Education & Pedagogy

This cross-sectional survey research explores 249 preservice English teachers' (PSETs) conceptions of their lived synchronous and asynchronous distance education (DE) experiences and if their preferences for the mode of education in the program change significantly according to their year of study. The findings revealed the participants did not conceive the initial English language teacher education could be provided effectively through asynchronous DE; instead, they favored either face-to-face education or a combination of synchronous DE and face-to-face education. In addition, participants' preferences for the type of education in the program did not change significantly in accordance with their year of study.

In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy's movements towards inclusive education.

This essay contrasts Nietzsche's remarks on elite education with W.E.B. Du Bois' demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel's dream that the spirit of freedom guided by reason would unite all the world's peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only the elite should receive the fullest measure of education. Du Bois believed that in the future virtually every human being would receive a university-level education. The essay's principal point is to show how contemporary technology can make Du Bois' dream a reality. An African philosopher's working model demonstrates a path to universal university education.

The United Nations sustainable development goals in education aim at inclusive and quality education for all. To achieve this, Ghana has a Draft Inclusive Education Policy which seeks to address the diverse learning needs of all citizens. Furthermore, the 1992 constitution provides the legal basis for the provision of higher education to be equally accessible to all. Equity in education means making sure that equitable and quality education is accessible to all students irrespective of their background. This paper based on review of literature, sought to identify interventions implemented in enhancing equity in tertiary education institutions, identify gaps which remain and suggest strategies to close these equity gaps. The gaps include enrolment by gender, disability issues and spatial disparity.

The purpose of this study was to examine special education and general education pre-service teachers' attitudes toward including PK-12 students with autism spectrum disorder (ASD) in the general education classroom from an academic perspective. This study surveyed 160 undergraduate pre-service teachers (special education and general education) from a mid-size, northeastern state university's teacher preparation programs using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES). Significant differences were found in preservice teachers' attitudes when examining the impact of the academic level of the PK-12 student with ASD, the academic program of study (e.g. special education vs. general education), and the level of undergraduate progress (i.e. year in undergraduate career).

Purpose: This paper discusses developments in citizenship education policy and practice in the Netherlands, and outlines key challenges as faced by the different stakeholders involved. Design/methodology/approach: Our discussion is based on existing research and policy documents in the Netherlands. The authors, from three Dutch universities, are experts in the field of research on citizenship education. Findings: Promoting citizenship education in primary, secondary and vocational tertiary education in the Netherlands has been challenging, particularly in light of the constitutional freedom of education in the Netherlands. Five issues are discussed in this regard: the contents of CE legislation, the normative character of legal requirements, integration of CE legislation in national curriculum aims, clarifying expectations from schools in teaching CE, and teacher education and professionalization.

Entrepreneurship promotion in higher education is a highly controversial issue. Yet entrepreneurship education is nowadays part of the education system all over Europe. In order to be legitimate, entrepreneurship education implemented in higher education institutions is expected to serve multiple stakeholders, among them society, students and faculty members. Yet previous studies have demonstrated that students and faculty members also object to entrepreneurship education. This article adopts a frame analytic perspective on entrepreneurship education and examines attempts to make sense of entrepreneurship education in a way that aligns various stakeholders' interests. The data analysed in the article consists of interviews (N = 11) with people who implement entrepreneurship education in a Finnish university. The article calls for more research on university students' and graduates' relation to social entrepreneurship and entrepreneurial work life agency emphasized in the implementers' framings.

This paper investigates how Dutch education professionals and Ghanaian migrant youth frame the impact of young people's geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16-25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of 'education' and because dominant framings produce uncompromising narratives, realities, and eventually policies.

This book is a guide to evaluating the educational programs for preparation of school administrators, school counselors and psychologists, school library media specialists, vocational education teachers, special education teachers, health and physical education teachers, and music and visual arts education teachers. It is a practical guide to the evaluation of preparation programs for school leaders and teachers in specialty areas who support regular classroom teachers. It provides a framework for the implementation of the Accreditation Plus Model in specific advanced and specialty area preparation programs. Each chapter was developed and written by an individual or pair of authors with expertise in evaluation and knowledge about the specific areas being considered. (JD)

This study examined differences in final course grades for campus-based and distance education students in the Graduate School of Education and Human Services at Nova Southeastern University (Florida). Data on 8,096 course grades for winter term 1997 were obtained from university records. It was found that students enrolled in courses offered through distance education received a significantly greater frequency of successful grades (A, B, C, or Pass) than their campus-based counterparts. However, for four key courses in the Ed.D. program for educational leaders, including programs in education and technology, programs for higher education, and the graduate teacher education program, off-campus students were in parity with on-campus students in terms of the relative frequency of successful grades. An appendix provides four sets of data tables. (MDM)

This paper offers a comparative analysis of the organization of higher education research in Russia and the United States. It notes that in the United States higher education is generally viewed as a field of study, whereas in Russia higher education is considered to be an area of emphasis associated with individual disciplines. The paper first describes the overall Russian system of higher education and its research infrastructure and then offers an historical overview of the system's development. The paper also examines the mechanisms of promotion, dissemination, and research funding in higher education in Russia. It concludes that Russian education would benefit from the interdisciplinary approach to higher education research and urges the establishment of graduate programs in higher education administration that would also prepare researchers for the study of higher education. (Contains 26 references.) (DB)

The California Strategic Plan for Special Education sets specific goals and outcomes for the future in 11 critical areas: early intervention for infants and preschoolers, prevention, assessment, student outcomes and quality indicators, service delivery, education in the least restrictive environment, regionalization for students with low incidence disabilities, transition to adult life, new and effective partnerships with parents, sufficient numbers of qualified special education personnel, and an equitable responsive funding model. The first chapter identifies critical challenges facing special education and the importance of planning, evaluation, and implementation. The second chapter stresses the development of a unified system of education of which special education is a part. Each of the 11 areas is then presented in terms of special goals; planned outcomes for 1990-1991, 1991-1992, and beyond 1992; and statewide strategies and activities. (DB)

This bibliography contains information on educational futures. It is divided into three sections: a list of 31 book resources, a list of 81 journal articles, and a list of 44 ERIC (Educational Resources Information Center) resources. Each entry contains a complete bibliographic citation, and a brief summary of the resource when available. All information is listed alphabetically by author and title within each section. Topics include: general future educational outlooks, planning, and strategies; school reform; school/college partnerships; American business and education cooperation; view from the principal's office; education quality management; fuzzy logic; team building; multicultural education; partner schools; teacher education; dispute management in schools; instructional design; use of information technology; educational psychology; assessment in middle school grades; strategic planning; cooperative learning communities; needs assessment; distance education; gender differences; art education; education policy; restructuring urban schools; health and physical education; curriculum design; vocational industrial teacher education; social studies; global education; educational service agencies; and special education. (MAS)

This manual provides background information and guidelines for teachers who develop and implement cooperative education programs in Virginia. It includes both the Virginia guidelines for operation of cooperative education programs and training materials for cooperative education teacher-coordinators. The guide contains 15 sections that cover the following: (1) components of training programs and Virginia guidelines for cooperative education; (2) determining the need for cooperative education; (3) selecting the teacher-coordinator; (4) promoting cooperative education programs; (5) selecting students; (6) selecting training stations; (7) developing and using training agreements and training plans; (8) planning instruction; (9) placing students on the job; (10) preparing training sponsors; (11) providing comprehensive coordination; (12) planning employer and employee appreciation activities; (13) conducting student-employer follow-up; (14) conducting cooperative education advisory committees; and (15) 70 references. (KC)

This paper addresses how teacher educators can prepare teachers and credential candidates to deal with the issues of pluralism and overarching democratic ideals. It examines the tenets of a multicultural education course in teacher education and discusses how teacher education programs should be shaping multicultural education. In classes at San Diego State University in California, teachers are prepared to be critical thinkers, cultural mediators, student advocates, and change agents who are committed to equal education and a socially just nation and world community. In order to accomplish these goals, five phases of instruction have been developed: (1) establish a sense of community; (2) evaluate personal values, assumptions, and biases; (3) examine mainstream culture; (4) strengthen connections between teachers and culturally diverse communities; and (5) support equity and diversity in the curriculum. (Contains 12 references.) (JDD)