Education & Pedagogy

As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using Labaree's (1997) framework of competing goals in American education, we found that democratic equality, social efficiency, and social mobility made their way into education discourse. Democratic equality occurred most frequently, followed by social efficiency, then social mobility. Presidents also used these goals in concert, applying symbolic language of equity to promote education policy initiatives framed as bolstering economic growth, America's global competitiveness, and the opportunity for individuals to achieve the American Dream. Implications for federal education policy trends and frameworks for understanding the education goals of U.S. presidents in the 21st century are discussed.

This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas, attractors to physical education, and motivation. Strong reasons for course choice were sport and physical activity-related. Instruction of movement skills, health education, games, motor development, and physical education identity were perceived as more important, whereas sports and socio-critical perspectives were perceived as less important. Perceived importance of all content areas was positively related to the choice of course for confident interpersonal service, sport and physical activity, and role model reasons, as well as to intrinsic and extrinsic motivation. Physical education programmes should consider what content is delivered and how to effectively integrate practical and theoretical content.

This review examines empirical studies of educational equity in and through the arts with broad implications for urban education. It extends the literature by (a) describing the interrelated spaces of urban education and the arts, (b) integrating knowledge of arts education across formal and informal learning environments, and (c) examining the arts as a proximal measure of justice in education. The review pursued two questions: What is known about equity in arts education in the United States? And what role does arts education play in maintaining and challenging educational disparities? Findings suggest widespread macro- and micro-inequities produced in and through the arts. Additionally, arts equity research is scattered into silos, disconnected by methodological camps and sites of inquiry. This review brings greater coherence and recognition to an emerging knowledge base and models a multidimensional framework for research and evaluation of arts education policies and programs, particularly those targeting underserved urban communities.

This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the globe. The first section summarizes global human rights and education initiatives that support GCED through access for children with disabilities in education and in societies. This section addresses questions of how inclusion plays a central role to the advancement of GCED, summarizing major global policy advances to inclusion, and highlighting how advancement of inclusive childhood education supports GCED. This article concludes with two innovative childhood education practices, global competence and critical literacy, which offer critical potential to contribute to GCED through conceptual and physical dimensions of access, and ultimately promote inclusive education.

Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals --ideological education or a-political education. I argue that a liberal-democratic stance and its educational implication--political education--are two concepts submerged in ideology, and, as a result, political education in schools is not ideology-free. I also argue that the common kind of political-civic education in Israel is irrelevant for the significant minorities of Palestinian and Ultra-Orthodox Jewish citizens. Revealing the emptiness and futility of present-day political-civil education leads me to propose to separate this education into different ideological-educational streams, allowing each of them to emphasize its ideology in civil-political education.

This paper aims to understand the effect of international mobility in higher education on Brazilian education inequality by examining the Science Without Borders programme for undergraduate students. The SWB aimed to award 101,000 scholarships for Brazilian undergraduate students to conduct part of their studies in a foreign university between 2011 and 2015. This paper draws on research on education inequalities and international mobility to investigate the patterns of inequality among undergraduate students participating in the SWB, considering the period of higher education expansion in Brazil. Using the ENEM datasets, inequality of access and inequality within the programme were analysed. The results show that students with parents with higher levels of education and higher income were more likely to participate in the SWB programme. Moreover, students with higher parental education and family income tended to study at a prestigious university during the programme.

This document presents a general review of distance education as it currently pertains to secondary, postsecondary, and adult education. Chapter I discusses the general concepts of distance education. It addresses the nature of distance education and distance delivery, the distance learner, the distance instructor, and distance education learning materials and teaching methods. Examples of distance education and distance delivery are provided. Chapter II presents, compares, and contrasts technologies associated with distance delivery. These technologies include print materials, audio technologies, audio graphic, full-motion video, and computers. A matrix presents the technologies in one dimension and general, learner, teacher, and pedagogical considerations in the other dimension. Chapter III discusses interactive television separately. Matrix 2 compares and contrasts the various interactive television technologies. Costs, advantages, and limitations are considered. The final chapter contains a summary and conclusions. A bibliography is divided into five areas: distance education--background, technologies, distance delivery systems, pedagogical issues, and research issues and studies. (YLB)

These two publications provide abstracts and other information on materials accessed by the National Technical and Further Education (TAFE) Clearinghouse, Australia. Materials include research reports/technical reports, evaluation studies, curriculum materials of an innovative nature (syllabus documents, student materials, textbooks, teachers' guides, audiovisual materials, materials for TAFE teacher education, tests, questionnaires, feasibility studies, catalogues of instructional materials, and bibliographies. Materials are grouped by the six State and two Territory Clearinghouses and the National TAFE Clearinghouse that accessed them. Each document entry includes these components: accession number; author(s); title; publisher, date of publication and pagination; format; availability; price; series; descriptors; identifiers; and abstract. Title, author, and subject indexes are appended. Representative subjects include access to education, adult education, automation, computer-assisted design, computer-integrated manufacture, curriculum development, educational facilities, engineering, engineering drawing, industry, manufacturing industry, needs assessment, vocational education, aboriginal education, apprenticeships, distance education, information networks, trade courses, and women's education. (YLB)

In redesigning teacher education for the 21st century, five basic principles should be considered as general guidelines. First, teacher professionalism has become a matter of overriding concern. Second, teacher education should offer itself as the field for the humanization of youth. Third, an interdisciplinary approach to education is a key factor for the appropriate and effective operation of any modern educational curriculum. Fourth, the character of the teacher, or professor, as a unique class of personage, is a traditional aspect of teacher education. Fifth, teacher education should be equipped with the requisite facilities necessary to keep industrious and talented prospective teachers acquainted with the developing frontiers of technology. Specific guidelines for the education of professionals who will be teaching in the 21st century are discussed in the areas of: (1) academic organization; (2) student recruitment; (3) curriculum; (4) internship and appointment; (5) inservice education; and (6) academic-governmental relationship. (JMK)

Testimony was presented on various issues of restoring excellence to education. The following papers are included in this document: (1) "The Neglected Obligation of the Teaching Profession" (Richard Swain); (2) "Instructional Supervision for Excellence in Education" (Ben M. Harris); (3) "Competency Testing: Excellence without Equity" (G. Pritchy Smith); (4) "The College of Education and Field-Based Experiences in a Teacher Education Program" (Lowell J. Bethel); (5) "Quality Issues in Teacher Education" (John H. Moore); and (6) "Teacher Education in a Learning Society" (Eugene W. Kelly, Jr.). Three additional papers, on the following topics, are also presented: (1) resources for teacher education (Ernest K. Dishner); (2) improving the image of the teaching profession (Frank E. Crawley); and (3) admission requirements for schools of education and entry into the profession (Charles N. Beard, Jr.). (CB)

Provided are reports on environmental education prepared by participants for the international meeting of experts convened by Unesco in the framework of the 1982 International Environmental Education Programme. The reports are considered to be part of the world-wide survey on environmental education (EE) needs and priorities of member states conducted by Unesco for the same expert meeting. Reports include those of African countries (Senegal and Sierra Leone), Arab States (Egypt), Asian countries (India and Japan), Europe-North American countries (Bulgaria, West Germany, and Finland), and Latin American countries (Costa Rica). Topics and areas addressed include formal and nonformal EE programs, program development, teacher education, environmental education research, and environmental education activities unique to specific countries. Among the information provided in the Costa Rica report are descriptions of five Environmental Education Programme units (divisions): publication unit; Environmental Information and Documentation Center; training unit; forestry unit; and environmental communications unit. (JN)

The Department of Education considers the Carl D. Perkins Vocational Education Act reauthorization one of the critical education issues facing the 101st Congress. This area is of the highest priority because of the importance of vocational education to the rejuvenation of U.S. education; to the educational aspirations of the poor, disabled, and other at-risk populations; and to the future competitiveness of U.S. industry. The Department proposes to maintain both of the historical components of the federal role in vocational education--educational equity and program improvement--and to make improvements in the act that will make it more likely for these important federal objectives to be achieved. These themes are means of achieving this goal: accountability for results, program simplification and enhanced flexibility, program improvement, and vocational education for economic development. (YLB)

This report sets forth the current standards for teacher education established by the Washington State Board of Education. Each standard is briefly described, the activities involved in maintaining the standard are outlined, and the means by which the Board assures compliance with meeting the standards are described. Standards are listed for the following areas: (1) program standards; (2) cooperation standards; (3) basic skills competencies; (4) teaching competencies; (5) subject matter endorsement; (6) field experience requirements; (7) continuing education requirements; and (8) inservice quality controls. Activities are listed to maintain the standards in the following areas: (1) program approval; (2) competency testing; (3) follow-up of graduates; (4) monitoring of off-campus program standards; (5) assignment compliance; and (6) annual reports. Appended are: (1) Washington teacher certification requirements; (2) State Board of Education endorsement, assignment, continuing education policies; and (3) approval of preparation programs in colleges/universities leading to certification. (JD)

Teacher education programs for physical education teachers have deemphasized the subject matter of physical education and instead have defined the profession in terms of the methods, processes, and procedures of pedagogy. Among the many reasons for this change in emphasis is the belief that generic information processing skills can be acquired without concern for content or subject matter. In particular, it is thought that general problem solving, thinking, and reasoning skills can be learned and then applied to any domain of knowledge no matter how different or complex. A review of the research in the physical education and teacher education fields is presented, showing that the deemphasis on subject matter in the preparation of physical education teachers is not supported by the literature on cognition. It is concluded that it is not a tenable assumption upon which to base the education of teachers, whether at the undergraduate or graduate level. A three-page list of references is included. (CB)

This document focuses on the need for public schools in the United States to develop the capacity of individuals to participate successfully in the nation's economy. An introduction discusses the impact of schools on the American economy and the effects of the economy on education. Section 2 lists objectives to which the American education system must be rededicated in order to improve economic growth and development through workers. Section 3 presents those activities that state departments of education must undertake to develop the capacity of individuals to participate successfully in the nation's economy. In section 4 recommendations for improving education and thereby economic development are directed at a variety of organizations and agencies, including the Council of Chief State School Officers, state education agencies, local education agencies, business/industry and labor, the U.S. Department of Education, and higher education. Section 5 provides the Council of Chief State School Officers' policy statement on education and economic development. (YLB)