Global Education Review (Mercy College, New York)
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Incredible parenting with Incredible Years?: A Foucauldian analysis of New Zealand Government Perspectives on Parenting and their Implications for Parents and educators in Early Childhood Education
Get PDFThis paper takes a post-structural approach, examining what and how issues are framed in the parenting policy, Incredible Years, through Foucault’s (1977, 1980, 1991, 2003, 2004) notion of governmentality and discursive normalisation . By unpacking discourses of parenting produced by Incredible Years as an accepted parenting programme, it aims to reveal the norm of parenting that is promoted by the current system, and explores how this concept of truth in parenting influences the everyday life of families. The critical analysis of Incredible Years shows that the programme (re)produces the economic/neoliberal discourses as the normal/desirable norm of parenting, thus maintaining/reinforcing the existing power relations in society. The author argues that this notion of a curriculum for parents provides only a limited understanding of the issue, and intensifies inequality and injustice in the milieu. This paper aims to provide the insights for reconceptualising our understanding of parenting for future policy decisions and effective pedagogy
Ignorance or Indifference? Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education
Get PDFLack of access to gifted education is prevalent, yet preventable for Black and Hispanic students. Years of data from the Office for Civil Rights and national reports reveal that deficit thinking, prejudice, and discrimination must be at work, thus compromising the educational experiences of gifted students of color. In this article, the authors share data on under-representation in the U.S., along with contributing factors and recommendations. They rail against both ignorance and indifference explanations, calling instead for accountability and deliberate efforts to desegregate gifted education with both excellence and equity as the driving force. We define equity as being fair, responsive, and impartial, especially for those who have the fewest resources and least advocacy, and who have experienced structural inequality due to historical exclusion.  We hope readers will learn from the U.S. context and use that which is relevant for their nation’s context
Global Early Childhood Policies: The Impact of the Global Education Reform Movement and Possibilities for Reconceptualization
Get PDFIntroduction to Global Education Review v.4, #
Equity and Excellence: Political Forces in the Education of Gifted Students in the United States and Abroad
Get PDFDivisive rhetoric and heated political discourse surround the identification and education of gifted students and lead to opposing philosophical issues of egalitarianism versus elitism. ┬áResearchers have long chronicled the ambivalence in the United States over the concepts of giftedness and intellectual talent (Benbow &Stanley, 1996; see also Gallagher & Weiss, 1979).┬á┬áGallagher (2005) suggested that the two predominant social values reflected in American education are equity and excellence: ΓÇ£The dual and desirable educational goals of student equity and student excellence have often been in a serious struggle for scarce resources.┬á Student equity ensures all students a fair short a good education.┬á Student excellence promises every student the right to achieve as far and as high as he or she is capable. Because the problems of equity have greater immediacy than does the long-term enhancement of excellence, this struggle has often been won by equity.ΓÇ¥ (Gallagher, 2005, p. 32). The ebbs and flows of public perceptions of equity and excellence and political and historical events have significantly impacted the evolution of the field of gifted education in the United States and abroad.┬á In order to understand these influences on the respective ΓÇ£outlierΓÇ¥ student, itΓÇÖs important to consider the context of the country, significant events, overall educational reform efforts and the implications on the education of gifted students. This article provides a backdrop of the United StatesΓÇÖ ambivalence towards gifted education as well as provides an overview of a sample of countries as frames of reference. Implications for policy and practice are discussed.┬
Longer-term effects of a high-quality preschool intervention on childrens mathematical development through age 12: Results from the German model project Kindergarten of the Future in Bavaria
No full textThe present study examines how attending the German model project Kindergarten of the Future in Bavaria (KiDZ), which provided 138 children (aged 3 to 6) with traditional preschool stimulation combined with cognitive and domain-specific stimulation, is associated with childrens competencies in mathematics in the long-term run up to age 12 compared to a control group of 53 children.Controlling for child and family background measures, attending KiDZ was positively associated with mathematical competencies at the age of 12 compared to the control group not attending. Those effects are mediated through grade and preschool quality. Furthermore results show, that preschool quality is associated with higher competencies in mathematics at age 12, even when controlling for numerical skills at preschool and primary school age. The results argue that preschool quality influences mathematical development over and above those effects detected earlier in preschool . Thus, the academically oriented high-quality preschool  intervention KiDZ lays not only the foundation for a good start in school but also for later development in secondary school
The importance of play in early childhood education: A critical perspective on current policies and practices in Germany and Hong Kong
Get PDFIn order to reflect international reform movements in a system- and culture-comparative perspective, the following article investigates the early childhood education systems in Germany and in Hong Kong, with reference to the respective social and educational roots, pedagogical development lines and basic educational approaches. In addition, current developments, policies, and practices are described. The basic structural requirements of the respective systems will be presented, and the different reviews and implementation of international developments in Germany and Hong Kong will be explained. Special emphasis is placed on the importance of play in early childhood education. In this context, a current qualitative study of the authors is presented, which examined different perspectives on learning at play. The results of this exploratory study show that the interpretations and discussions of international reform approaches in different cultural settings are sometimes very different. The statements of the German and Chinese participants indicate that international developments are assessed primarily in the context of national educational traditions and structures. Against this backdrop, it is assumed that international reform movements despite some assimilations will have different effects in national education systems
Social Studies for the Twenty-First Century
Get PDFBook review of ΓÇ£Social Studies for Secondary Schools: Teaching to Learn, Learning to TeachΓÇ¥ by Alan J. Singer┬á┬
Responding to the Challenges of Gifted Education in Rural Communities
Get PDFThere are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; and, for rural students, these gaps may be even more pronounced. In this manuscript we draw from our ongoing work in a five-year federally-funded, Jacob K. Javits grant focusing on promoting gifted education in rural schools. To address issues of under-identification of gifted students in these settings, and to investigate ways to maximize achievement, we established an alternative process for identifying gifted students in rural schools; and we created units integrating place-based pedagogy within an evidence-based curriculum model as an intervention. Finally, we discuss preliminary findings from the pilot year and first half of the second year of the study documenting success in augmenting the pool of identified students and engaging teachers in implementing the curriculum. Perhaps more importantly, we document lessons learned and more global takeaways for the field. Specifically, we discuss the influence of deficit thinking with regard to rural schooling (and subsequent recognition of gifts and talents), the risk of generalizing rural to all rural places, and the nuances of rural poverty not captured in commonly used metrics, such as Free and Reduced Lunch
Was Kindergarten Left Behind?: Examining U.S. Kindergarten as the New First Grade in the Wake of No Child Left Behind
Get PDFSince the passage of No Child Left Behind (NCLB) in 2001, public schools in the United States have witnessed an influx of reforms intended to elevate students’ academic standing in a global economy. The unprecedented federal involvement in education resulting from the passage of NCLB has propelled a nationwide movement to standardize instruction, raise achievement levels, and hold schools accountable for improved student outcomes. The kindergarten classroom has not been immune to these efforts. This critical review of literature published within the years 2001-2016 synthesizes empirical and theoretical research centered on US kindergarten post-NCLB. Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction, the author examines the complicated nature of teaching and learning in kindergarten in the wake of NCLB, with implications for research, policy, and practice
Development and Implementation of an Administrative Internship Program
Get PDFThis article describes the development and implementation of a pilot program to prepare teachers seeking New York State certification as School District Administrators, by assigning them as administrative interns to a school district. The district superintendent of a large urban school district and the college program director partnered to design a pilot experiential course to take the place of an existing internship course for eight candidates. The dual purpose was to provide an authentic learning experience for the candidates, and to provide actionable information for the superintendent for improvement of the district instructional program. The candidates reviewed the New York State District Report Card to identify areas of academic concern, conducted research, and interviewed district personnel to make suggestions and recommendations for academic improvement. Findings and recommendations were presented to the superintendent and his administrative staff to inform district improvement efforts, and for improvement of the existing course. Recommendations are included