Education & Pedagogy

Multicultural education is a metadiscipline, a field of study designed to increase educational equity for all students. It incorporates concepts, principles, theories, and models from history, from the social and behavioral sciences, and from ethnic and women's studies in particular. This handbook assembles in one volume the major research and scholarship devoted to multicultural education that have developed since the field began to emerge in the 1960s and 1970s. The 47 chapters reflect the diverse disciplinary roots of the field and are grouped into the following parts: (1) History, Goals, Status, and Issues; (2) Research and Research Issues; (3) Knowledge Construction; (4) Ethnic Groups in Historical and Social Science Research; (5) Immigration Policy and the Education of Immigrants; (6) The Education of Ethnic Groups; (7) Language Issues; (8) Academic Achievement: Approaches, Theories, and Research; (9) Intergroup Education Approaches to School Reform; (10) Higher Education; and (11) International Perspectives on Multicultural Education. Each chapter contains references. (SLD)

This journal issue provides a cogent look at general issues in art teacher education, specific teacher education programs and particular agendas as they are played out in a number of different countries. The topic is introduced in the Editorial, "The Education of Educators: Art Teacher Education around the World" (Kit Grauer). Articles that follow are: "Reflections on Teacher Education Reform in the United Kingdom" (Rachel Mason); "Against the Current--Not Actually Drowning but Treading Water and Waiting for the Tide To Change" (John McNorton); "Art Teacher Training in Hungary: Preparing for Change" (Andrea Karpati; Emil Gaul); "Art Teacher Training in Japan" (Akio Okazaki); "Art Teacher Training in Taiwan, R.O.C." (Ann C. S. Kuo); "Brazilian Perspectives on Art Teacher Education" (Ivone Mendes Richter); "Triangular Learning: A Successful Educational Experience in Brazil" (Ana Mae Barbosa); and "NAEA Task Force on Teacher Education" (Lynn Galbraith). The articles are followed by reports and news from International Society for Education through Art (INSEA) members of various world regions. (MM)

Technology is often the driving force in the distance education movement, rather than the needs or educational problems that exist and need to be addressed. This paper considers the questions that should be asked before deciding that distance education is an appropriate solution to an education or training problem. The most successful distance education programs in the world are those that respond to real needs and offer an alternative to learning which would otherwise be denied or prohibitive in terms of cost and time. The popularity of distance education and the attempt to immediately utilize new technologies often bypasses an initial analysis and needs assessment. Questions to consider before implementing a distance education program include: what is the purpose, for whom, why, how will distance education improve the quality of teaching and enhance the benefits to learners, and at what cost? The survival of distance learning will depend on the ability to raise the right questions, seek cost-effective alternatives to traditional instructional practices, and to design engaging events that will bring about active, involved learners. (Author/SWC)

This publication describes general conditions and problems affecting secondary education in Albania. Section 1 highlights the political, socioeconomic, and educational context of the country. Since World War II, Albania has experienced an increase in the number of students that was not matched by qualitative improvement necessary in a democractic society and cultivation of xenophobia, resulting in considerable impoverishment of the cultural, aesthetic, and social education of the new generation. Section 2 discusses educational issues such as the restructuring of vocational education, technical schools, special education, general secondary education, teachers, the school as an entity and as a community, and problems and perspectives. Problems include the declining numbers of students in secondary technical and vocational education, enrollment disparities between rural and urban areas, vandalism, an increased dropout rate, and scarce textbooks. Planned reform guidelines address: (1) the development of a new legislative framework; (2) the complete revision of textbooks for all levels; (3) the restructuring of educational administration at all levels; and (4) the procurement of necessary financial resources. Seven tables are included in the appendix. (LMI)

National concerns linking education and economic development have been stated in "America 2000: An Education Strategy." The America 2000 strategy represents the direction to educational and economic reform in a metaphor of four trains leaving a station on four parallel tracks. However, this misses the point that the tracks are actually related. The Workforce Education and Lifelong Learning (WELL) Strategy emphasizes the interrelatedness of all four of the tracks in the America 2000 strategy. The WELL Strategy addresses the call for educational reform in the schools through reform of education for adults. Track Three, adult education, particularly the education of adults in the work force, is seen as the fulcrum to lever the achievement of the other three tracks because the education of adults transfers intergenerationally to improve the educability of children, makes adults more productive, increases the tax base, and hence provides for better schools and safer communities. (Appendixes include nine references and a figure that depicts adult education as the central point for new investments in education.) (YLB)

This book describes several curriculum models currently used in the field of adult education in an effort to assist adult educators who develop curricula as a routine part of their jobs. The book is divided into 14 chapters that are grouped into 7 sections. Each section covers a type of educational program, and each chapter describes a specific curriculum model. The individual sections and models presented are as follows: organizational effectiveness (critical events model and vocational-technical/generic competency-based training model); liberal education (Paideia proposal and great books discussion groups and the bachelor of liberal studies and Let's Talk about It program); adult basic education (literacy curriculum model and Freire's literacy model); continuing professional education (Houle's guidelines for continuing learning in the professions and continuing education in nursing); multipurpose models (social action model); self-directed learning (Tough's description of self-directed learning and Knowles' self-directed learning); and generic models (Houle's model and Boone's conceptual programming model). A summary/conclusion, index, and 12 figures are included. Contains 79 references. (MN)

This booklet outlines Saskatchewan Department of Education policies concerning education of American Indian and Metis peoples. These policies are guided by four principles: full participation of Indian and Metis peoples in the educational system; recognition and adjustment by the educational system to cultural differences; cooperation and coordination of efforts by educational authorities at all levels; and the importance of the school-community level in educational improvement efforts. The Department of Education will develop and implement programs and initiatives in seven broad areas: (1) development and review of policy on Indian and Metis education; (2) increasing Indian and Metis participation in the education system as Department advisors, teachers, and other educators; (3) development of Native curriculum and instructional materials; (4) special needs projects (e.g., alternative education programs, home-school liaison programs, tutorial program, and English-as-second-language programs); (5) teacher and administrator preservice and inservice education; (6) research and evaluation; and (7) liaison and coordination. An appendix contains principles and guidelines for Indian and Metis curriculum development. (SV)

This book contains the text of the following 11 vocational education, job training, and related federal laws as amended through December 31, 1992: (1) Carl D. Perkins Vocational Education Act (including part E of title III, Tech-Prep Education Act; part G of title III, Community Education Employment Center Act; and part H of title III, Tribally Controlled Vocational Institutions Support Act of 1990); (2) Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriations Act, 1993; (3) Displaced Homemakers Self-Sufficiency Assistance Act 1990; (4) Food Stamp Act 1977; (5) Internal Revenue Code of 1986 (Targeted Jobs Tax Credit, Work Incentive Program); (6) Job Training Partnership Act (first compilation); (7) Job Training Partnership Act (second compilation); (8) National Apprenticeship Act 1937; (9) Rural Development Act 1972, sec. 502(f); (10) Social Security Act, Titles IV and IX; and (11) Wagner-Peyser Act. (KC)

We review research on the history of education policy in colonial sub-Saharan Africa and among the African Diaspora in the United States and Brazil through a political economy lens. While the supply of education was severely constricted in all of these cases, demand for education remained strong. Thus, even as authoritarian states have attempted to restrict educational supply for social control, the strength of the demand--and the accompanying pedagogical, organizational, and political innovations--illustrates the power of education to empower marginalized communities. Through reviewing work in economics, history, and political science, we highlight the transformative effects of formal education in Black communities as well as the centrality of Black people in demanding access to higher education and innovating new political ideas and pedagogies that saw education as a force for liberation. Governments and citizens must continue to work to correct the inherited distortions in the supply of education in Black communities in Africa as well as in the diaspora.

The academic context of Romanian higher education music lecturers has not yet completely overcome the influence of the socio-political scenario from before the fall of the communist system. This contributes to the international isolation of Rumanians higher music education, marginalising its institutions from the European Higher Education Area. This paper presents a study featuring the opinions of 470 Romanian university lecturers at eight higher institutions regarding the overall situation of higher music education. About seventy percent of participants stated that the current higher education system is worse than 30 years ago. A cluster analysis showed that the most important challenges facing the Romanian education system are insufficient funding and the need to promote more postgraduate studies. The situation described could be useful to revise the curriculum in order to align Romanian higher music education with the standards of the European Higher Education Area.

Nowadays, science, technology, engineering, mathematics (STEM) education has been developed and implemented in many countries. To better understand the research progress in STEM education worldwide, we analyzed 1910 publications collected from the Web of Science Core Collection database. This bibliometric study was performed through software VOSviewer and CiteSpace. Results showed that the research on STEM education will remain thriving in the following years. The USA is the most active country in the research field of STEM education, and the whole world cooperated closely. The majorities of significant institutions in this field belong to the USA. International Journal of STEM Education, Journal of Science Education and Technology and Science Education are the main publications. According to the cluster results of keywords, STEM, STEM education, self-efficacy, technology constitute the knowledge base for STEM education studies. Based the analysis results of keywords and burst detection, STEM achievements, different approaches to discipline integration, educational equality, and teacher education will be the research hotspot in the future. The results give a comprehensive overview on STEM education for scholars quickly understanding the overall progress.

Technology education has become increasingly important during the last few decades. Previous studies, however, have paid insufficient attention to technology education for young children aged 3-8 years, compared to research in other age groups. This study presented a comprehensive overview of technology education in early childhood education studies, including curriculum, tools, research methods, and learning effects. The study found that technology education in ECE has grown fast as a result of technical breakthroughs, greater research funding, and increasing international interest in this field. Based on a systematic review approach, we confirmed the research focused on themes such as curriculum, robotics, programming, attitudes, and opinions between 2003 and 2021. This review examined 25 research papers on technology education in early childhood education. This study also indicated that future research directions, including comparing robot learning to traditional learning, using robots to improve students' skills, thinking and problem-solving abilities, and assessing the effectiveness of using robots in learning and teaching. This study offers a holistic view of technology education research in early childhood education and provides future researchers with directions.

This paper examines the state of music education in Taiwan during the COVID-19 pandemic. It explores government and school responses, adaptations in music education, teacher education and professional development, and challenges faced in music education during the pandemic. The findings highlight the need for further professional development in online teaching skills and a deeper understanding of diverse technologies. Despite efforts to support education, issues with internet connectivity and technical difficulties for students and teachers persist. The pandemic has accelerated the growth of online teaching and learning in music education. Ongoing teacher education and technology integration are crucial for effective music instruction in the post-pandemic era. The adaptability and perseverance of teachers in overcoming pandemic challenges would remain essential in the ever-evolving landscape of music education. By embracing innovative strategies and leveraging technology, educators can create engaging and meaningful learning experiences for students in the post-pandemic era.

This study contributes to the substantial body of studies on the relationships between family socioeconomic status (SES), gender inequality, and higher education selection. It does so by 1) examining the association between SES and gender inequality in higher education, and 2) comparing changes in socioeconomic and gender inequality before and after the 1999 higher education expansion using eight waves of China General Social Survey (CGSS) data (2008-2018), which comprised a total sample of 57,067. The results of this study revealed that gender inequality in higher education selection in China is driven by SES, and that higher education expansion in China has not reduced socioeconomic and gender inequality in terms of higher education selection. The established inequality persists for low SES students, especially low SES females. This study not only underscores the importance of SES and gender but also expands the conceptual validity of SES (effects of SES on gender inequality) in higher education selection.

Brian Simon (1915-2002), an influential Marxist historian and educationist in Britain, had been campaigning for comprehensive education from the late 1940s to the 1960s. In the early 1970s, followed by a rapid expansion of comprehensive schools since the issue of Circular 10/65, comprehensive education was under attack by the Conservative government and other conservatives. In the mid-late 70s, along with the conservatives and the New Right, left-wing intellectuals also undermined the public's confidence in comprehensive education. Faced with the crisis in comprehensive education, Simon continued to battle for it by shifting between different roles. Simon was not only involved in politics of education, but also dealt with ideological issues implicit in contemporary educational theories nationally and internationally which caused harm to comprehensive education. Despite this, very little research has focused on Simon's ideas and practice in relation to comprehensive education in the 1970s. Therefore, this paper aims to fill the lacuna.