Global Education Review (Mercy College, New York)
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A Decade of Global Education Review : Commemorating the 10th Anniversary
Full text linkIntroduction to the issue commemorating the GER\u27s 1o year anniversary
Words in Motion: Struggles of Translation, Adaption, Transposition, and Ignorance
Full text linkIntroduction to the special GER issue, "Words in Motion: Struggles of Translation, Adaption, Transposition, and Ignorance.
Developing and Sustaining Elementary STEM Teacher Leadership Identities
Full text linkGrowing emphasis on elementary STEM education has pushed elementary teachers to face curriculum changes that focus on standards with which they are largely unfamiliar (Smith, 2020; Trygstad et al., 2013). As a result, elementary students are not always exposed to STEM subjects or integration and miss out on opportunities to access and enjoy the hands-on, inquiry-driven activities that accompany them. This disproportionally impacts high-need, urban districts that serve Black and Brown children and families, thus perpetuating inequities in STEM education and careers (Tate et al., 2012).
To address these issues, we designed a Fellowship program that strengthened K-12 STEM teacher leadership in local, high-need, schools. In this paper, we take a closer look at how five elementary teachers took on STEM teacher leader identities and then sustained and strengthened those even as program supports reduced. We asked: How do elementary teachers develop and sustain STEM and leadership identities through participation in a Master Teacher Fellowship? Using positional identity and self-efficacy lenses, we interpreted focus group interviews, coursework, reflections, and Fellowship meeting notes. Findings suggest that elementary teachers developed their identities gradually—first, as they recognized themselves as STEM teachers; next, as they recognized themselves as STEM leaders; and then, as others recognized them as STEM teacher leaders and positioned them to enact change in their schools and to support their colleagues. Implications for teacher educators shed light on how elementary teachers can be best supported in increasing STEM learning for their students across grade levels to effect school change
Neither compulsory nor public or national? Translating the Swedish terminology of 19th-century primary schools, teachers, and pupils
Full text linkThe 19th century saw the rise of mass schooling. School acts were published, increasing number of teachers were trained and hired, and children increasingly attended schools. This development was strongest in Europe and North America, with schooling in the USA, France and Prussia leading the way. While this development with its national and regional variations continues to puzzle researchers, it also creates challenges of communication and presentation. What English language terminology should be used when denoting schools, teachers, and pupils in non-Anglo-Saxon countries? In this article, I address a part of this question by examining the case of Swedish 19th-century primary schools. By relating these schools to those in other countries, and the terminology used in the research literature, this article provides recommendations for English-language terms to be used when denoting these schools, the teachers who taught them, and the children who attended them. This terminology includes primary school, parish school and mass schooling, and the terms used to denote teachers and their training include junior schoolteacher, primary school teacher and term teacher training schools. As a result, this article problematizes the use of terms such as compulsory, public, state, and national when describing schools in 19th-century contexts such as that of Sweden, indicates the varying meanings of terms such as popular education, and highlights the problems of not translating terms such as folkskola
The Monarch Who Was More Than a Warrior-King
Full text linkA review of the book, Henry V, by Malcom Vale (Yale University Press, 2022)
Initial teacher training to promote sustainable education system improvement: A review of the evidence on pre-service teacher education for primary grade literacy and numeracy in low- and middle-income countries
Full text linkPre-service teacher education (PSTE) has largely been excluded from investments in foundational literacy and numeracy in low- and middle-income countries (LMICs). This approach has consequences for sustainability due to the central role of PSTE in supporting lasting educational change. In this literature review, we examine key challenges facing PSTE in LMICs and draw on the evidence to suggest areas for teacher educators and stakeholders to focus attention—including curriculum revisions to make PSTE more applied and relevant, enhanced focus on the practicum, and high-quality professional development for teacher educators—to promote alignment of content and pedagogy with evidence-based practices
Fragments of danning: A critical analysis of the current educational discourse in Norway
No full textIn 2017, a new core curriculum was implemented in Norwegian primary and secondary education, replacing the core curriculum from 1997. While the concept of danning is present in both curricula, its meaning and use seem to change.
The concept of danning has a played a significant role in Norwegian society and educational history. Danning has been linked to the establishment of Norwegian democracy, in which education plays an important role. Since the 19th century, the meaning of the concept has been subject to change, corresponding to historical changes, yet the word itself continues to be part of the Norwegian educational rhetoric and national curriculum. This means that conversations about danning may not be fruitful because the participants attach different meanings to the same concept. Thus, a study of how danning has been used and how it is used today is warranted.
Through an analysis of two Norwegian curricula, from 1997 and 2017, we find changes in the perception of danning and in its role as an educational concept in Norwegian education. We argue that danning goes from being understood as a result-oriented, social and democratic concept in 1997 to being seen as an individualistic process in pursuit of certain personal characteristics, without its former social component, in 2017. This indicates a fragmentation of danning
The Translation and Circulation of “Evidence”: Obviousness, Demonstration, and Effect in Educational Research in Germany and England
Full text linkIn current educational research communications, especially in English and increasingly also in German publications, the term “evidence” refers to international homogenizing gold standards and is often linked to European evidence policies, large scale assessments and justified and proven knowledge. Against the background of international communication and the related circulation of terms and concepts, this paper analyses German and English OECD publications that recommend the development of educational research in 1970s and 90s. In England, the OECD and thus the external perception of their own education system hardly played a significant role due to years of awareness of the need for reform. Rather, Hargreaves\u27s lecture (1996) about the disappointing effects of educational research when compared with the achievements of evidence-based medicine was decisive for the evidence movement. In addition, non-university institutions have gained legitimacy through acting as “evidence” providers for the school system. Based on analyses of German educational research literature, we show that “evidence” appeared in neurological, medical, technological, and economic texts in the 90s and early 2000s. Usage of “evidence” increased after the PISA shock in 2000 and is now linked to the expression of disciplinary development into empirical educational research. However, based on relatively stable patterns of communication and interpretation in two academic cultures, it is shown that the connectivity of an epistemological term like “evidence” does not necessarily reduce misunderstanding
The Man Who Invented Kindergarten: A Review of “Finding Froebel” by Helge Wasmuth, Ulf Sauerbrey, & Michael Winkler
No full textBook review of:
“Finding Froebel: The Man Who Invented Kindergarten.” By Helge Wasmuth, Ulf Sauerbrey, & Michael Winkler. New York: Bloomsbury Academic, 2023. ISBN: 978-135026924
The Adaptation and Cultural Translation of the Pedagogical Theory of Formal Stages in U.S. Discourse around 1900
Full text linkThis paper uses a selected case study to show how the theoretical topos of formal stage theory of Herbartian provenance, which originated in the German-speaking world, underwent an adaptation and semantic shift in U.S. discourse around 1900. The findings presented here relate to the interpretation of the human cognitive process and the subsequent understanding of the formal stages by the U.S. educators Charles and Frank McMurry, which was shaped by the scientific-theoretical location within the natural science paradigm. In doing so, the McMurry brothers emphasized the parallel between the steps of the scientific approach and the formal steps of instruction, thus making instruction a (natural) science-based instruction. On the one hand, this interpretation can be explained by the possibility of communicative connectivity in discourse and thus the generation of communicative resonance. On the other hand, it was apparently a functional strategy to justify the scientific nature of pedagogy and thus provided a convincing argument for its position, while at the same time drawing on an internal logic of U.S. educational thought.
First, the thematic framework is set, and the relevant persons are introduced. Subsequently, the theoretical location or perspective on which the present article is based will be explicated. Then, based on a text-hermeneutic analysis, the respective understandings of the formal stage theory are elaborated to subsequently carry out a comparison of the understandings in a comparative-constructive procedure. Based on this, the justification contexts for the adaptations and adaptations are extrapolated against the background of the theoretical perspective