Education & Pedagogy

To increase equity in music education, teachers can strive to know each student as a whole child, proactively remove barriers to learning, and seek to honor students' multifaceted and intersectional identities. In this article, we first define intersectionality and examine demographics in music education. Then, we summarize three asset-based pedagogical approaches (Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education) and synthesize their similarities. Finally, we present implications in the form of generative ideas for music educator praxis, or values-guided action. We hope our suggestions help music educators create music experiences where students (and families) feel seen, safe, welcomed, and valued as musicians and people. We also hope our suggestions can contribute to music teacher collegiality and collaboration by providing educators with tools to develop positive relationships with colleagues who are different from themselves.

This paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed to enhance its quality. The National Educational Policy 2020 and the country's commitment to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to ensure equitable access to quality preschool education. Central to meeting national targets is the enforcement of the National Quality Standards for Early Childhood Care and Education. Further, increased budget allocations to preschool education, prioritizing professional preparation of the early childhood work force and harnessing technology to monitor government programs have considerable potential to enhance the early childhood system.

Under the knowledge-based economy, higher education plays an important role in cultivating talents and enhancing national competitiveness. Compared with other countries, China is a latecomer in the expansion of higher education but has undergone considerable transformation from elite to massification in a short time since 1998. Most important, China's higher education expansion is not limited to the undergraduate level but includes junior college and postgraduate education. This dramatic development in higher education is also simultaneously affected by marketisation and decentralisation. Moreover, the unprecedented growth and achievements of the reform drew scholars' attention to this inspired case of the consequences of educational expansion. However, few studies analyse higher education expansion policies. This study analyses educational policies since 1998 to understand how the move to mass higher education was achieved through marketisation and decentralisation with the strong control of the central government. Drawing on policy analyses, this study suggests that the higher education expansion in China exhibits the characteristics of the East Asian model, which is shaped by the strong nation-state structure with instrumentalism.

This article explores two questions: (1) Is education a unique and distinct discipline? (2) Is education anything other than the achievement of noneducational aims or objectives? In it, Trevor Norris examines how these two questions are interconnected, specifically analyzing how what we think about education as a distinct field of study informs what we ask of it as a practice. When we study education, we should be educational about it, because if we render education as the object of study, it is never endowed with agency or distinctiveness. Norris inquires into the distinctiveness of education as a way of thinking and a way of impacting the world, asking what are the conditions that make it possible for us to identify something as "educational"? To investigate this question, Norris draws from Hannah Arendt's account of politics, and he concludes by describing a case study assignment that requires educational foundations students to draw from philosophy of education in order to show what exactly is educational about education by contrasting education with business and psychology.

We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American "popular education." Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China.

We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state's new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting.

The authors explore the priorities for American physical education in the 21st century and reconsider the role of physical education teacher education. Purpose: This chapter will discuss the potential intersection of kinesiology, physical education, and public health with the assumption that their selective integration has the potential to stimulate the development of innovative pedagogical practices and new program designs. Method: A narrative summary of published works was used to support the rationale for reciprocal selective integration to increase the impact of physical education, kinesiology, and public health efforts to enhance health and well-being. Results: The practices and programs should be specialized and pedagogically focused to advance integrative, community-based approaches designed to achieve the national physical education standards and improve health and well-being. These new approaches are timely and essential in schools and communities, especially those where children and families experience adversity. Discussion/Conclusion: There are many ways in which selective integration can transpire. A redesign of physical education teacher education is warranted and timely.

Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being one of only a few in their departments, colleges, and institutions. The challenge, however, for these educators is navigating the pernicious, insidious, and deeply rooted barriers associated with Whiteness within predominantly White institutions. Using a DisCrit lens and Whiteness theories, the authors explored how Black teacher educators in special education experienced and disrupted the existence of Whiteness through qualitative interviews with individuals across the United States. These teacher educators presented their definition of quality special educators, as well as their recommendations for increasing racial equity in K-12 settings through preparing racial justice-focused special education teachers.

P-12 and higher education finance policies and resources impact human resources administration. By examining education finance policy analyses covering 50 states written from 2013 to 2019, we illuminate human resource trends and challenges that emerged during this time. The purpose of this document analysis was to synthesize and share emerging human resources trends in education finance from across 50 states with a wide audience of P-12 and higher education administrators, graduate students, and policymakers, paying particular attention to issues of educational inequities. We identified key human resources administration areas where state financial support for P-12 has increased (pre-K, special education, and English language learning), areas of priority for state policymakers for both P-12 and higher education (career and technical education, performance-based funding), and challenges for P-12 (stagnating teacher pay coupled with rising health insurance and retirement costs and increasing student enrollment).

Youth with special education-related disabilities are drastically overrepresented in the juvenile justice system. However, the education services needed to support these students are often inadequate in detention and correctional facilities. Issues pertaining to communication between agencies, access to student records, and collaboration among staff are just some of the factors that can prohibit sufficient special education programming in schools embedded in the juvenile justice system. This case study examined how staff at one juvenile detention center addressed such impediments to special education by developing and maintaining relationships in attempts to preserve the education rights of adjudicated youth with disabilities. Through creative problem-solving tactics, the special education team overcame barriers that would have otherwise restricted residents' access to special education. Implications for practice are explored based on how issues were handled as well as why certain barriers continued to present themselves and how they could have been ameliorated.

This paper is an updated overview of distance education research and a survey of some important trends in the history of this research. It examines first the concept of distance education and the types of data available about students of distance education. Studies that have researched reasons for the choice of distance study are highlighted. Research on student types that best suit distance education is also reviewed. The next section focuses on the thorough research into the two constituent elements of teaching and learning in distance education: the presentation of learning matter in preproduced courses and the communication between the supporting organization (its tutors and/or counselors) and its students. A brief overview of research on the administration of distance education considers various forms of organization. Studies of supervised distance education are addressed as a special application. Other research areas touched upon include course and systems evaluation, theoretical approaches to distance education, the history of distance education research, and methods applicable to research into distance education. (Twenty-six pages of references are appended.) (YLB)

This document contains the text of the Carl D. Perkins Vocational and Applied Technology Education Act, as amended. Title I, Vocational Education Assistance to the States, has two parts: Allotment and Allocation, and STate Organizational and Planning Responsibilities. Title II, Basic State Grants for Vocational Education, contains three parts: State Programs; Other State-Administered Programs; and Secondary, Postsecondary, and Adult Vocational Education Programs. The five parts of Title III, Special Programs, are the following: State Assistance for Vocational Education Support Programs by Community-Based Organizations; Tech-Prep Education; Supplementary State Grants for Facilities and Equipment and Other Program Improvement Activities; Community Education Employment Centers and Vocational Education Lighthouse Schools; and Tribally Controlled Postsecondary Vocational Institutions. Title IV, National Programs, has two parts: Research and Development, and Demonstration Programs. Title V, General Provisions, also consists of two parts: Federal Administrative Provisions, and State Administrative Provisions. Title VII, Effective Date, contains a transition provision and provides that with certain exceptions, the amendments made by the Act shall take effect on July 1, 1991. An index is appended. (YLB)

How art education has evolved to become similar to academic subjects and the art education movement trend toward core curriculum membership (CCM) is the topic of this paper. The approach to art testing methods is used as an example of how qualification, accountability, and predictability of learning outcomes are being employed to legitimate art study as a discrete discipline with core curriculum status. To examine the characteristics and processes of legitimation as art education moves towards CCM, the following issues are discussed: (1) current trends in art education and art policy, (2) characteristics of general education, (3) relationships between current trends in art education and characteristics of general education, and (4) the testing of art learning as illustrative of the movement toward general education characteristics. It is essential that these aspects of change in art education are documented and analyzed. The modernity characteristics of standardization and efficiency, which testing embodies, obscure the fact that this model for art education is a matter of choice and that there are other possibilities for change. (KM)

Data on federal financial support for education for fiscal years (FY) 1980 through 1990 are presented. To the extent possible, outlays for education from all federal agencies are included. Total federal support for education was estimated to be $61.8 billion in FY 90, an increase of 58% since 1980. After adjustment for inflation, federal support for education increased 2% between FY 80 and FY 90. Nine tables present the following data: (1) federal support for education by category; (2) fedeal funds for education and related activities by level; (3) ten largest providers of federal education program funding by agency; (4) largest education program activities by level; (5) non-federal funds for education generated by federal programs; (6) estimated federal tax expenditures for education; (7) total federal support by category of recipient; (8) total federal support by level and category of recipient; and (9) estimated expenditures of education institutions and federal support by level and type of support. Three graphs complement the tables. Three tables providing additional data for the years 1965, 1970, and 1975 are included in the appendixes. (SLD)

Political influences in teacher education policy-making are examined in this paper, which identifies the political players involved and describes current state and national teacher education policy issues and activities. Methodology involved document analysis and interviews with one state education agency staff member from each of the following eight states: California, Colorado, Georgia, Illinois, Iowa, Massachusetts, Oklahoma, and Pennsylvania. Part 1 describes the current national discourse on teacher education, with a focus on organizations that occupy a special role in teacher education issues. The second part examines the state's role in the regulation of teacher education policy and identifies the players in the politics of certification and program approval. Policy processes and specific issues in each of the eight states are discussed in part 3. Findings indicate that teacher education policy formation is generally characterized by conflict between state control and teacher autonomy, the growth of licensure policies that circumvent teacher preparation programs, lack of state centers for coordinating the policy process, and increasing state control, which stifles creativity and empowerment. (48 references) (LMI)