Global Education Review (Mercy College, New York)
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The Challenge of Providing Gifted Education
Get PDFIntroduction to this special issue of Global Education Review that explores gifted education. Though there is a lack of universal consensus on a definition of giftedness there is some agreement that giftedness involves multiple qualities, not just intellectual ones. Gifted education programs vary both among and within countries and who is served in these programs depends largely on the definitions used. The topics explored in this issue include perceptions and policies of gifted education in cultures and countries across the globe; the presumed dichotomy of equity and excellence in countries as different in ideologies as the United States and China; underrepresentation of culturally diverse students, a problem that has plagued the field for decades; gifted education in rural communities; and using a virtual environment for students to pose and share mathematical problems
Using Data to Improve Educational Practice
Get PDFReview of the book ΓÇ£Action Research in the Classroom: Helping Teachers Assess and Improve their WorkΓÇ¥ by Sr. Mary Ann Jacobs and Bruce S. CooperThere are many ways in which research can contribute to the improvement of educational practice, and action research is one of them. Action research bridges the gap that typically separates research from practice by having practitioners conduct specific projects to address their own questions and improve their effectiveness based on the answers they obtain. One of the advantages of this type of research is that results are often immediately accessible and have actionable implications. Thus, action research is a good tool for making improvements to the field based on evidence
We Need Meaningful, Systemic Evaluation, Not a Preschool PISA
Get PDFCritique of Global Education Reform Movement (GERM) influence on early childhood testing policy and the OECD\u27s international standardised assessment programme for five-year-old children, the International Early Learning and Child Well-being Study (IELS
When All Else Fails, We Must Protect Childhood
Get PDFThe Global Reform Education Movement (GERM) has invaded public education in the United States and education activits have failed to stop it at the national level. By accepting this failure we place ourselves in a stonger position to learm from our mistakes and change the narrative to focus on protecting childhood from the dangers of privatization and the neoliberal assault on education
Preparing School Leaders for Young Learners in the US
No full textIn the United States there has been a recent movement to expand access to preschool for children ages 3 and 4 through ΓÇ£universal pre-kΓÇ¥ where states fund programs for all age-eligible students. This has caused an increasing number of preschool programs to be housed in public schools and led by principals, though school leaders are unlikely to have any experience or training in early childhood. At the same time, the Global Education Reform Movement (GERM) is taking hold and pressuring schools to utilize educational practices that are opposed to best practices in early childhood education. In response to current research about teaching and learning and challenges facing schools, the Professional Standards for Educational Leadership 2015 (PSEL 2015) were created to influence how leaders are prepared, hired, evaluated, and supported in their work. This article brings together these three current forces in public education in the US, and describes how they compliment and contrast each other. The fundamental logic behind this work is (a) to meet the PSEL 2015, principals will need a greater understanding of early childhood education; (b) by understanding early childhood education, leaders will have a better framework from which to make decisions about how to address GERM; and (c) leaders need to implement GERM properly in order to meet the PSEL 2015. Thus, developing a force of school leaders who understand and support best practices in ECE may ultimately improve learning outcomes for all students
Localizing Play-Based Pedagogy: Nigerian Educators\u27 Appropriation of Sesame Classroom Materials
Get PDFThis article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop’s efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of Sesame Street (called Sesame Square), Sesame Workshop trains educators in play-based approaches and has distributed alphabet flashcards, puppet kits, and storytelling games to more than 2,700 early childhood classrooms across Nigeria. These materials were intended to support Sesame Square’s messages, and to foster interactive, child-centered learning experiences. However, teachers often used the materials in ways that reflected more rote-based, teachercentered approaches.Data was gathered through observations and interviews in 27 educational sites across Nigeria that use Sesame materials. Findings reveal that teachers’ resistance to play-based approaches was sometimes for structural reasons (e.g., large class sizes), and sometimes related to their knowledge and training (e.g., they were accustomed to drilling the alphabet). I argue that ideals about constructivist, play-based learning are being disseminated by international organizations—alongside contrasting formalistic pedagogical approaches—and that all approaches will shift as they are localized. I question if approaches that are considered universally developmentally appropriate are relevant in all settings, and explore how early childhood educators adapt global pedagogical trends to make sense in their classrooms. I call for international organizations to explore context-appropriate play-based approaches that develop educators’ capacities to help all children thrive, while also incorporating local cultural beliefs about childhood and teaching.
A Hands-On Approach for Engaging Young Scientists
Get PDFBook review of“The Schoolwide Enrichment Model in Science” by Nancy Heilbronner and Joseph S. Renzull
Wandering in the shadow of egalitarianism and equity: a historical analysis of gifted education in China
No full textToday there is no need to argue about the importance of gifted and talented children to the development of a nation. In China, an official report in 2010 estimated there were roughly 20 million gifted children, but gifted education has seldom gained sufficient attention. The objections to gifted education always suppress any supportive suggestions in drafting educational policy agenda. Started with a historical analysis of the gifted education programs and policies in China since 1978, this study aims at discovering the main reasons for the gifted education not being well accepted in China from the social and cultural perspectives, concluding that the long-lasting ideology of egalitarianism, the overwhelming pursuit of educational equity of the public and the dominant ideology of socialism significantly hinder the potential discussion of gifted education. Driven by such beliefs, the concept of giftedness and gifted education, the relationship between egalitarianism and elitism and between equity and equality, are often severely misunderstood. Finally, IΓÇÖll propose how gifted education should be framed in the future educational reform scheme
A Confucian-Deweyan Learning Model
Get PDFBook review of ΓÇ£The Chinese Continuum of Self-CultivationΓÇ¥ by Christine A. HaleChina and the United States will continue to be world powers in the 21st century and their views toward education will shape the future of both nations. Both these countries have a role in shaping culture, policy, and societal values beyond their borders. Approaches and beliefs about the individual and public policy present a tension between these two nation