to understand the beliefs of special education instructional coaches have about the preparation standards delivered through alternative licensure programs at the university level. The results of this qualitative study demonstrate that instructional coaches who support novice alternative license special education teachers share a passion for their profession. The study identified that this specific group of new teachers needs layers of support upon entering the classroom and more connections are needed between the alternative license programs in higher education and the public school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This chapter illustrates the controversies and changes in Japan's international cooperation in education from the initial stages of its history. In 1954, Japan initiated a modest foreign student scholarship program, mainly targeting students from developing countries. In the 1960s, while supporting the UNESCO-initiated Karachi Plan, Japanese educators became more interested in assisting Asian countries, and the Japanese government's External Economic Cooperation Council advocated a new policy of strengthening technical cooperation programs, including those in the education sector. Meanwhile, they emphasized that because education is closely related to the sovereignty and nationalism of a country, international aid must be sensitive toward these issues, particularly in interventions for basic education. In 1971, in order to consider the development of a national policy, the Ministry of Education established an Ad Hoc Council on Educational Cooperation for Asian Countries. Though the Council presented a positive attitude, Japan continued to be very reluctant to commit itself to basic education in developing countries. International education cooperation programs operated by the Japan International Cooperation Agency (JICA) and the Ministry of Foreign Affairs focused mainly on the fields of higher education and vocational training. This cautious and diffident attitude toward basic education assistance prevailed among the Japanese ODA community until the World Conference on Education for All in 1990. [For the complete volume, "Japan's International Cooperation in Education: History and Prospects. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 63," see ED675739.]

The development of career education in Joetsu City, a major city in Niigata prefecture in Japan, focuses on innovations in schools. In 1999, the word "career education" first appeared in Japan as an official educational nomenclature (Gong et al., Career counseling in Asian countries: Historical development, current status, challenges and prospects. Journal of Asia Pacific Counseling, 3(1), 9-33, 2013). A policy report entitled "The Future Vision on Career Education and Vocational Education at School" redefined career education as education which encourages career development by cultivating the competencies and attitudes needed to raise the social and vocational independence of individuals (Central Council for Education, 2011). The future vision on career education and vocational education at school.). While Japan has a 100-year history in vocational/career education, it is only in the last ten years that there has been a concerted push for career education in the schools (Mimura, Bulletin of Graduate School of Teacher Education Waseda University 8:19-34, 2016). Joetsu City's career education exemplary practices show how a school system builds an educational base among stakeholders for a seamless program of work experience practices and learning. Joetsu City's career education demonstrates an exemplary practice of how one city can revitalize its economy through regional cultural principles and sustainable educational change. [For the complete volume, "Diversifying Schools: Systemic Catalysts for Educational Innovations in Singapore. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 61," see ED675694.]

Dental education is a broad, multifaceted, and interdisciplinary scholarly field encompassing key domains, including curriculum design, teaching and learning, assessment, leadership, programme evaluation, and educational research. However, the definition of expertise in dental education remains ambiguous. In many settings, individuals are recognised as "dental education experts" or "dental educationists" primarily based on teaching experience and educational contributions, sometimes without formal academic preparation in education. While experience provides valuable practical insights, it may not fully equip dental educators with the theoretical and methodological foundations required for contemporary educational practice. This paper reflects on the evolving nature of dental education and argues that expertise should be understood more broadly than teaching experience alone. It highlights the key domains that require specialised knowledge in education. Drawing on developments in medical and health professions education, this paper emphasises the growing role of academic qualifications in education to support educational competence and leadership in dental education. While experience remains indispensable, this paper emphasises formal postgraduate academic preparation as an important foundation for specialised expertise in dental education, complemented by continued educational practice, scholarship, faculty development, and institutional support.

This paper argues that education policy in England and Germany racialises young refugees and asylum seekers and contributes to upholding white supremacy in the education system. Previous research in both countries has shown that education policy reproduces race inequality, and in England, it has been argued that education policy itself is an act of white supremacy. However, to date there has been little consideration of the specific role of refugee policies in maintaining race inequality in education. In this study we connect research on refugee education, the raced nature of the education systems in both countries and the racialised context and position of refugees in society. We draw on insights from Critical Race Theory and on the concept of racist nativism, 'the link between race and immigration status' to argue that refugees, already racialised in society, are also racialised by education policies and systems via the privileging of both nativist and white norms.

Within the current accountability context of education in the United States and Canada, there is a clear need to educate teachers on effectively using assessments to support, measure, and communicate student learning. Despite this need, assessment has historically been a neglected area in teacher education programs with comparatively little research to support assessment education structures. Accordingly, the purpose of this article is to develop a preliminary assessment education framework as a foundation for future teacher education research and for designing theoretically informed assessment education that responds to multiple stakeholder perspectives. As a basis for this framework, three critical perspectives on assessment education are delineated (i.e., preservice policy perspective, teacher educator perspective, and teacher-candidate perspective) by reviewing current research, standards, and policies in fields of teacher education and assessment. The article concludes with recommendations for a research agenda aimed at further developing a scholarship for assessment education. (Contains 1 figure and 1 note.)

The nature of higher education in further education colleges is poorly understood, even though it is central to government policies on expansion, diversity and widening participation in English higher education. One reason has to do with scale. Another has to do with complexity. A final reason has to do with their status as further education institutions. By definition, colleges are institutions predominantly concerned with education at levels below higher education. This article provides a summary picture of contemporary college-taught higher education in England, together with a consideration of its claims to distinctiveness and its pattern of development since the Dearing report in 1997 which recommended a "special mission" for colleges in sub-bachelor undergraduate education. The evidence and analysis for this primer is drawn from a research study commissioned by the UK government in 2011 and published in 2012 (Parry et al. 2012). The administrative statistics reported in the study are for 2009-10 and, unless otherwise indicated, this is the base year for the enumeration here.

Over the past two decades, Peru has significantly strengthened its education and skills system. Measures to improve access have resulted in participation rates on a par with OECD standards, while targeted quality reforms have helped raise learning outcomes, professionalise the teaching career, and improve the labour market relevance of education and training. These efforts have come at an important moment. Despite recent economic growth and solid macroeconomic foundations, inequality remains high, informality is widespread, and skills gaps continue to constrain productivity and social mobility. This report assesses Peru's education and skills policies and practices against those of the OECD and reference countries in Latin America, covering the full learning lifecycle -- from early childhood education and care to adult learning. It identifies the system's main strengths and challenges and explores how Peru can draw on OECD evidence and international experience to advance its education reform agenda. The report will be of interest in Peru, as well as in other countries looking to raise the quality, equity and efficiency of their education systems.