Education & Pedagogy

This paper addresses the convergence of inequality across social and economic dimensions in the United States. Chief among these are wealth accumulation, labor, and education. Specifically, I discuss the transference of wealth to the top of the income hierarchy, the automation and polarization of labor, and threats to public education. Additionally, I implicate neoliberalism in this multidimensional decline of social privileges, and I conclude with a glimpse into a dystopian future.

Over the past decade, there has been increased recognition of the short- and long-term benefits of high-quality early childhood education programs, but the systems needed to sustain these benefits throughout early learning transitions (and beyond) have not yet been fully implemented. In this article, the author discusses the importance of early childhood education programs and what research has found on what needs to be done to design and carry out these programs.

With transformation of contemporary modern medical educational modes and improvement of requirement upon doctors' humanistic quality, it seems quite important to strengthen humanistic quality-oriented education in medical colleges and universities. Medical humanistic quality-oriented education in China started late, which determines that there are a lot of problems, so it is necessary to refer advanced experiences of foreign countries in terms of course design and teaching methods, etc. to reform medical humanistic quality-oriented education in China.

Observation of secondary art teacher education in the United Kingdom and Australia has revealed a range of differences, including a greater role for schools in initial teacher education (ITE) in UK. The literature reporting on research into preparation of teachers in UK indicates a general satisfaction among students regarding their experiences in schools. However some issues of concern arise which need to be considered if there is a move towards greater involvement of schools in ITE in Australia.

The authors examine the current frameworks for 21st-century education by critiquing the individualist view of education that underpins them. It is argued that such a view of education overemphasizes technical rationality and neglects the importance of moral values and the role of the community in shaping the individual's identity, ethics, and behaviors. An alternative framework that underscores the centrality of the community and the inculcation of moral values and reasoning abilities is proposed.

In this article the author suggests a number of measures and policies that should be part of a socialist education manifesto. These specific suggestions address curriculum and assessment issues such as an anti-discriminatory curriculum for equality, funded education outside the school, the development of critical thinking and democracy in schools, and teacher education and qualifications. The author locates these policies within his own class background and autobiography.

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-toface to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

Given that private schools are institutionally divided into the binary structure of for profit and nonprofit, the existing tax laws and policies aimed at private education feature obvious flaws. Reforms to the taxation system for private education should bring it in line with the state's binary structure for the division of private schools, highlighting the charitable nature of private education, and instituting a more refined and scientific taxation system for private education. [Translated by Carissa Fletcher.]

The purpose of this instrumental case study was to understand how experienced adult educators practice and identify with experiential andragogy for qualitative research methodology in nonformal faculty development programs hosted by an institution of higher education that administers professional military education (PME) programs. Emergent themes included the significance of learning environments, collective value of sharing research experiences across the faculty, and the implications of lifelong learning as an organizing principle in an institution of higher education.

This paper examines how high-stakes, standardized testing shapes language and literacy instruction for emergent bilingual students in a public high school on the U.S./Mexico border. Drawing from discourses of citizenship education and language and literacy theory and scholarship, this paper finds state-mandated exit exams overwhelming guide instruction and shape language and literacy education in ways that are antithetical to critical and participatory citizenship.

This review paper examines the theories of behaviourism, cognitivism, and constructivism that are considered to underpin the theory and practice of inclusive education. We argue that education practices related to the inclusion of students with special educational needs can be derived from each of the three theoretical perspectives. By adopting an eclectic approach to the use of theory-driven inclusive education, we suggest that inclusive education practices best serve the needs of all students, including those with special needs.

Dr. Ruth Brittin, Professor of Music Education at the University of the Pacific in Stockton, California, recently addressed attendees of the Ohio Music Education Association's annual Professional Development Conference in Cincinnati, Ohio on January 30th, 2020. The presentation, "Understanding and Exploring a World of Research in Music Education," included numerous print resources, up-to-date information on professional organizations, a philosophical discussion concerning the required sensitivity of international work, and some of the biggest challenges to international research in music education along with strategies for success.

The intent of this article is to present four historical physical education teacher educators as role models for intellectuals in academia and in particular, Black scholars in teacher education. Utilizing the concepts of archetype and critical race currere, we frame the lifeworks of E.B. Henderson, Anita J. Turner, LeRoy T. Walker, and Lavonia Allison as a curriculum for modern scholars.

The authors start from the premise that mathematical understanding and skills are fundamentally important in STEM education as they underpin the three other discplines of STEM. They describe how contextualised integrated STEM projects can bring mathematics into the foreground with digital technologies--such as Kitsi blocks. They outine a project in which the theme of 'rhythm and beat' was explored in the creation of a heart rate monitor.

Perspectives on developing an environmental ideology by approaching environmental issues holistically are offered in this paper. The role of music and art in environmental education is viewed as being critical in fostering a deep sense of appreciation and stewardship towards the environment. Suggestions are presented for teaching art and music environmentally. Explanations are given on how music and art can assist students in developing ecology-related aesthetic values. Integration of all content areas, especially the aesthetic subjects is advocated and advised. (ML)