Education & Pedagogy

There is a considerable literature concerning divided societies and the role of education in such societies. In the case of Northern Ireland, education is characterised by a largely separate system of education for its two main communities. There is also a considerably smaller integrated schools sector, where the two communities learn together. A more recent intervention is that of shared education where separate schools are retained but shared classes and other opportunities for sharing are offered. Politically, there has never been extensive support for integrated education, particularly from the two largest parties in the Assembly and power-sharing Executive: The Democratic Unionist Party and Sinn Féin. While not active proponents of integrated education the two parties have embraced shared education and with their own interpretation of its implementation. The introduction of shared education can be seen as a triumph as the two main parties in the coalition have agreed on a policy designed to bridge the gap in education. An alternative view is that shared education is the least-worst option for these two parties but may do little to advance reconciliation.

Before the COVID-19 pandemic, some teacher education programs started maker education initiatives to integrate the tools, practices, and mindset of the maker movement into their curricula. These efforts came to a grinding halt at the beginning of the pandemic due to the sudden transition to emergency remote teaching (ERT). Post-ERT, educators have been exploring strategies for students to recover from the interruptions of their learning gains and maker education seems to be on the backburner compared to other priorities. However, maker education is still meaningful post-pandemic because it promotes creativity, collaboration, problem-solving, and resilience using hands-on projects. Envisioning teacher education programs in 2025, all teacher educators will have developed the competencies necessary to apply and implement the practices of maker education within their subject areas. Furthermore, all preservice and in-service teachers should have the literacy, fluency, and toolsets to engage with maker education, as well as develop a maker mindset. In other words, maker education should be infused into every aspect of teacher education. Detailed vision and suggestions for implementation are discussed.

The concept of practical liberal education emphasizes integrated learning oriented to all student groups, practical problems in the real-world, project-based learning and experience exploration. The maturity of this concept indicates that traditional liberal education has entered a new historical stage in the United States, which is deeply rooted in external economic and socio-political changes, historical controversies of liberal and occupational-professional education, the theoretical outcomes of liberal education and the exploration experience of colleges and universities. The concept of practical liberal education is a result of a reorientation of traditional liberal education in the new historical context and culture of America, which provides creative solutions to tensions between "professional" and "general knowledge", "teaching" and "research", and the "individual" and "community". This paper clarifies the concept and analyzes the generative dynamic mechanism of practical liberal education, aiming to provide insight into the development trends of liberal education and enlighten teaching integration and higher education reform.

Although there are many reasons why one could consider current manifestations of general education a disaster area, this article focuses on its ethical failures. First, I will demonstrate the central importance of moral purposes to justifications for general education. Second, I will describe how the failure to connect the moral aims that originally animated general education to a complex understanding of our fundamental identity, alongside a general marginalization of moral discourse in the academy, has produced an inability to match the content of general education to the moral ends used to justify it. Rather than the incoherent approach to general education used today, I argue that general education should focus on the individual that the university is ultimately meant to serve--the student. Such a shift requires, as John Dewey noted, nothing short of a revolution. Higher education certainly provides students with tools but it provides students no direction as to what is worth building, I propose a general education that instructs students about, and cultivates capacities toward excellence in, the great human identities (e.g., neighbor, friend, citizen, family, steward of nature and culture, race, gender, etc.).

The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts are not reduced to a role of cognitive enhancer for other STEM subjects. STEAM education is closely linked to ideas and research about arts integration and is often implemented using the methods of 'design thinking'. The use of design thinking as a method for interdisciplinary collaboration has many connections to how STEAM education is practised in schools. Research describing arts integration is also relevant to how art is included in STEAM education. This article describes rationales for STEAM education and how the work of contemporary artists provides generative examples of how STEAM education might be put into practice. Both the affordances and limitations of STEAM education are explored. [Translation from English by Mercè Rius.]

In this article, we tackle critical and socially engaged issues on Arctic visual culture (AVC) education in Finland, which are, in this article, considered culturally sensitive topics in Finnish art education. The article emerges from research interests in (1) place-specific issues in art teacher education, as they relate to the critical study of AVC, and (2) Arctic art and Sámi art and craft, the current development and discussion in Finnish contexts, and their importance to art teacher education. Our approach is drawn from the field of Finnish art education and previous knowledge of culturally sensitive, socially engaged art education approaches practiced in two Finnish universities. Through this collaboration, we further develop research and practices related to the topic. The context of the collaboration is a 3-year multidisciplinary and nationwide project, "Arctic Reformative and Exploratory Teaching Profession," funded by the Finnish Ministry of Education and Culture.

Universalization of primary education (UPE) is one of the major priority goals of all countries in the region of Asia and the Pacific. The developing countries are now engaged extensively in the formulation and implementation of policies, plans, and programs aimed at making adequate and suitable opportunities for primary education available to all children as soon as possible. Lower participation rates of girls in primary education is seen as one of the main obstacles to achieving full universalization of primary education in some of the countries of the region. This volume, one of a series that provides a comparative view of the position of UPE and its progress focuses on India with particular reference to girls' enrollment and participation. The six chapters in this volume look at: (1) national setting; (2) education of girls: the present situation; (3) problems of girls' education; (4) policies and programmes for girls' education; (5) research and innovations; (6) new initiatives for promoting girls' education and prospects for the coming years. A number of tables displaying data appear throughout the volume and in 13 appendixes. A 21-item bibliography is attached. (DB)

These proceedings contain the following eight papers: "Identifying Problems that Impede the Operations of a Business and Services that May Help Overcome Them" (William T. Price, Jr.); "A Comparison of Computer-Assisted Instruction and Traditional Modes of Instruction in Principles of Marketing Classes" (Gerald Crawford, Jack W. Crocker, Margie S. Crocker); "Mainstreaming Handicapped Students into Cooperative Education: A Handbook for Vocational Education" (Irvin H. Iwler, D. Frank Palmieri, Janice C. Dominico); "A Study and Comparison of Attitudes among Marketing and Distributive Education Teachers and Senior Students towards the American Business and Economic System" (Robert L. Fritz, Horace C. Robertson); "Analysis of the Use of Publications in the MDE [Marketing and Distributive Education] Classrooms in Georgia" (Lester E. Sanders); "Teacher Turnover: Marketing Education. A National Study" (A. Gary Searle); "A Methodology to Engage Senior Executives in Professional Development Programs: Focus on Strategic Management" (Anne C. Steele); "Educational Research: Some Problems and Observations" (Larry Weber). The papers include abstracts. (KC)

The essays in this special issue of The Civic Arts Review address three fundamental issues concerning civic education: clarifying the meaning given to the word citizen; the nature of a liberal democratic political community; and (given diversity and pluralism), how educators can cultivate civic-mindedness and communal responsibility. An introductory editorial, "Foundations of Citizenship Education" (Bruce Jennings), notes the importance of political and ethical theory that must underlie civic education. David Johnston, in "Individualism and Civic Virtue," looks at the political framework and offers four specific suggestions on how higher education could improve democratic citizenship. "Civic Education and Community Service", by Benjamin R. Barber, summarizes principles identified by the Whitman Center for the Culture and Politics of Democracy at Rutgers University. The next essay, "Civic Education, Liberal Education, and Democracy" (Donald Moon), examines the role of technical expertise, the objectives of liberal education, the nature of democratic discourse, and the content of civic education. "Education for the Common Good" (William M. Sullivan), discusses the concept of the common good within the context of civic politics and civic deliberation. A back page commentary, "Coming to Terms with the Multiculturalists" (Larry McGehee), proposes that active dialogue can create a new multicultural "tradition". (JB)

Although the current educational climate stresses a back-to-basics approach, there is nonetheless overwhelming evidence of a need for an appropriately structured parenting education program in the public school curriculum. Reasons for this need include the large number of teenage pregnancies and abortions. These lead teens to miss high school graduation and obtain poor jobs or live on welfare. Many physiological risks are associated with early parenthood, including poor nutrition and a high likelihood of suicide. Babies of young parents are more likely than other babies to have low birth weight or to be abused by their families. Teens need to be educated about the consequences of sexual activity. Parenting education curriculum in the U.S. generally stresses family roles, community responsibilities, decision making, parenting options and readiness, life goals, and dangers of teen pregnancies. This document recommends that: (1) colleges of education implement courses that reflect the changing nature of the family; (2) state boards of education develop parenting education curricula; (3) state boards of education establish minimum standards for parenting education teachers; and (4) public schools cooperate with state agencies concerned with parenting. Nineteen references are appended. (SAK)

An exploratory study was conducted in North Carolina to examine the impact on teacher education programs of improved academic preparation for undergraduate teacher education majors. This report describes one such approach--the requirement that in addition to general college and teacher preparation courses, undergraduate education students complete a second major or academic concentration in a basic academic discipline in the arts and sciences. Focus group interviews with deans, teacher education program heads, education faculty, and arts and science faculty were conducted on each of 15 campuses in the University of North Carolina system. In addition, telephone interviews were conducted with students who were affected by the requirements. The findings paint a portrait of mixed positive and negative impacts of this policy, and suggest the second major requirement exemplifies the debate between those who support strong liberal arts backgrounds and those who support strong skill and methods training in the preparation of teachers. Appendixes provide focus group questions and a survey of student perceptions regarding the impact of the second major requirement on teacher education programs. (LL)

In October 1986, the Tennessee State Board of Education adopted nine principles setting forth a framework for the design of an improved teacher education system in Tennessee and identifying major areas of responsibility for higher education institutions, local school systems, and the state. The principles include: (1) liberal arts preparation; (2) responsibility for designing programs of study for teachers; (3) professional education; (4) induction into the profession; (5) waivers and permits; (6) program approval; (7) assessment of teacher candidates; (8) local system evaluation of beginning teachers; and (9) research and inquiry to improve teaching, teacher education, and school leadership. The Advisory Council on Teacher Education and Certification was given the responsibility of recommending an improved teacher education system consistent with the nine principles. This paper assesses the current status of each of the nine principles and offers recommendations for continuing improvement. The document concludes with a summary of recommendations, additional issues to be addressed by the Advisory Council on Teacher Education and Certification, and a list of the Advisory Council members. (LL)

This summary of a conference examines the role of higher education in promoting education for all as discussed among representatives from Bangladesh, People's Republic of China, India, Indonesia, Pakistan, Philippines, Republic of Korea, Socialist Republic of Viet Nam, Sri Lanka, and Thailand. Participants emphasized the importance of institutional, sectoral, and regional cooperation in achieving goals of education for all and development in general. Participants also stressed that literacy and development were closely linked and that higher education had a significant role to play in helping to identify the changing needs of basic education. The ultimate contribution, argued by one participant, which higher education can make to education for all and to development is the production and application of intellectual innovations, knowledge, and ideas. Specific recommendations on higher education's role in promoting education for all include improved teacher training, curriculum content evaluation, the development of learning packages and management manuals, use of awareness-raising activities, and the employment of the open university model to increase access and alternative modes of delivery. Appendices include the conference agenda and a list of the participants. (GLR)

This yearbook is a collection of essays on aspects of bilingual education as it affects the Hispanic population of the United States and, more particularly as it affects students in kindergarten through 12th grade. The yearbook includes the following chapters: "Contextualizing Bilingual Education" *Ursula Casanova, M. Beatriz Arias); "Symbols and the Political Context of Bilingual Education in the United States" (Walter G. Secada, Theodora Lightfoot); "The Evaluation of Bilingual Education" (Ann C. Willig, J. David Ramirez); "Bilingual Education and English as a Second Language: The Elementary School" (Robert D. Milk); "Secondary Schooling for Students Becoming Bilingual" (Tamara Lucas); "Assessment of Students in Bilingual Education" (Carmen Mercado, Magdalia Romero); "Language and Culture in the Preparation of Bilingual Teachers" (Barbara J. Merino, Christian J. Faltis); "A Look at Language as a Resource: Lessons from La Clase Magica" (Olga A. Vasquez); and "The Home-School Connection in Bilingual Education" (Claude Goldenberg). A glossary and name and subject indexes are included. (MSE)

This report addresses attrition of special education personnel in Kansas for those employed in the 1991-92 year who did not return for the 1992-93 year and compares these data with that of previous years. Definitions of "leavers,""movers," and "stayers" are provided. The first part of the report presents tables showing the attrition data for special education personnel who were leavers. The second part of the report is an analysis of surveys which were distributed to personnel who changed positions, both leavers and movers. Sixteen tables detail the data and provide such information as: special education attrition rates for 1977-1992; total special education attrition by category for 1976-1992; special education attrition by school district size; special education attrition by type of administrative plan; special education attrition by type of service delivery model; special education attrition for support personnel; certification, gender, age, and educational levels of respondents; and rankings of the influences for leaving special education positions. Two appendices include the personnel questionnaire and written responses on the survey. (DB)