In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's (...) book before sketching four recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

The demand in the workplace is rapidly changing brought about by the educational reforms and the emergence of disruptive technology. The changes increase the importance of employability skills and literacy that would ensure career success and degree program relevance. On this premise, a study was carried out using a scoping review to examine the existing literature that published information related to employability skills of Teacher Education graduates in the Philippines. The review covered fifteen published articles that qualified (...) in inclusion and exclusion criteria. Results revealed the top employable skills which include communication; information and communication technology; problem-solving and critical thinking; collaboration, cooperation, and teamwork; research; and leadership. This study offers these skills as a framework in the curriculum enhancement of teacher education programs. It was recommended to Teacher Education Institutions to revisit their curriculum and find out if these competencies were given considerable emphasis in instruction. The partially employable skills of graduates from teacher education programs imply the furtherance of the inquiry to confirm if these skills are employable or not. Future tracer studies may take the lens of the framework in evaluating the responsiveness of the curriculum. (shrink)

Claude P. Bruter (editor), Mathematics in Art: Mathematical Visualization in Art and Education, Springer-Verlag, New York, 2002, pp. X + 337, ISBN 3-540-43422-4.

The two books reviewed here are different efforts to embrace the vast subject called “social thought.” The second edition of The Blackwell Dictionary of Modern Social Thought, edited by William Outhwaite with Alain Touraine, contains numerous updates; yet it also has some disadvantages compared to the first edition. Social Thought: From the Enlightenment to the Present, edited by Alan Sica, is a bold but controversial attempt at gathering in one anthology as many social thinkers as possible.

Graduates' employability indicates the excellent education and relevant preparation they obtained from their respective degrees. Tracer studies have enabled higher education institutions to profile their graduates while also reflecting on the quality of education they provide. With the foregoing, a tracer study determined the demographic and academic profile of teacher education graduates from 2017 to 2020 in a state university in the West Philippines. It also ascertained the advanced studies they attended after college, their employment data, (...) the relevance of college preparation with their current employment, difficulties they encountered while securing employment and in their present job, and recommendations to strengthen the teacher education program. The study utilized a descriptive survey research design with 80 non-random samples chosen based on availability. The survey was based on the Philippine Commission on Higher Education with modifications elucidated from previous studies. Results showed that graduates took the teacher education program with a strong passion for the teaching profession. More graduates received honors and awards, passed the licensure examinations for teachers, attended advanced studies for professional development, and are employable. Besides, the graduates’ college preparation is relevant to their current employment. Further, difficulties and problems encountered and recommendations to strengthen the teacher education program were noted. These findings may serve as a baseline for curriculum review and give suggestions for future tracer studies. (shrink)

In this review essay, K. Peter Kuchinke uses three recent publications to consider the question of how to educate young people for work and career. Historically, this question has been central to vocational education, and it is receiving renewed attention in the context of concerns over the ability of schools to provide adequate preparation for occupational roles and career success in a rapidly changing economic landscape. Philip Gonon's Quest for Modern Vocational Education provides a historical account of (...) Georg Kerschensteiner's vision of the role of work as a central subject matter for all students. His approach served as the foundation for the dual system in present‐day Germany. Nancy Hoffman's Schooling in the Workplace contrasts the U.S. system of career preparation for non‐college‐bound students with that of five other OECD nations where workforce and academic preparation are more strongly connected to learning in the workplace. Christopher Winch's Dimensions of Expertise, finally, offers a conceptual analysis of central ideas of vocational knowledge and underscores the important role of learning in the context of practice. The three texts offer historical, comparative, and philosophical analyses of the complex task of preparation for work and challenge education scholars to move the subject matter into the center of contemporary educational theory. (shrink)

The fourth edition of Barrow and Woods’ Introduction to Philosophy of Education reminds us that a retreat from careful thinking about the conditions under which educational practitioners operate is a mistake and that theorizing about educational practice generally is sorely needed.

A. Klimczuk, Book review: R. Sackmann, W. Bartl, B. Jonda, K. Kopycka, C. Rademacher, Coping with Demographic Change: A Comparative View on Education and Local Government in Germany and Poland, Cham, Heidelberg, Springer 2015, "Pol-int.org" 2017.

Does it seem that education is somehow always lagging behind the latest technologies? In The Textbook and the Lecture: Education in the Age of New Media, Norm Friesen presents a longue durée study of the historical relationship between education and technologies of reading and writing in order to reframe accusations of ‘inertia’ in education. This is a useful introduction to a media history of education, finds Lavinia Marin, that offers insight for researchers and educational practitioners (...) into the longstanding philosophical assumptions underpinning their teaching practice. (shrink)

The eight contributions in this volume result from three conferences held at the Université Michel de Montaigne Bordeaux 3 between 2005 and 2007 on nature and household relations, nature and regime-types (politeiai), and nature and education. Three of the chapters examine Aristotle’s notion of nature through consideration of his remarks about the household (specifically, the relationship between family relations and constitutions in cities, the critique of Plato’s dissolution of the family, and the different senses of nature in the Politics), (...) two are focused on the nature of regime-types (specifically kingship and the relationship between politeia and laws), and the final three chapters are concerned with the nature of the best regime described in Politics VII-VIII (specifically the discussion of thumotic peoples in VII.7, the implicit critique of Plato in the account of the material conditions of the best regime, and the place of leisure in Politics VII.14). Pierre Pellegrin, a major translator and scholar on Aristotle’s political and biological writings provides a preface on the tension between universality and cultural specificity in contemporary reading of the Politics. (shrink)

In this monograph we contrast two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of the human capital theory. BOE instead characterises learning holistically (...) as aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. We argue that, in spite of its celebrated ‘scientificity’, CBE is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. We also defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. (shrink)

Studious Drift: Movements and Protocols for a Postdigital Education (Lewis and Hyland 2022) continues Tyson Lewis’s theoretical project of dismantling the learning metaphysics, this time in the digital sphere. The object of concern here is e-studying or digital studying. Lewis has shown elsewhere, in an article written with Cristopher Moffett (Lewis and Moffett 2021), that the university lecture can be circumvented and profaned by turning attention to the students’ gesture of notetaking.

Abstract: This study aims to evaluate the utilization of ICT in education administration and management in a Pakistan context during the pandemic outbreak. Adoption of information and communication technologies (ICTs) has digitalized the learning process where education organizations were administrated by means of wireless-based instructions, electronic pedagogy, and online assessment in order to continue the educational activities while the government halted the physical appearance in education institutions. Data collection has been carried by three public universities in which (...) teachers and general administration of these institutions participated to discover their intention to use the assigned technology to administrate organizations’ policies in the way to disseminate the respective service delivery. Survey questionnaires were used, and 178 respondents’ feedback was secured to analyze the study that was carried out via SPSS version 24 and validation OF hypotheses measured by means of regressions and correlations. Moreover, proposed factors like intention to use, perceived ease of ease, perceived usefulness, social influence, and Users’ expectations were used. A theoretical approach was inculcated to encircle the UTAUT and TAM model to determine the adoption of the innovative system education management during the pandemic outbreak in the country. (shrink)

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a (...) multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education. (shrink)

Education for Empire: American Schools, Race, and the Paths of Good Citizenship (Stratton, 2016) is much more than a history book about American education. It is a critical work that provides philosophical undertones that challenge our perception about the imperial roles of the U.S. school system. Stratton very clearly and meticulously presents the intricate relationship between history, civics, and geography within school curricula and textbooks. He shows us how these subjects have been manipulated by those in power to (...) promote a hidden agenda. One that instills national pride, American loyalty, and patriotism, and is designed to turn students into supporters of U.S. imperialism and of their racial and class hierarchies. An example of this is Stratton’s own examination of the content of books like, Complete Geography written in 1899. Stratton claims this text was widely used in American public schools and it explicitly states that, “the Caucasian or white race is most intelligent and most powerful of all races.” Education for Empire: American Schools, Race, and the Paths of Good Citizenship helps us understand why it has taken so much time for people of color, like me, to occupy academic spaces and to begin the dismantling of oppressive governmental and pedagogical systems that have intentionally kept us from having a dignified education. (shrink)

Some international researchers assume that there is a lack of ethical review of research in many countries of the Global South. However, numerous African countries have recently introduced local and national research ethics guidelines. This article unpacks how ethical reviews of research in education are negotiated in a higher education institution in Ethiopia. It employs a critical analytical lens to challenge some of the assumptions of Beaty’s (2010) Institutional Review Board (IRB) stakeholder model. The article begins (...) with a discussion of the limitations inherent in the IRB model. Critical analyses of institutional documents and non-confidential, off-the-shelf IRB minutes are also conducted. The analysis shows that researchers within the medical and health sciences disciplines have well established organisational engagement when it comes to handling issues related to research ethics. However, limited representation of the educational and social and behavioural science disciplines remains a challenge. Furthermore, ethical issues in conducting educational research are hardly addressed in the national guidelines for granting research ethics approval. This results in further marginalisation of the contributions of educational research to knowledge production. (shrink)

Recently in this journal, Jessica Morley and colleagues (AI & SOC 2023 38:411–423) review AI ethics and education, suggesting that a cultural shift is necessary in order to prepare students for their responsibilities in developing technology infrastructure that should shape ways of life for many generations. Current AI ethics guidelines are abstract and difficult to implement as practical moral concerns proliferate. They call for improvements in ethics course design, focusing on real-world cases and perspective-taking tools to immerse students (...) in challenging situations with relatable personal, social and environmental implications. The present paper considers the ACTWith model of moral cognition for use in such training contexts. Morley and colleagues' paper and contemporary literature are reviewed. Whistleblowing as a source for relatable case studies is discussed, and the purpose of ethics education considered. The ACTWith model is introduced, and correlations with contemporaries noted. The ACTWith model has been successfully employed in a broad range of technology ethics courses in the Netherlands and South Korea. Illustrations are offered. Correlations with contemporary efforts are drawn in the context of software engineering. Summary discussion considers strengths and limitations of the ACTWith program. Overall, the paper emphasizes training high-level moral reasoning through guided inquiry education informing lifetime professional practice, and indicates an outstanding need for teachers able to do the job. (shrink)

A Book Review on Rethinking language education and linguistic diversity in schools: Thematic report from a programme of expert workshops and peer learning activities (2016-17) European Commission, Directorate-General for Education, Youth, Sport and Culture, Day, L., Meierkord, A., (Publications Office), 2018, 14 pages, ISBN 978-92-79- 79241-0. Review by Thobias Sarbunan.

Existing studies lack comprehensive insights into the success and effectiveness of culturally responsive leadership (CRL) in higher education. To address this gap, a scoping review was conducted to provide an integrated framework of CRL and guide current and future school leaders in higher education who aspire to implement it. Initially, 47 literature sources were searched, screened, and 18 articles were selected for thematic analysis based on predefined criteria. The analysis revealed three key themes: culturally responsive school leadership (...) in higher education, the success of culturally responsive leadership, and effective practices of CRL which serve as an integrative framework. The findings underscore the importance of prioritizing culturally responsive school leadership in higher education to promote access, equity, and improvement. Furthermore, the review highlights the potential impact of embracing CRL in higher education settings and fills a gap in the existing literature by offering an integrative framework. It contributes to understanding the potential of CRL to enhance higher education institutions. The recommendations and implications discussed in the review provide valuable guidance for educational leaders seeking to implement culturally responsive practices. Overall, this review enhances our understanding of CRL in the context of higher education and emphasizes its potential benefits for educational institutions. (shrink)

Curriculum integration is frequently promoted as a means of enabling deeper and more authentic learning, with Mathematics often considered a suitable subject for doing so. This review investigates which elements contribute to the effectiveness of Mathematics integration in secondary education. Teacher factors include attitudes towards integrative practices and knowledge of both disciplinary content and curriculum integration theory. Pedagogy factors concern utilising activities that best synthesise concepts from multiple subjects to enhance learning, especially projects. Institutional factors relate to curriculum (...) and assessment requirements as well as school-level variables such as access to planning time and professional development. Limitations in the research literature include a narrow focus on connecting Mathematics with scientific disciplines, a reliance on qualitative methods and small sample sizes, and unknown generalisability to education systems other than those in which studies were conducted. Even so, attempting to navigate the factors involved in effective curriculum integration with Mathematics appears worthwhile. (shrink)

This paper discusses two thinkers who locate the possibility of revolutionary historical change in political projects oriented toward the formation of subjects and cultivation of sensibility. I begin by considering the relationship between historical violence and education in the works of Walter Benjamin. After introducing the provocative association of education with divine violence found in “Toward the Critique of Violence,” I expand on Benjamin’s conception of pedagogical force. Highlighting the centrality of education in Benjamin’s early work, I (...) argue that his account of learning does not depend on the mastery of students by teachers, nor more generally on the mastery of objective reality by a sovereign subject, but on the mastery of the educational relationship by tradition. Drawing on W.E.B. Du Bois’ discussion of the abolition of slavery, I close by describing the revolutionary cultivation of sensibility as a dynamic and collectively achieved mode of historical learning. (shrink)

Coronavirus is a viral irresistible sickness brought about by SARS- COV2. Its clinical signs and side effects are on an expansive range going from asymptomatic to serious confusions like multi-organ disappointment, thromboembolism, and extreme pneumonia with respiratory disappointment. More awful results and higher death rates have been accounted for in the old, individuals with co-morbidities, and malnourished people. Sustenance is central to acceptable wellbeing and safe capacity. It frames an essential segment of therapy modalities for different intense and persistent infections, (...) particularly where a causative therapy isn't yet perceived. Despite the fact that reviews tending to the part of explicit supplements in COVID-19 are still at a beginning phase, accessible proof recommends that addressing the necessities of a variety of large scale and miniature supplements (energy, proteins, fats, nutrients A, D, E, C, B nutrients, iron, selenium, zinc, and so forth) Additionally, supplements are Immune System Might Promote Recovery for Mild COVID-19 Patients Impact of Coronavirus on Education in India Review 466 determinants of the sythesis of the gut microbiota that thusly impacts the attributes of safe reactions in the body. (shrink)

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and val‐ ues in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐ be entrepreneurs were subjected to a questionnaire (n = 398) and (...) to real‐life deci‐ sion‐making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit‐driven mentality. (shrink)

In this book we included 10 papers from academicians, teachers and research scholars on the philosophy of Sri Aurobindo that touches various aspects of his thoughts. The year-long celebrations to commemorate the 150th birth anniversary of Sri Aurobindo began from 15th August, 2021 in India and all over the world. This volume is also a part of this celebration. Before that we published a special volume of Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) (...) (ISSN: 2278-2168), Year 12 (01-02), October 2021 on “Philosophy of Sri Aurobindo”. The Department of Philosophy and the Department of Political Science of P.G. Govt. College, Sector-46, Chandigarh organised an One-Day National Seminar on “Relevance of Philosophy of Nationalism of Sri Aurobindo in Contemporary India” on 14th October, 2022 sponsored by Indian Council of Philosophical Research (ICPR) New Delhi. This book is an outcome of that seminar. (shrink)

The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermeneutical, cultural, socio-political, moral/spiritual, and (...) epistemological. Many papers in the latter category promote P4/wC as a method for children’s epistemic agency in constructing their religious beliefs. Some respond to objections that children may reject traditional beliefs. Few address potential confusion and angst of children asked to question and defend their religious views. The authors conclude that the pragmatic thrust of P4/wC in resisting a dichotomy between religious and scientific thinking is a value to post-secular society. (shrink)

In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side of the ideological spectrum close to (...) educational totalitarianism. They focus on the risks of technology that are growing with the social change brought by the lifelong learning paradigm in education. (shrink)

This chapter delves into the museological side of ‘the way forward’ to conservation for planetary health bioethics. Specifically, it highlights the crucial role that museums play – their curatorial or exhibition interventions, conservation operations, development policies, or practices – which present or represent the vital relationship between human and planetary health. While it is not new to stress the significance of museums’ link to the environment and environmental education, it is necessary to re-examine recent cases in light of the (...) rapid changes brought about by climate change and the constant call for sustainability. We thus offer a review of some recent literature that appraises the museum’s role in bioethically considering the health of our living planet. Learning this role taps into relatively new themes such as ecomuseums and architectural heritage, or critical eco-museology. (shrink)

Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can (...) seem meaningless when it is not so in fact. In more extreme cases it may in fact be to some extent meaningless. Equipping young people for a meaningful life is a worthwhile, but not all-important educational aim. Educators should help them not only to see their lives as meaningful but also to lead lives that <are> meaningful. This involves continuous engagement in the nesting of reasons mentioned above. Where autonomy is also an aim, temperamental attunement to possible options – rather than exposure to all possible options – and time to explore them are important considerations. Questions arise here both about social justice and about whether current school curriculum and timetabling arrangements help or hinder pupils in living a meaningful life. (shrink)

2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...) - ambiguity) if we rely solely on technology. Students of today's Z generation (born around 1997 onwards) are not only more proficient with technology from birth, but also have completely different psychological characteristics and needs to be compared to the previous generation. In the 20s of the upcoming XXI century, researchers are ready a name to give birth to the generation that is about to be born? And what do we, as educators, prepare to foster contemporary generations of students? Let's take a look at some of the outstanding educational research in 2019, whether we can name a new challenge or feel the intangible challenges will suddenly come in 2020? (shrink)

In today’s world, education is less being considered as an outcome, but more as a journey. As the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes. Nowadays, the chaotic situation of today's VUCA world (volatility, uncertainty, complexity, and ambiguity) is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop LERB (...) - a simple model to classify inequity and inequality, as a stepping-stone to build a gap detection framework. Through a structured literature review, the study identified the interconnection between equity and equality, as well as their transition toward students as an individual or as a group(s) and subgroup(s). The study can also be adapted to examine the correlation between different categories of equity, as well as to brainstorm and propose remedies to tackle those gaps. (shrink)

Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources (...) does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration. (shrink)

The study aimed to identify the role of administrative procedures and systems in enhancing the performance of the educational institutions in the Islamic University in Gaza. To achieve the research objectives, the researchers used the analytical descriptive approach to collect information. The researchers used the questionnaire distributed to three categories of employees at the Islamic University (senior management, faculty members, their assistants and members of the administrative board). A random sample of 314 employees was selected and 276 questionnaires were retrieved (...) with a recovery rate of 88.1%. The Statistical Analysis Program (SPSS) was used to enter process and analyze data. The results of the research showed a positive role for the administrative procedures and systems in enhancing the performance of the Islamic University from the point of view of the members (senior management, teaching staff and their assistants and the administrative body), where the relative weight of all the paragraphs (73.728%). The analysis of the results revealed that the administrative procedures at the Islamic University in Gaza are used to an acceptable degree. The relative weight of all the paragraphs is 70%. This indicates a relationship between administrative procedures and regulations and the performance of the Islamic University in the Gaza Strip. The study found that there was a good degree of approval from the sample regarding the administrative procedures and their relationship to the job performance. There exist a sufficient degree of powers to the deans and department managers to carry out their tasks, with the use of plans as control tools. And that there are rules and procedures provided for decision-making in the University Council. It also has full powers to manage the university to improve the teaching and learning environment. The researchers also recommended a number of recommendations, including the need to follow up on the procedures and systems of management and update them continuously in the light of changes that may occur and to ensure the existence of a strong system of electronic information systems within the university. There is a need to provide mechanisms for obtaining information about the surrounding external environment, and effective mechanisms to provide managers with the necessary information in a timely manner. The importance of providing channels of communication that enables staff to communicate information about any violations and breaches. The study also recommended the follow-up, review, procedures and administrative systems, and work to modify them in line with the mission of the university and the objectives that the university seeks to reach. (shrink)

The objective of this study was to determine the teachers? performance in Digitized Education in Private and Public Schools in Pila, Laguna and their performance at school through different teaching modalities. It sought to answer three basic questions. What is the extent of the digitized education using different modalities as to Online teaching and learning, Modular Teaching/ Learning, Flexible and Blended Teaching and Learning?; What is the level of teachers? performance in terms of IPCRF Individual Performance Commitment (...) class='Hi'>Review Form) and COT (Classroom Observation Tool)?; Is there a significant relationship between digitized education as to teaching modalities and teachers? performance? The retrieved data were subjected to computerized statistical computations through weighted mean, standard deviation and Pearson r formulas in determining the focal points, dispersals and direction of relationships between the independent and dependent variables The following findings in importance were sequentially obtained as to the extent of the digitized education using different modalities in online teaching / learning, the respondents recognized high extent of it because there were available resources which also provided accurate results of students? assessments. The extent of digitized education using modular teaching/learning, the respondents recognized high extent of it as they were informative, relevant and timely to every lesson which was also effective on students? performance. Flexible and Blended Teaching and Learning to which the respondent recognized very high extent of it as the teachers were flexible in every teaching modality and were computer literate with students? engagement and comprehension were well measured. There was a significant relationship between digitized education as to teaching modalities and teachers? performance in terms of Individual Performance Commitment Review Form and Classroom Observation Tool. It was concluded therefore that there was significant relationship between Digitized education and Teachers? performance so hypothesis was rejected. The following recommendations were hereby offered; maintenance of the quality deliverance of academic instructions in different modalities in a Digitized Education; the teachers must be thoroughly exposed to relevant and actual trainings for them to perform well in a Digitized education. (shrink)

This paper analyzes and synthesizes concepts and alternative perspectives of sociologist and author Allan G. Johnson’s book “Privilege, Power, and Difference” through the lens of the sociological imagination. The first phase of the review addresses the different chapter dimensions of the concept (or purported abstraction) of ‘inequality’ as social, economic, and historical concretion. The model is later elaborated upon, and the work is extrapolated into a meta-theoretical analysis of the first seven chapters of the textbook. By identifying and reviewing (...) the principal points within the book, we present a multitude of vantage points by which continuation and assimilation of material in qualitative sociology at the undergraduate level can be both experimental and comprehensive for students interested in the subject. (shrink)

This paper assesses the state of research ethics in low- and middle-income countries and the achievements of the Fogarty International Center's bioethics training program since 2000. The vision of FIC for the next decade of research ethics education is encapsulated in four proposed goals: (1) Ensure sufficient expertise in ethics review by having someone with long-term training on every high-workload REC; (2) Develop LMIC capacity to conduct original research on critical ethical issues by supporting doctoral and postdoctoral training (...) and career paths for research ethicists; (3) Make research training and review at LMIC institutions sustainable by identifying additional funding mechanisms and models; (4) Make institutional research systems more ethical and efficient through context-specific training integrated into all levels of scientific training. (shrink)

When you expect something bad to happen, you take action to avoid it. That is the principle of action that underlies J. Y. Lee’s recent paper (2021), which presents a new form of epistemic injustice that arises from anticipating negative consequences for testifying. In this brief reply article occasioned by Lee’s essay, I make two main contributions to the discussion of this idea. The first (§§2–3) is an intervention in the discussion between Lee and Eric Bayruns García regarding the relationship (...) between anticipatory epistemic injustice and Kristie Dotson’s concept of testimonial smothering. The second (§§4–5) is to expand the concept of anticipatory epistemic injustice into the educational context, and to illuminate yet another form of anticipatory epistemic injustice, which I call anticipatory zetetic injustice (§6). (shrink)

A theory of cognition and an interdisciplinary research program so-called enactivism put forward by Varela, Thompson, and Rosch since their book titled: “The Embodied Mind: Cognitive Science and Human Experience had been published in 1991. The theory and research program proposed in this book can be explicated in terms of eight significant themes including autopoiesis, sense-making, emergence, experience, embodied mind, embedded mind, enacted mind and the extended mind. This paper is an interpretation of the theory of enaction as a platform (...) to educational research methodological reform. So it is argued that the non-reductionistic enactive approach is the promising arena for addressing educational research methodology so that circulation between first- and third-personal phenomena makes sense across a range of objective and subjective issues that mixed methodologists want to deal. (shrink)

Higher Education is a very important sector for the growth and development of human resource which can take responsibility for social, economic and scientific development of the country.1 While, higher education gives India an edge in the world economy as evident from the availability of the skilled manpower, and research scholars working abroad, unemployment, illiteracy and relative poverty continue to be the major deterrents to realize her potential in human resources. The higher education system in India has (...) grown in a remarkable way, particularly in the post-independence period, to become one of the largest system of its kind in the world. However, the system has many issues of concern at present, like financing and management including access, equity and relevance, reorientation of programmes by laying emphasis on health consciousness, values and ethics and quality of higher education together with the assessment of institutions and their accreditation. These issues are important for the country, as it is now engaged in the use of higher education as a powerful tool to build a knowledge-based information society of the 21st Century. (shrink)

The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends (...) demeaning messages to the disadvantaged students and messages of unwarranted superiority to the advantaged. Parents, teachers, and schools can adopt a justice perspective that avoids these deleterious aspects of the capital argument, and helps create a community of equals inside the integrated school. Struggles for educational justice must remain closely linked with struggles of both a class- and race-based nature for other forms of justice in the wider society. (shrink)

Technology-enhanced learning settings are changing quickly and complexly in the contemporary digital era, making it possible for students with disabilities to learn more effectively than before. The words "multisensory" and "media" together, however, suggest that this strategy entails incorporating several sensory modalities in educational media to improve learning experiences for children with disabilities. It can entail integrating visual, aural, tactile, and kinesthetic elements to meet various learning requirements and styles. This article examines how Mulsemedia, one of these cutting-edge technologies, enhances (...) learning methodologies, improving the teaching and learning of unique pedagogies and emphasizing teaching and learning-related modules for students with special needs. The researchers used a qualitative research design to understand and review the ten papers with secondary data based connected to mulsemedia in special education: A novel teaching approach for the next generation. The article also describes the extremely encouraging outcomes of case studies conducted with engineering students with disabilities in several schools in India. This critical article finds that multimedia-enhanced instruction significantly improves special students' learning experiences and ability to learn new information for future development. (shrink)

This systematic literature review investigates critical factors influencing the use of Information and Communication Technologies (ICT) in teaching and learning environments. Drawing upon existing research, the study examines key themes including teacher attitudes and beliefs, professional development, infrastructure, and pedagogical integration. Findings indicate that positive teacher attitudes towards ICT and effective professional development programs are essential for successful technology integration. Moreover, the availability of reliable infrastructure, such as internet connectivity and hardware, plays a vital role in facilitating equitable access (...) to ICT resources. Pedagogical integration emerges as a crucial aspect, with aligning technology use with instructional objectives and fostering active, student-centered learning experiences identified as key strategies. Innovative pedagogical approaches, including inquiry-based learning and flipped classrooms, leverage ICT to enhance engagement and learning outcomes. The study highlights the interconnectedness of these factors and underscores the importance of addressing them holistically to optimize the educational benefits of ICT integration. By informing evidence-based practices and policy recommendations, this research aims to support educators, policymakers, and stakeholders in enhancing teaching and learning outcomes in the digital age. (shrink)

This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence in (...) education, and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages. (shrink)

This article has provided a critical review of sampling procedures in the context of Sierra Leone. The basics of the two major types of sampling procedures (probability and non-probability) have been explained, with a view of shedding light on their usage to assist researchers in their pursuance of addressing proposed hypothetical statements. Problems associated with low literacy rate in Sierra Leone have been highlighted as a major concern, more so in the process of ensuring ethical code of conducts are (...) adhered to during the execution of sampling research. Research practices in the country needs a complete overhaul, particularly with its very low investment in ‘Higher Education Institutions (HEIs)’ to help support the backbone of research, and backed by investment in technology to assist with the enhancement of exploring sampling data in pursuit of addressing hypothetical postulates / research questions during research. (shrink)