Education & Pedagogy

This book presents a range of possibilities and starting points for--and conversations about--meaningful journeys related to the exploration of visual arts content and the engagement of learning. The authors highlight and blend theoretical, practical, and flexible approaches to integrating curriculum inquiry and curriculum design. "Curriculum Inquiry and Design" will benefit educators in schooland community based contexts as they design, plan, interpret, and transform curricula into significant learning experiences. It will be of particular interest to visual arts educators studying in undergraduate, post baccalaureate, graduate certification, and community arts based programs, as well as in art education methods and curriculum courses. It can aid art education faculty members and graduate students in understanding the interplay of curriculum within educational settings, and provide an impetus for promoting partnerships between school, higher education, and community programs.

Science education helps individuals understand the events occurring in their environment and the world, starting from their immediate environment. This study aims to determine pre-service preschool teachers' science education self-efficacy and attitudes toward science teaching according to various variables. This research is a descriptive study based on the survey model. The study group of the research consists of 320 pre-service teachers studying at Akdeniz University, Faculty of Education, and Department of Preschool Education. The data of the study were collected through the "Attitude Scale of Preschool Teachers Towards Science Teaching and "Self-Efficacy Scale of Preschool Teachers Towards Science Education. As a result of the study, it was determined that pre-service preschool teachers had positive attitudes toward science teaching and self-efficacy toward science education was high.

Despite profound benefits of high-quality early childhood education (ECE) that could address and avert educational inequities for children of color and those from low-income backgrounds, ECE in Michigan and across the nation lacks sufficient funding. Students of color and students from low-income backgrounds particularly encounter many barriers to accessing high-quality early childhood education. Michigan's education advocates, state leaders, and policymakers have made great strides in pursuing ECE quality, access, and funding structure improvement. This report describes how to provide every student with an equitable opportunity to reach their full potential by focusing on five foundational elements to fortify the ECE system and facilitate students' successful transitions from preschool into kindergarten and beyond: (1) quality; (2) access and affordability; (3) funding structure improvement; (4) data; and (5) workforce recruitment, compensation, and retention strategies.

This edited volume brings together innovative research in the field of Science Education, fostering scientific citizenship in an uncertain world. The nineteen chapters presented in this book address diverse topics, and research approaches carried out in various contexts and settings worldwide, contributing to improving and updating knowledge on science education. The book consists of selected high-quality studies presented at the 14th European Science Education Research Association (ESERA) Conference, held online (due to the COVID-19 pandemic) by the University of Minho, Portugal, between August 30th and September 3rd, 2021. Being of great relevance in contemporary science education, this book stimulates reflection on different approaches to enhance a deeper understanding of how better prepare the coming generations, which is of great interest to science education researchers and science teachers.

While higher education institutions seek to increase college admissions' predictions of student success, they have largely overlooked examining possible impacts of online distance education classes completed in high school. Using information from an undergraduate honors program, this study analyzed whether an indicator of undergraduate student success can be influenced by such courses. The results suggest that high-achieving Florida Virtual School students admitted to an honors program do not graduate at a higher rate than students who have not completed online distance education classes. However, the study provides a method that can address the sample limitation and guide future research to determine how postsecondary non-honors student applicants are affected by online distance education courses completed in high school. [For the complete proceedings, see ED590245.]

Business leaders in New Hampshire cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. New Hampshire students have made some progress in math over the past decade. Yet too few eighth graders have teachers with an undergraduate major in math, especially in low-income communities. The state should pay special attention to improving science education. Elementary schools spend precious little time on the subject, and schools lack resources for the subject.

In this study, it was aimed to predict elementary education teacher candidates' achievements in "Science and Technology Education I and II" courses by using artificial neural networks. It was also aimed to show the independent variables importance in the prediction. In the data set used in this study, variables of gender, type of education, field of study in high school and transcript information of 14 courses including end-of-term letter grades were collected. The fact that the artificial neural network performance in this study was R = 0.84 for the Science and Technology Education I course, and R = 0.84 for the Science and Technology Education II course shows that the network performance overlaps with the findings obtained from the related studies.

Based on an analysis of 408 mathematics research articles published in 2013, this presentation theorizes the current divide between research in mathematics education and special education using Disability Studies in Mathematics Education. For those without disabilities, mathematical learning was understood primarily through constructivist, sociocultural, and sociopolitical perspectives, the research was both quantitative and qualitative, and almost 50% of the research was focused on the role of the teacher in learning. For those with disabilities, mathematical learning was understood primarily from medical and behavioral perspectives. This research was predominantly quantitative, and rarely focused on the teacher. We contend that this divide constructs and reifies the notion that there are two categories of mathematics learners who need different kinds of mathematics. [For the complete proceedings, see ED583608.]

This document provides answers to frequently asked questions on the McKinney-Vento Homeless Assistance Act and the education rights of children and youth in homeless situations, based on the amendments made by the Every Student Succeeds Act of 2015, which took effect on October 1, 2016. The answers are general responses based on federal statutes, regulations, and guidance; relevant case law; and best practices from across the country. It cannot be emphasized enough that these are general responses, and that answers could change based on the facts of a particular case. This document is meant to provide basic information and tools to assist administrators and advocates in understanding the McKinney-Vento Act. [For the 2016 edition of this report, see ED571251.]

The issue of the price and cost of distance education courses has been discussed in the past in numerous publications including the Chronicle of Higher Education and Inside Higher Education. There is a long-held belief among legislators, governors, and other leaders that distance courses should cost less to produce and deliver. To evaluate the trends in this area, the organization formed a committee to draft questions and conducted a survey in 2016. The goal of this report is to detailed information about the price and cost of distance courses as viewed by 197 survey respondents who are on the front lines of offering distance courses. They also conducted interviews with leaders who have researched this issue to gain their insights on the future.

This literature review analyzes how Europe is situated within adult education literature from 2005 to present. Europe as a place and an idea influences and is influenced by adult education as well as historical and current events. The conceptualization of Europe within the dynamic field of international adult education is a necessary realm of investigation in order to gauge trends in scholarly work to inform future inquiry. The literature related to adult education and Europe was analyzed to identify main themes and subthemes. Main themes include Europe situated as a space, a standard, and a voice. These themes lead to a discussion of the ideal vs. dominance, insider vs. outsider, and third space. The literature connotes specific centering with regard to context and geography suggesting a need to further explore lived experiences and worldviews, which may be less known or marginalized at the intersection of Europe and adult education. [For the full proceedings, see ED581791.]

Career and Technical Education (CTE) is a key ingredient to meet the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce development needs. This report includes data on a diverse and broad array of CTE credit and non-credit offerings provided by USHE institutions that prepare people for employment in current or emerging occupations that require credentials other than a baccalaureate or advanced degree. It also provides data on statewide programs, Short Term Intensive Training (STIT) and Custom Fit, where industry-specific courses are provided by USHE institutions on contract for individual companies. [For the 2015 Annual Report, see ED577088.]

Career and Technical Education (CTE) is a key ingredient to meet the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce development needs. This report includes data on a diverse and broad array of CTE credit and non-credit offerings provided by USHE institutions that prepare people for employment in current or emerging occupations that require credentials other than a baccalaureate or advanced degree. It also provides data on statewide programs, Short Term Intensive Training (STIT) and Custom Fit, where industry-specific courses are provided by USHE institutions on contract for individual companies.

Environmental education subject aims to form students who have the character to maintain the environment. One effort to achieve the objectives of the Environmental education subject is the local Environmental Education Textbook Based on Local Potencies. This research was aimed to produce textbook of environment-based education subject Environmental education based on local potencies. This research and development using Borg & Gall model (1983). This study uses only five stages of the Borg & Gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. The results of the research and development that has been done is a textbook of environmental education based on local potencies that is suitable for use in semester 5 college level.

Inserted in the area of education in the field of specialty of the technologies of information and communication in the education, the focus of this research is the production of knowledge about the MOOC (Massive Open Online Courses) within the educational community, through the formulation of a conceptual framework for the continuous training. The accelerated expansion and spread of digital technologies has made the Massive Open Online Course (MOOC) a mass distribution of knowledge, providing access to a more open and flexible education. Nevertheless, being a relatively recent phenomenon, it is still not considered properly or excessively clarified, thus motivating us to carry out this study, seeking to know this reality more deeply. Thus, the focus of the future study is to develop a framework for MOOC in the context of continuing teacher education. [For the complete proceedings, see ED579335.]