Education & Pedagogy

Worldwide, an increasing number of students seek private supplementary tutoring, known as 'shadow education.' Various studies report social class differences in the use of shadow education. High-SES families may invest in shadow education as a form of concerted cultivation, seeking to improve their children's school achievement. In this study, we apply meta-analytic structural equation modeling to explore relationships between parental education, income, and the use of shadow education across nations and educational contexts. We find robust relationships between parental education, income and the use of shadow education. Moreover, we assess a mediating role of shadow education in the relationship between SES and achievement. Shadow education appears to fulfill a competitive function for privileged families who seek to secure advantage in educational competition. We conclude that educational research, particularly research concerned with inequality of opportunities, needs to take account of the progressively prominent position of shadow education in the educational landscape.

This study explores South Korean pre-service primary teachers' attitudes towards gifted students and gifted education. Qualitative focus group interviews were conducted with 13 South Korean undergraduates who were in their final year of a primary education. Analysis of the interviews revealed that culture was a major factor that had affected the pre-service teachers' attitudes towards gifted education. Even though the participants agreed with the necessity of gifted education to meet gifted students' distinctive intellectual and emotional needs, they tended to have negative attitudes towards the gifted education in South Korea because of the highly competitive educational atmosphere. The South Korean pre-service teachers admitted that taking a gifted education course could be somewhat helpful but not enough. They suggested that there should be more elective gifted education course offerings and that the current compulsory special education courses should devote more time and space to gifted education.

This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts -- whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applied during the analytical process, in order to reveal patterns related to culture, diversity, inclusion, multicultural education and multicultural competence. Furthermore, the findings have been placed in the Norwegian context, in order to shed light on the circumstances surrounding the documents. The main findings indicate that multicultural education is assigned a limited space and, according to the legal acts, should be included as a module integrated with the subject of pedagogy and pupil-related skills in teacher education.

The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the discipline of education took increasing responsibility for the field. Since the 1980s, it has been a multidisciplinary research field based on the disciplines of education and history where history of education was combined with research in history education, sociology of education, child studies and educational policy. While the development of the history of education varied across the Nordics, this setting proved to be fertile. In terms of active researchers, output and coordination, the Nordic history of education clearly stands stronger now than it did 20 years ago.

The fourth industrial revolution has brought about plenty of changes in the educational landscape. As a result, the implementation of online education is now a necessity for any higher education institution that seeks recognition in the 21st century. Furthermore, online education has become a well-established global practice that enables active, individual, and flexible learning. While online education is growing at a tremendous rate in higher education, in South Africa, its use in Nursing Education is a relatively new phenomenon. This explorative, descriptive, qualitative research design paper aimed to report the results of a whole study whose purpose was to explore and describe the perceptions nurse educators have towards online education at the Nursing Education Institution in the province of KwaZulu-Natal, South Africa. Three themes emerged: the perceived advantages of online education, the perceived disadvantages of online education, and the perceived measures that can be used to promote the use of online education. The study concludes that online education has both advantages and disadvantages.

This paper, based upon the Dudley Allen Sargent lecture delivered at the 2023 NAKHE conference, provides a discussion on the importance of physical education in higher education from a non-American perspective. It explores the past and present place of physical education and its scholars in the realm of higher education, while sharing examples and insights from a Canadian context. It argues that at the present time physical education scholars suffer somewhat from an abundance affliction with respect to the immense number of organizations, conferences, and journals that exist for sharing their scholarly work. Finally, readers are encouraged to reflect on how this breadth of opportunity for physical education in higher education and academia is both the disciplines' greatest strength and weakness, but that regardless of this fact the roots of physical education in higher education and Dudley Sargent's aspirations are still shared among physical education and kinesiology scholars of today.

In 1994, Brunei Darussalam adopted an inclusive educational policy and began a number of educational reforms to support the implementation of inclusion within the regular mainstream education system. These reforms include teacher education, which has witnessed the establishment and expansion of training and education opportunities for teachers to equip themselves with the knowledge and skills to promote inclusion at pre-service and in-service levels. This paper begins by describing how teacher education has changed over the past decade to support and promote inclusive education in Brunei Darussalam. It describes the multi-pronged strategy adopted by the Sultan Hassanal Bolkiah Institute of Education (SHBIE) to include the component of inclusive education within its teacher education programmes. Relevant research conducted by the academic community at the SHBIE to evaluate the quality of inclusion efforts as well as to inform the further development and implementation of the inclusive educational policy is also shared.

This article explores the perceived effectiveness of personal, social, health and economic (PSHE) education in primary and secondary schools. It outlines the relationship between perceived effectiveness and a range of explanatory factors, linking these to the values and ethos of schools, differing views of the purposes of PSHE education, and long-standing policy agendas. We conclude by attempting to locate PSHE education in the new and rapidly evolving policy context and discuss some potential ways forward, as established means of support and challenge disappear. The data utilised in the paper come from a mapping and effectiveness study of PSHE education in both primary and secondary schools throughout England, which was conducted by Sheffield Hallam University on behalf of the Department for Education. (Contains 2 tables, 1 figure, and 4 notes.)

The essays in this book are intended to stimulate dialogue about education in the 80s. The essays are organized under five broad categories. The first category is social expectations for public education. The second category is teachers and students of the 80s. Topics discussed include teacher education, the effects of declining student populations, and teacher stress and burnout. The third category is the nature of the curriculum for the 1980s. Topics dealt with in this section include educational equity, the impact of technology, multiethnic education, and evaluation procedures. Politicalization of education is the fourth topic. The essays in this section deal with topics such as the role of citizen participation in the schools, leadership, and problems imposed on education by an ever increasing school bureaucracy. The essay in the fifth and final category entitled the "Unfinished Agenda" discusses the purposes, objectives, content, and standards of education in the 80s. (Author/RM)

This is a report of a hearing on December 10, 1981, before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, regarding reauthorization of the Vocational Education Act of 1963. It focuses on the vocational education data system known as VEDS. Testimony includes statements and prepared statements, letters, supplemental material, etc., from 10 individuals representing the Coast Community College District, California, and California Community and Junior Colleges Association; American Vocational Association; Office of Education Research and Improvement, United States (U.S.) Department of Education; American Association of Community and Junior Colleges; U.S. Department of Education; Cape Cod Community College; Colorado State Occupational Information Coordinating Committee; Representative in Congress from California; and Council of Chief State School Officers. (YLB)

This book focuses on the impact of private education in developing countries, such as Argentina, Brazil, Colombia, India, Indonesia, Peru, Romania, Russia, South Africa, and Zimbabwe. The private education sector is large and innovative in the countries studied and not the domain of the wealthy. Contrary to popular opinion, private education in developing countries does not foster economic inequality, instead it provides social responsibility programs, subsidized placements, and student loan schemes. Factors are identified that impede or facilitate private education with a special focus on the role of regulatory regimes. Finally, ways the existence of an innovative private education sector could influence education policy as practiced by international agencies and national governments are explored. Chapter titles include: (1) "Case Studies of Private Education"; (2) "Factors for Success"; (3) "Equity Issues"; (4) "Regulation and Investment Climate"; and (5) "Conclusions and Policy Proposals." (Contains 28 references.) (RJC)

This fastback examines kindergarten education for three- to six-year-olds in the People's Republic of China. Preschool education, which includes nurseries as well as kindergartens, sets the pattern for all schooling in China but is not an ideal system. Serious flaws have emerged that, unless addressed, will weaken education in China in the future. Such developments in the education system of the world's most populous nation merit the attention of United States and other western nations if the nature of the educative process and its effects on society, economy, and the interconnectedness of the peoples of the world are to be understood. A general overview of Chinese education is given. Succeeding sections delve into various aspects of early childhood education including the curriculum and teacher education. The booklet concludes with a discussion of the social consequences related to Chinese education and implications of the social consequences specifically for preschool education. Contains 16 references. (BT)

This collection brings together the traditions of commitment to antiracist education and identity-based education. Selections from academic commentators on multicultural education link educational theory and practice in the discussion of culturally pluralist schooling. The collection contains the following chapters: (1) "Critical Multiculturalism and Cultural Difference: Avoiding Essentialism" (Stephen May); (2) "Racism and Multicultural Education: Rethinking 'Race' and 'Whiteness' in Late Capitalism" (Peter McLaren and Rodolfo Torres); (3) "Racism, 'Postmodernism' and Reflexive Multiculturalism" (Ali Rattansi); (4) "Forging Partnerships for Multicultural Teacher Education" (Christine Sleeter and Carmen Montecinos); (5) "Antiracist Education through Political Literacy: The Case of Canada" (Kogila Moodley); (6) "Critical Antiracism in South Africa" (Nazir Carrim and Crain Soudien); (7) "Children's Construction of Their National Identity: Implications for Critical Multiculturalism" (Geoffrey Short and Bruce Carrington); (8) "Critical Multicultural Education and Students' Perspectives" (Sonia Nieto); (9) "Critical Multiculturalism in Science and Technology Education" (Derek Hodson); and (10) "Multicultural Education: Transforming the Mainstream" (Mary Kalantzis and Bill Cope). Each chapter contains references. (SLD)

This publication provides a detailed description of Australia's vocational education and training system (VET), including key facts and figures. The eight sections of the report cover the following topics: (1) introduction to Australia; (2) overview of the education and training system; (3) overview of the vocational education and training system; (4) important features of the vocational education and training system; (5) apprenticeship and traineeship schemes; (6) the vocational education and training certification system; (7) accreditation of vocational education and training programs; and (8) accreditation of vocational education and training providers. Some positive features of Australia's vocational education and training system include high rates of participation by the working-age population; clear national policies and goals for VET; high levels of industry and government input and support; a strong system of public training institutions as well as good private providers; national accreditation; and a competency-based training system. The report contains 18 references. (KC)

Teachers play a critical role in shaping students' education outcomes in increasingly digital learning environments, in exploiting the benefits of education technology and in protecting students from the risks of digital resources. Rather than reproducing traditional teaching practices in a digital format, effective digital education requires teachers to carefully adapt their pedagogical approaches to new learning environments. This policy brief discusses how continuing professional learning (CPL) can prepare teachers for this challenging task. Drawing on insights from PISA 2022 and comparative data collected through the Policy Survey on School Education in the Digital Age, the brief addresses the following questions: Which CPL formats can support teachers' effective use of digital education resources? How can policy makers encourage teachers' professional learning on digital education? And what mechanisms can help to ensure the quality of CPL for digital education?