Education & Pedagogy

Perceptions made by the president of the Association for the Advancement of Health Education concerning the status of school health education. (PD)

An examination of religious education at the university level with general recommendations for embarking upon a religious studies course is included. (JR)

Describes a university-based program for training community education directors, with recommendations for initiating the program. (DW)

Focuses on the training and language fluency of teachers in bilingual/bicultural programs. (EA)

Huntsville, Alabama, is known chiefly in connection with rocketry, but many local citizens think first of its work in adult education. (Editor)

Since the 1970s, American governors have become increasingly active in education politics. Where they once told state education chiefs to "make me the best education governor ever," they now demand control of state boards of education, push for state control of school funding, and urge statewide standards for teacher evaluation. This article surveys the growth of gubernatorial interest in education in Wisconsin, Ohio, and Florida. It argues that sustained financial pressure on state budgets and widespread calls for educational equity have undercut both school districts and legislatures as effective arbiters of education policy. These twin pressures have forced governors, who have a statewide political constituency and are responsible for the state budget, to accept greater control over education policy. (Contains 1 footnote.)

This article follows the author's previous piece on practical guidelines for the development of comprehensive competence-based education and training (Mulder, 2012). It is about the questions that have been and are still frequently asked in presentations, workshops and classes about the introduction of competence-based education. Here, the author attempts to answer these questions. They are the following: (1) Why competence-based education?; (2) What is competence-based education?; (3) How is competence-based education related to outcome-based education?; (4) What are the principles of competence-based education?; (5) What promise does competence-based education have for developing countries?; (6) Is competence-based education possible in universities with limited resources?; (7) What strategies can be used for competence-based curriculum development?; and (8) How do you go from the competence-based curriculum to lesson plans and active student-centred learning? (Contains 1 figure.)

The chairs of four arts education professional organizations--Jane Bonbright of the National Dance Education Organization, Michael Butera of the National Association for Music Education, Lynne Kingsley of the American Alliance for Theatre and Education, and Deborah Reeve of the National Art Education Association--were individually interviewed for their insights into the inclusion of media arts in K-12 arts classrooms. Guiding questions asked, "What is media arts? What are some examples of media arts in arts education? Are media arts affecting enrollment in the arts? What new branches of the arts have been made possible because of advancements in media arts? What will media's influence on the arts be in the next ten years? How will this shift in each arts discipline's paradigm be successfully achieved?" and lastly, "Do you personally feel that media is helping arts education?"

The shifting of the global order against the backdrop of the COVID-19 crisis entails deep structural shifts in the increasingly complex architecture of global governance of education, characterized by multistakeholder arrangements, the enmeshing of the digital and physical worlds in the digitization of schools, and the reshaping of education and the practices of teachers by EdTech corporations inserting themselves into public education systems. This study advances a technographic approach that is suited to capture these shifting socio-technical configurations within comparative and international education (CIE) research. To illustrate the application of technography, we examine the public private partnerships enshrined in the Malaysian Education Blueprint, and Malaysia's Digital Education Learning Initiative (DELIMa). [For the complete volume, "Annual Review of Comparative and International Education 2024. International Perspectives on Education and Society. Volume 51," see ED682262.]

Recent visions for environmental education now include a foundational acknowledgement that the well-being of humans and the environment are inseparable. This vision of environmental education, with a focus on interconnectedness as well as concepts of transformation, holism, caring, and responsibility, rooted in experiences of nature, community, and land and communicated through story-telling, has been the domain and foundation of Indigenous education models for millennia. It is time for the environmental education field to turn to Indigenous education to enrich, renew, and re-focus its goals and core concepts. Using Two-Eyed Seeing as an integrative framework, this paper argues that current pivotal ideas in environmental education such as systems theory, ecological literacy, biophilia, and place-based education can benefit from and connect to foundational values of Indigenous education.

Teacher education in Norway is nationally regulated and is currently undergoing extensive changes. This paper briefly outlines the various education routes for teachers and some of the ongoing work to improve teacher education, but concentrates mainly on the reform that has come the farthest: initial teacher education for grades 1-7 and grades 5-10. The background to this reform, the main changes made to teacher education through this reform and some of the challenges being dealt with are presented. Controversies abound in teacher education, and the one that is particularly brought to the forefront in this paper is the relationship between designing programmes that enable the development of skills and also enhance becoming a teacher: the character-forming significance of teacher education.

A debate over the quality of teacher education programs has been ongoing for nearly 100 years. The most current round in this debate started with "A Nation at Risk" (National Commission on Excellence in Education, 1983) and has escalated in recent years to involve an increasing number of participant-constituents, each of whom has voiced an opinion about the preparation of teachers. The purpose of this article is to analyze several of the key participant-constituents in this debate in regards to their expressed warrants, authority, rhetoric, and strategic action plans for improving teacher education. The paper will conclude with some prognostications about how the results of this debate could influence the conduct of P-12 physical education programs and, by extension, physical education teacher education in coming years.

To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color's access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of race, culture, language, and disability affect students' and their families' quest for an equitable education; (c) how to advocate for and provide culturally responsive services to racially, culturally, linguistically, and economically diverse students and their families; and (d) the implications of the intersection of race, culture, and disability for urban education practice, research, and policy. (Contains 2 notes.)

The question of relevance regarding education in human society is perennial. In the developing countries, education is considered to be a panacea for development. In Kenya, various efforts at curricular review and reform have time and again been undertaken to address the relevance of education. This paper attempts to analyze Nyerere's theory of education with the view to render salient ideas that can contribute towards the formulation of worthwhile theories of education in the context of Kenya's 21 century realities. Accordingly, Nyerere's views, namely, "education for self reliance" and "education for liberation" are analyzed. Consequently, it is evident that contemporary education in Kenya is inadequate in several ways. It is therefore recommended that education in Kenya should embrace a multidimensional orientation that ensures the liberation of the individual, leading to the attainment of self reliance.