Education & Pedagogy

Multi/bilingual education has been found to have the potential to provide more equitable education for linguistic minority students; nevertheless, these students have not fully benefitted from it due to unequal power dynamics and English-dominant language ideologies. While bilingual programmes in secondary schools remain extremely rare in the US, the Bilingual Diploma in the International Baccalaureate Diploma Programme offers a high school level bilingual curriculum and fosters heritage language education and multiculturalism. This study examines how advanced bilingual education in one International Baccalaureate Diploma Programme in a US high school served linguistic minority students' specific needs by establishing an institutional structure promoting heritage language learning, which significantly empowered those students by overcoming deficit-oriented ideologies.

Emphasis on teaching religious education in the university and raising the level of religious awareness of students in parallel with specialized education, raises attention to the important point that the set of Islamic education courses was in line with the demands and desires of students? The aim of this study is to an increase of the analytic mood among the students and faculty members of the department of Islamic education by the teaching method of Problem-based learning. The present study was performed cross-sectionally on students of Shiraz University of Medical Sciences in Islamic education courses that they had taken as a general course. One of the strengths of this method is the student-centered and process-oriented instead of text-centric and moving from central memorization to research-oriented.

Using the updated data from the 2016 Vietnam Household Living Standard Survey, this study examines the role of education in the livelihood of households in the Northwest region, the poorest region in Vietnam. Our micro-econometric analysis shows that education has a positive effect on choosing better livelihoods, household income and poverty reduction, even after controlling for all other factors in the models. However, our quantile regression analysis reveals that the returns on education are substantially heterogeneous across percentiles of income distribution and tend to be higher for better-off households. This implies that education has an increasing effect on within-level income inequality. The finding suggests that a conventional approach employing only mean regression to study the effect of education on income could miss heterogeneity of interest to policymakers.

This paper introduces a study that examined the difficulties faced in an early childhood teacher education program at one of the universities in Jordan. A qualitative research approach has been opted utilizing the in-depth interviewing and grounded theory methodology. The study revealed that the students faced different types of difficulties in academic and financial matters, status of early childhood education, and field training. Based on the study findings, there are some suggestions to policy makers and teacher educators and specialists that could contribute to the improvement and development of early childhood teacher education. It has been recommended that further research on teacher preparation, particularly concerning early childhood education programs, is essential. Moreover, cooperation and cross-cultural studies between early childhood education specialists from different countries are required to enhance the status and quality of early childhood education.

Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families -- outside of expatriate communities -- view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies -- compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for 'choice' as a value, nor are there public discourses around international schools in the region celebrating 'choice' in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity.

The need to promote gender equality within and through education has been on the agenda in Europe for decades. Similarly, Finland has also evidenced a history of hundreds of projects and reports that have repeated the same aims, ideas and practical innovations for promoting equality, challenging educational segregation and providing girl-friendly or boy-friendly pedagogies. However, the actual pace of change has been very slow. In this article I discuss some of the constraints that feminist teachers and teacher educators constantly face in this endeavour. Firstly, the paper draws on analyses conducted in studies carried out at several teacher education institutions within a context of a national project entitled "Gender Awareness in Teacher Education" (TASUKO). Secondly, I use my own experiences and documents gathered as an actor in the field of gender equality in education since the 1980s, along with findings from my own studies.

This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education.

For more than 20 years, distance education has provided an option for prospective special education teachers to achieve licensure and a graduate degree. The program began as a two-way interactive television endeavor located at area community college sites. Over time, the program evolved to include online coursework with synchronous class meetings. In addition, changes in licensure and the graduate program have affected the schedule and offerings. Although changes are part of the story, the mission has remained the same, to provide quality graduate instruction to teachers of students with disabilities in a convenient, connected manner. This article includes a reflection on the original program and highlights of four major transitions over the 20 years of the program.

A 25-item questionnaire on special education decision making was completed by 70 elementary and secondary teachers to examine attitudes about current and preferred participation in planning, programming, and placement processes. Questionnaires touched upon teachers' personal information, class information, the special education referral process, the testing-evaluation process, and the individualized education program (IEP). Among results were that an average of six students per teacher were suspected of having a handicap; the most frequently cited criteria for deciding upon referral were problems in mastering instructional content and deviant behavior; more elementary than secondary teachers indicated awareness of the multidisciplinary team function; only 7% reported participation in IEPs; and 50% indicated they made very few, if any, accommodations for the special needs students. Administrative hindrances to active classroom teacher participation in special education decision making were cited. (CL)

A response is given to the recommendation of the Georgia Governor's Education Review Commission that the grade point average (GPA) requirements for admission to undergraduate teacher education programs in Georgia be raised from the present 2.5 to 2.7. Brief summaries are presented of five studies dealing with the relationship of GPA for admission to teacher education to quality of teaching. A discussion is also offered on the recommendation that the GPA requirement for admission to administrator preparation programs be raised from the present 2.5 on undergraduate work to 3.0. Twelve negative comments are presented on recommendations to raise the GPA requirements for admission to both teacher education and administrator preparation programs, and it is concluded that no changes should be made until six specific conditions are met. (JD)

Compiled for educators, product developers, researchers, librarians, publishers, consultants, and others interested in the educational field, this directory lists 412 periodicals covering education and related topics such as special education, educational technologies, educational media and materials, early childhood development, rehabilitation services, and vocational training. The directory is not intended to be an exhaustive compilation of educational journals and newsletters, but rather is designed to be a comprehensive listing of the most influential education periodicals as well as those that LINC has found to be consistently useful and informative. Following a brief preface and an introduction to LINC, periodicals are listed in alphabetical order. Each entry includes (where provided by the publisher) the periodical name, publisher address and telephone number, a brief description of the editorial content, subscription information, and contact name. A subject index is also provided. (The directory is available on diskette for Apple and IBM microcmputers.) (Author/KM)

This annual report describes some of the major activities currently under way across California to implement educational reforms. The achievements described focus on raising standards in California schools, providing technical support to school districts, and charting progress at the local level through a statewide accountability program. The first section describes specific reforms in the following areas: curriculum, textbooks, accountability, the testing program, training of administrators, teachers, the middle grade task force, educational technology, safe schools, and health education. The second section focuses on specialized programs: the school improvement program, career-vocational preparation, special education, bilingual education, compensatory education, and adult/alternative education. The third section, "providing support," describes state initiatives for child development, dropout programs, school facilities management, and school finance. (TE)

This manual incorporates the Clinical Teacher Education Guidelines which grew out of a program of research studies conducted by the Research in Teacher Education (RITE) program from 1980 through 1985. Three major studies covering preservice, induction, and inservice contributed to a better understanding of the nature and effects of clinical teacher education--learning activities that occur in the classroom and school setting. Findings from the descriptive studies of preservice clinical teacher education and programs of induction indicated certain characteristics to be consistently associated with desired outcomes in terms of teacher education. The clinical teacher education guidelines presented here are based on those program characteristics. The papers reporting on the findings of the studies are included in the manual appendix. Materials on the five workshop sessions make up the bulk of the document. They include in each case an outline of session objectives, suggestions for the trainer, handouts to be used in the session, and overheads. (JD)

The purpose of this manual is to help individuals and groups design and implement conservation education programs that will effectively bring about improved environmental management. The chapters describe: (1) how to gather environmental and social data for designing appropriate education programs; (2) how to judge the strengths and weaknesses of various conservation education methods, ranging from mass media to nature centers; and (3) how to implement and evaluate educational efforts. Each chapter ends with a series of questions that the reader can use to ensure that no important variables have been overlooked. The manual is intended to be useful to a wide range of people. While chapters two and three are aimed especially at the generalist, the entire manual is intended to be useful to those interested in designing appropriate education programs. (TW)

Six midwest institutions, consisting of two major universities, three large state-supported colleges, and one smaller liberal arts college, were studied in an effort to provide an indepth description of how elementary school teachers are prepared in preservice teacher education programs. Objectives were to provide a clearer picture of: (1) the nature of teacher education curricula; (2) the instructional practices modeled for prospective teachers; (3) the scope, nature, and quality of opportunities teacher candidates have for learning how to teach; and (4) the extent of teacher preparation programs. Findings are discussed in terms of common positive attributes, common concerns, distinctive features of institutions, and attributes of specific programs. Fourteen characteristics are identified that appear to contribute to coherent programs that draw upon practices and policies endorsed by faculty and students across the six institutions. (MT)