Education & Pedagogy

This article discusses the growth of neoliberal student activism in Brazilian higher education, considering the role of organisations called neoliberal think tanks. The following questions are addressed: why and how do these think tanks operate in the field of higher education? How do they articulate and promote student activism? The study provides a historical and contextual review of the origin and performance of the neoliberal think tanks in Brazil, identifying organisations that significantly operate in the higher education field. The case of Students For Liberty Brasil is examined in detail. The results of our study indicate that these think tanks seek to challenge hegemony in the teaching, research and higher education policy agendas and consider students as an important source of neoliberal political leaders.

The number of doctoral students internationally is on the increase, yet low completion rates seem to be stable. Universities need to learn from each other to strengthen doctoral education. In doctoral education, the person and the doctoral project are intertwined and both must be nurtured and developed. This article presents the signature pedagogy of the Norwegian Research School in Teacher Education (NAFOL). The international and national context of NAFOL is described and the reasons for establishing NAFOL are presented. The pedagogical vision behind the research school is outlined, and examples of how the vision translates into activities are provided. The last part of the article analyses experiences from NAFOL and highlights points that might be useful to other research schools in different contexts. Based on the experience gained at NAFOL, a "whole person approach" to doctoral students in doctoral education is recommended.

By following the qualitative evidence synthesis, this article reports on how education policy is made in Sudan by considering the contextual, socio-economical background of Sudanese education in the pre post-colonial era. Out of 39 published and unpublished documents, 33 documents were synthesized to answer these research questions: (1) who is responsible for education policymaking, and (2) how is the education policy made in Sudan? The analyses report that the promulgations of marco education policy in Sudan have been developed based on the contributions of different entities/bodies with a lack of transparency and consistency. The findings call for the presence of a transparent, consistent, integrated framework for education policymaking in the nation, which in effect facilitates the processes of effective implementations.

In response to the international mobility challenge during the COVID-19 pandemic, many institutions have tried to shift to virtual programs in an attempt to provide continued education abroad experiences. This situation has amplified discussions about online education abroad programs as a way to address some equity issues in the internationalization of higher education. However, there seem to be few discussions about differences between physical and virtual programing with regard to students' intercultural learning experiences. Fundamentally, what dimensions of traditional education abroad programs can and cannot be replicated by online programing? Through a narrative inquiry with three international educators on their own intercultural learning experiences, this study argues that the personal cultural immersion and the associated embodied learning of complex nuanced cultural instances cannot be replaced by virtual programing.

Globally, mindfulness is an emerging and innovative trend in education. Specifically, in school-based education, there has been growing excitement surrounding the implementation of mindfulness. Although policy, political and economic shifts and powers may seem quite far removed from the realities of children and mindfulness, the political economy does indeed saturate and shape children's lives in multiple ways. The purpose of this review is to chart some of the economic and political contexts and highlight some of the shifts that may speak to the emerging trend of mindfulness in education. This critical review addresses the themes and shifts in economies and educational policy, highlights links between neuroscience-based discourses, mindfulness, social-emotional learning and emotional well-being in education.

In this content analysis, the authors examined articles from three international STEM journals to highlight and indicate if there were any trends for iSTEM research from 2013 to 2018. Of the 296 articles analyzed in this content analysis, 41 investigated the integration of STEM disciplines. Findings revealed that integrated STEM (iSTEM) education research is often qualitative and occurs in the United States. This study also indicates an upward trend in the percentage of iSTEM education research from 2013 to 2018, and many of the articles focused on middle school students. A closer examination of the introductions, backgrounds, and literature reviews of the 41 articles revealed four explicit definitions for iSTEM education. Furthermore, STEM and Education were the most frequently used author keywords and ERIC descriptors.

This contribution to the "APSE" special issue, "Equity and Diversity in Science Education: Implications for the Asia-Pacific Region," presents research on plurilingual students' interactions in science drawn from several studies in the multilingual context of Luxembourg. The goal of the manuscript is to present dialogic pedagogies and multimodal methodologies as central to working towards equitable practices in science education, in particular when working with culturally and linguistically diverse students. Through a layering of claims from prior case studies, the manuscript makes three assertions: multimodal methodologies highlight children's embodied participation in science; multimodal methodologies support resource-rich perspectives on children; and dialogic pedagogical structures mediate children's engagement of resources. An interpretive discussion focuses on the necessity of situating difference as a resource, and implications are raised for science education teaching and research.

Traditional approaches to financial education -- with curricula and strategies designed by a developer oftentimes disengaged from the lived-worlds of all the students - increasingly populate the literature. For example, characteristics of participant, venue, timing, and content are chronicled that when analysed, result in on-going disappointing behaviour. In light of the shortcomings of traditional curricula and strategies, strategically combining the seminal theories of John Dewey, Paulo Freire, and David Kolb, the purpose of this paper is to conceptually outline a lived-world, experiential approach to contemporary financial education, financial literacy, and their behavioural objectives. Because experiential learning has been successful in myriad other education settings, its application in financial education in pursuit of financial capability (i.e., education, literacy, and access) is proposed. Through the employment of educator roles, the paper seeks to refocus on the purpose of education specifically, to teach the student to learn and think.

Implementing computer science education in an elementary classroom is at the forefront of computing education. Nevertheless, the literature on K-12 Computer Science (CS) education offers limited guidance for developing elementary CS curricula that lead to multiple career paths through project-based learning. Particularly, more research is needed on culturally responsive elementary school computing that leverages students' cultural references to create a more equitable CS education that acknowledges one's identity, culture, or background in the curriculum planning. This paper offers an approach for designing culturally responsive computing for upper elementary students from a highly diverse, low socio-economic school district using a research-practice approach. The approach can be adapted for other schools that face unique diversity and curricular challenges.

This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices for future early childhood educators. Data from focus groups, interviews, and a post-then-pre instrument were used to explore preservice teachers' self-efficacy related to comfort with inclusion, perspective-taking, and professional roles as well as their experiences participating in the co-taught course. Recommendations for research related to supporting self-efficacy and teacher education are shared.

UAE's education reform initiatives focused on K-12, post-secondary education preparation, accountability, higher standards, and professionalism. UAE's Ministry of Higher Education brought changes in curricula, syllabi, and framework of teacher preparation programmes. Providing teachers with opportunities to contribute to the development of their country as a driving force in teacher education reform. Faculties in colleges of education for culturally grounded instruction, considered social, cultural, and educational backgrounds of Emiratis. A study explored foreign teachers views of Culturally Responsive Teaching when preparing national pre-service teachers in the UAE, Arab vs expatriate teachers study indicated expatriate educators practiced CRT teaching as it helped connect the curriculum to local culture, increase pre-service teachers' engagement in class, and capitulate discussions regarding social-cultural issues during class.

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of "life is education", "society is school" and "integrating teaching, learning and practice" in Xingzhi Tao's life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the homeschool partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

This case study was prepared in conjunction with a Unesco survey of its member states concerning educational services for individuals with handicaps. The case study of Japan focuses on: (1) special education policy; (2) legislation, administration, and organization; (3) special education and vocational education provisions for students with specific disabilities and home-bound children; (4) finance; (5) research and development; and (6) voluntary organizations, parents, and issues. Japan's philosophy on special education emphasizes the importance of mentally and physically handicapped children being provided with appropriate education in accordance with the type and degree of their handicaps, so as to help them reach their fullest potential and enable them to participate actively in social life. Special schools provide educational places for the severely and moderately mentally and physically handicapped, and special classes or ordinary classes in ordinary schools for the mildly mentally and physically handicapped. (JDD)

This expanded and updated edition of the ERIC/CRESS American Indian Education Directory was compiled through a telephone survey and follow-up mail survey. Sections contain entries for: (1) 20 national Indian organizations; (2) 13 national and regional programs and information centers that benefit American Indians and Alaska Natives; (3) 5 regional resource and evaluation centers that provide technical assistance and training related to Title V projects; (4) multifunctional resource centers and evaluation assistance centers providing services in 16 regional service areas under the Bilingual Education Act of 1984 (Title VII); (5) 14 state Indian education organizations; (6) state department of education staff responsible for American Indian education in all 50 states; (7) 7 American Indian journals; and (8) relevant Congressional committees. Most entries include address, phone number, and contact person; some contain a short description. (SV)

A small-scale collaboration between members of a school of education and a public school district (involving some reading/language arts faculty and students from the University of Texas on the one hand and the curriculum director, volunteer reading teachers, media specialists, and elementary teachers in a school district in San Antonio, Texas on the other) illustrates how schools of education and public schools may forge partnerships to create new forms of teacher education and conduct inquiry about teaching and learning. The collaborative efforts centered on moving toward a literature base for the elementary language arts curriculum and illustrate Gary Griffin's seven critical features of an effective clinical teacher-education program. Griffin's framework proposes that the program must be embedded in a school context, and that the collaborative effort should be context-sensitive, purposeful and articulated, participatory, knowledge-based, ongoing, developmental, analytic, and reflective. (Four figures are attached.) (SR)