Education & Pedagogy

In its first three sections, this report lists members of the Montana Council on Vocational Education, describes the council structure, identifies its purpose, and outlines its duties and responsibilities. Section 4 describes the activities of three standing committees: policy and planning; evaluation and employment; and coordination and communication. Section 5 describes three public hearings conducted by the council: Vocational Education--A Cooperative Effort, held in 1985 and 1986; Impact of High School Graduation Requirements on Vocational Education Programs, held in 1987; and Assessing Vocational Education Needs, held in 1988. Section 6 describes two conferences co-sponsored by the council: economic development in 1986 and preparing for the nineties in 1988. Section 7 provides the council recommendations for the planning period 1986-1988 in the following areas: economic development, funding, articulation, data collection system, advisory councils, request for proposals modifications; apprising students of vocational education offerings, model programs for the handicapped, technical committees, linkages with the private sector, curriculum, secondary vocational education task force, balance between vocational education and academic education, coordination, marketing, representation of vocational education on boards, a center for vocational education, and exemplary coordination project. (CML)

This biennial report presents: (1) information regarding progress under and compliance with the master plan for vocational education in Texas during the school years 1986-87 and 1987-88 and information regarding activities conducted during the 1988-89 school year where appropriate; and (2) quantitative and qualitative evaluative information on vocational education programs conducted during those years. The document is organized in three major sections. First, it presents information for elementary and secondary education that was prepared by staff from the Texas Education Agency. Second, the document provides information for postsecondary technical, vocational, and adult education that was prepared by staff from the Texas Higher Education Coordinating Board. Third, the document contains information on regional planning activities, prepared by staff from both agencies. All three sections include information regarding progress under and compliance with the master plan. The first two sections also present quantitative and qualitative information on secondary and vocational education programs. (KC)

The aim of this study is to determine the associating abilities of elementary education pre-service teachers science education program acquisitions with engineering using STEM education. In the study which is a case study, firstly pre-service teachers were trained about the STEM education approach. Then "Elementary School Science Education Program Acquisitions-STEM Activities Form" was applied asking the subjects to prepare activities associating elementary education science lessons acquisitions with engineering. After the application of the form, semi-structured interviews were conducted to ask pre-service teachers' opinions about STEM education, using STEM in elementary education science lessons and the activities they had written in the form. An analysis of the data showed that pre-service teachers could easily associate elementary school science program acquisitions and the field of engineering. A variety of activities were given that could be conducted in the elementary education science lessons. Interviewed teachers gave positive feedback to the approach and stated that it is an educational approach that must be applied to lessons.

Near-peer teaching is used within higher education because of its efficacy for both student teachers and learners. Our purpose in this paper is to highlight the possibilities of applying near-peer teaching pedagogies in outdoor and environmental higher education contexts. We begin by reviewing its use in the higher education sector, mainly focusing on health and medical education where it is regularly used. We then employ a qualitative methodology to examine the initial experience of near-peer teaching, in which third-year university undergraduate students teach first-year students in the field during a higher education outdoor environmental education programme in Australia. Both sets of students (teachers and learners) report valuing the experience for its authentic preparation for future outdoor environmental education, explicit outdoor environmental education curriculum and pedagogy content, and role in inducting first-year students into the community of professional practice within the programme. We also highlight distinct elements of the programme that contribute to the success of this unique near-peer teaching and learning experience and further discuss the limitations as a useful signpost for extending near-peer experiences across outdoor environmental education, and higher education more broadly.

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study's aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.

Higher education studies as a field of academic research has become more developed and important in Singapore since the 1980s when the city-state placed more emphasis on reforming and restructuring its higher education sector to achieve the status of "Asia's global education hub". The past few decades witnessed a more significant growth of the research work and literature on higher education in Singapore, which have covered several trends of development and major issues arising from changes facing the higher education system in Singapore. With reference to the research of higher education studies in Singapore over the past three decades, this article probes into major characteristics, trends and issues closely related to higher education development in Singapore, which are most appropriately represented by such themes as "centralized decentralization", entrepreneurialization, globalization, internationalization, marketization, and massification. It also examines the factors affecting the development of higher education in Singapore. It is believed that important lessons can be drawn from the Singapore's experience of higher education development for other countries, no matter they are small or large, developing or developed, to develop their higher education systems in order to strive for survival in a highly competitive global market.

In this essay, Sepehr Vakil argues that a more serious engagement with critical traditions in education research is necessary to achieve a justice-centered approach to equity in computer science (CS) education. With CS rapidly emerging as a distinct feature of K-12 public education in the United States, calls to expand CS education are often linked to equity and diversity concerns around expanding access to girls and historically underrepresented students of color. Yet, unlike other critical traditions in education research, equity-oriented CS research has largely failed to interrogate the sociopolitical context of CS education. To move toward a justice-centered approach to equity, Vakil argues, we must simultaneously attend to at least three features of CS education: the content of curriculum, the design of learning environments, and the politics and purposes of CS education reform. While there are many avenues of critical inquiry within and across each of these topics, the focus in this essay is on the role of ethics in the curriculum, the role of identity in CS learning environments, and the significance of a clear political vision for CS education.

Children's physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased 'prevention' efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the 'civilising' of children's bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education 'curriculum' and what this may mean for pre-school children's views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

Recently, doubt has been cast on the ability of Scottish education to meet relevant Human Rights requirements relating to education. This article will outline both a means of clarification for international requirements for Human Rights Education, and an analysis of documentation outlining Scottish educational policy for compatibility with these requirements. In doing so, this article will outline the development, and application, of a tool for document analysis focused on international requirements for Human Rights Education. The findings of this analysis suggest a number of key limitations in the current approach favoured by the Scottish Government. This approach posits Global Citizenship Education as a cross-curricular theme capable of fulfilling obligations in relation to rights in Curriculum for Excellence. I suggest that there is a distinct lack of support for the Human Rights Education requirements relating to the inclusion of taught content about human rights and that problems of apoliticality and the misguided focus on responsibilities all stand as significant barriers to Global Citizenship Education meeting the aims of Human Rights Education. I argue, on this basis, that the strategy currently adopted in Scotland appears to fall short of meeting basic international requirements for Human Rights Education.

Purpose: This study systematically reviews Korea's shadow education policies during the COVID-19 pandemic and the implications for shadow education policy development in the future. Design/Approach/Methods: In terms of approach, this policy review analyzes selected documents using the analytical framework of shadow education policies. Selected documents comprise recently revised decrees, policies, and regulations issued by the Korean Ministry of Education, as well as policy notices issued by the Korea Association of Hagwon. Data are supplemented by triangulation with news media content. Findings: This study identifies tutoring policies at the legal level in response to the COVID-19 pandemic. Government debate regarding shadow education largely centers on the closing of tutoring organizations and ensuring that online tuition fees adhere to government regulation. In respect to the expansion of the government-led shadow education partnership, the government's increasing role in education has served to restrict the shadow education market. Originality/Value: The Korean government has adjusted its shadow education policies in response to COVID-19, altering its legal and economic status. An examination of Korea's recent shadow education policies suggests future trends in the revision and development of shadow education in the country.

Primary education levels are called primary education, compulsory education, and public education. Nowadays, new research has shown that primary education plays an important role in the reduction of poverty and the realization of economic and social development programs. Therefore, the necessity of this research is to study the evolution of primary education and its influencing factors in Germany. Also, the primary organization and how to select the teacher education and primary curriculum will be examined. In this research, the research method is descriptive. The results showed that in the primary period of the German education system, politics, ideology, and ideas of educators have played an important role in the development of education and, as such, in primary education. As can be observed in the Weimar Republic, education was influenced by the political theories of democracy, and then, during the Nazis, was influenced by the ideology of Nazism and the superiority of the Nazi German race; during World War II and thereafter Was influenced by communist ideology and Marxist thoughts. In the new era, there have also been major reforms to eliminate the influence of these new educators' ideologies and educational ideas.

This paper examines the connections and disconnections between teacher education policy and research, and considers future opportunities for teacher education research by rethinking the notion of evidence as it is conceptualised in current policy debates. Historically, teacher education was positioned as a training issue, then as a learning issue, and more recently it has been framed as a policy problem requiring significant reform. By analysing the influences on current teacher education policy, this paper argues that we are now in a second stage of the 'teacher education as a policy problem' phase. Teacher education is now a politically constructed and ideological policy problem and the associated discourses of evidence are contributing to disconnections between teacher education research and policy. Drawing on findings from a large-scale longitudinal study investigating the effectiveness of teacher education that highlighted the complex and non-linear processes of learning teaching and doing teaching, I argue that singular thinking about the purpose of teacher education as only preparing teachers must be problematised. I suggest that calls for evidence, that are so prevalent in current policy, must be interrogated and reframed if compelling and convincing connections between teacher education policy and research are to be realised.

Predictive research on the enrollment proportion of general education and vocational education is crucial to optimizing the regional talent structure and industrial structure adjustment. The reasonable enrollment proportion of general education and vocational education also plays an important role in the adjustment of the overall employment structure and the development of the regional economy. Therefore, it is imminent to seek a more accurate and reliable prediction model of the enrollment proportion of general education and vocational education. Based on the grey prediction model, exponential smoothing model, ARIMA model and BP neural network, and with the data of the enrollment proportion of all regions in China from 2010 to 2018 as the data sample, the enrollment proportion of each region in 2019 is predicted. By comparing the predicted values with the real values, it is found that the exponential smoothing model has the best accuracy and stability for the enrollment proportion of general education and vocational education forecast. Exponential smoothing model is used to predict the number of high school enrollment and vocational education enrollment, which is of great significance to ensure the reasonable structure of human resources in various regions and promote the coordinated development of the education system.

Purpose: 2020 is the concluding year of the basic preschool education popularization policy in China and marks the beginning of "China's Education Modernization 2035." This study focuses on the top-level design and the prospect of the development plan of China's preschool education toward 2035. Design/Approach/Methods: The research method adopted is expert interview. We interviewed 11 experts, including policymakers, educational administrators, scholars, and practitioners in the education. Findings: To develop China's preschool education, we need to integrate macro-level, meso-level, and micro-level contents: focusing on public welfare as the development concept, furthering the reform of the educational system and mechanism, making quality improvement the plan's key goal, and forming a new preschool education development mode with Chinese characteristics. Originality/Value: This study hopes to clarify the focus to have an impact on China's preschool education toward 2035. It also aims to provide suggestions about preschool education development for other countries.

Inclusive education is a learning system where learners with various disabilities learn in an environment with equitable educational opportunities alongside non-disabled peers. The theoretical framework forming the foundation of this paper is disability studies which include the social model of disability, which pushes back against the medical model of disability. Inclusive education is important because it promotes friendship among learners, develops individual strengths, and promotes equity in access to educational opportunities. The need for equity in Middle Eastern schools began in the late 1950s. Several laws have been enacted to increase the access of children with disabilities to education. Inclusive education practices are hampered by teachers' attitudes, shortage of resources, and social stigma. For any development in promoting inclusive education, individuals, families, community groups, businesses, and non-governmental organizations (NGOs) must create a supportive environment. Inclusive education paves the way for equity in access to education. Lastly, the practical strategies towards developing successful inclusive education supports in the Middle East include incorporating universal design for learning, redesigning teacher education programs, implementing IEPs, and using assistive technology.