Global Education Review (Mercy College, New York)
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Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement
Get PDFIntroduction to Global Education Review: Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement.The Global Education Reform Movement, also known as GERM, is rooted in economic theory and neoliberal thinking. The trends associated with GERM – such as the standardization of teaching and learning, over-emphasis of core subjects of mathematics and literacy, test-based high-stakes accountability and testing, prescribed curriculum, privatization, parental choice, and increased control over students and teachers – have infiltrated the everyday practice of teachers and practitioners in the field and remain a deep cause for concern
Global Dimensions of Gifted Education: Cross-National Dichotomies between Perceptions, Practices, and Policies
No full textWe examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices.┬á Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability.┬á These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice.┬á These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems.┬á We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity.┬á We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.┬
When the GERM Hosts the Antidote: The Surprising New Birth of Israel\u27s Anti-GERM Pre-K Policy
Get PDFSince the 1970\u27s Israel\u27s educational policy has been going through a change generated by the neo-liberal agenda. In this light, it is not surprising that since the 1990\u27s Israel has adopted the Global Education Reform Movement (GERM) and its main characteristics in its education system. In this light, the current research will focus on a newly born pre-K policy formation process that went on its way characterized as being GERM in nature, but ended up with anti-GERM characteristics. Using historical-narrative qualitative tools, this paper will portray and analyze main factors that generated the new anti-GERMian reform. We will outline conclusions from the Israeli case study to a potential theoretical referential framework that emphasis a more complex, hybrid or dual outlook at the GERM containing its antidote within itself
The ΓÇ£Journey to BecomingΓÇ¥: Pre-Service TeachersΓÇÖ Experiences and Understandings of Rural School Practicum in a South African Context
No full textABSTRACT That rural schools suffer from issues of “hard to staff” and “harder to stay” has been well documented in extant literature. However, the literature seems to indicate inadequate teacher preparation for work in rural schools. Literature also demonstrates that teaching in rural settings ostensibly requires relevant knowledge and, skills to cope with various eventualities, and complexities in those contexts. One way to cope with these complexities is for teacher education programmes to adequately prepare pre-service teachers for work in rural environments. This paper reports the experiences and understandings of 15 Bachelor of Education student teachers who took part in a four-week residential teaching practice whilst living alongside the community in a rural South African setting. The researcher sought to understand their experiences and conceptions of rural school teaching during their professional “journeys to becoming” professionals through this form of residential practicum in a rural setting. The pre-service teachers’ daily reflective journals and audio-taped collaborative reflection sessions constitute the data of evolving constructions of the value of this rural residential practicum towards their understanding of rurality, rural teaching and rural life as they develop as teachers. The paper illustrates that exposure to rurality in teacher preparation promotes better understanding of rural issues and pedagogy, dispelling myths and misconceptions and, broadening students’ career prospects in these settings which may ultimately foster interest in country teaching
Teaching Appropriate Play to Replace Stereotypy Using a Treatment Package with Students Having Autism
Get PDFStudents with special education needs such as autism tend to have difficulty with appropriate play skills and leisure time skills.┬á A lack of play may lead to inappropriate behaviors such as stereotypy or passivity.┬á When students have a limited community of reinforcers it may be difficult for educators to find motivators that can be used to teach language, social, academics, and other skills. The present study tested a treatment package in a small group format on the on task painting behavior and stereotypy of four boys between 5 and 12 years old having autism.┬á Using a delayed multiple baseline across students experimental design, a functional relationship was demonstrated between an observed increase in on task painting behavior and decrease in stereotypy of all four students as a function of their participation.┬á Limitations of the present study were also discussed.┬
A Diversity Doctor\u27s Best Lessons from the Campus
Get PDFReview of the book: "Taking on Diversity: How We Can Move from Anxiety to Respect: A Diversity Doctor\u27s Best Lessons from the Campus." By Rupert W. Nacoste. Amherst, NY: Prometheus Books, 2015. ISBN: 978-1-63388026-9
Reviewing the American Commitment to the Common School Philosophy: School Choice in the Early Twenty-First Century
No full textThe common school philosophy of the nineteenth century in the United States is revisited from the contemporary perspective. Is the basic ethos of the philosophy of Horace Mann and others still relevant today? This question is examined and applied to the conservative advocacy of free markets, individual freedom, and school choice in order to assess the extent to which the delivery of government-supported education is done in a way that upholds the values of the past while simultaneously addressing paramount issues related to social equity, diversity, and social cohesion today
Being Untaught: How NGO Field Workers Empower Parents of Children with Disabilities in Dadaab
Get PDFRoughly 350,000 refugees, over 90% of them Somali, lived in five sprawling camps in Dadaab, Kenya in 2015. In the Dadaab refugee camps, families had unique experiences of disability, education, womenΓÇÖs roles, and involvement with International Non-Governmental Organization (INGO) programming. INGOs provided a variety of basic services including education such as the program analyzed here for parents of children with disabilities. Many children with disabilities in the refugee camps faced social stigma and lacked access to education. This research draws on practices and literature in family literacy and parental involvement programming to explore how one NGO training sought to empower women learners to send their children with disabilities to school in Kambioos, the smallest and newest refugee camp in Dadaab. Using ethnographic methods, one training program involving parents and children was video-taped. The video was used as a cue to interview field workers about how the training empowered parents, particularly mothers. The study found that empowerment of women through training for parents of children with disabilities centered on parentsΓÇÖ interaction with formal schools and engagement in their communities
Factors Influencing the Accessibility of Education for Children with Disabilities in India
Get PDFThe Central and State governments in India have formulated programs and policies over the years for children with disabilities in order to help them to enter mainstream society. However, despite these policies, children with disabilities are amongst the most disadvantaged in terms of access to schooling and completion of elementary education, as their needs are not met effectively. ┬áBased on my personal experiences, research, and communication with different stakeholders involved in the field of education for children with disabilities over the last 30 years, this paper explores the broader challenges in the current education system with respect to issues of quality of education and drop-out rates of primary students with disabilities. A number of factors that influence the accessibility of education for children with disabilities are presented including: perceptions of parents of children with disabilities and their difficulties in helping their children with disabilities, the general attitude of society, government officials, school staff and infrastructure, inadequate levels of training of key stakeholders, invisibility of disability in community, poverty, lack of acceptance, lack of interest, gender discrimination, lack of awareness, poor physical access, availability of various support systems, and government policies focusing on the education of children with disabilities in specific.┬