Search

In recent years an uneasy peace has descended in U.S. academe between those who feel research universities have done too little to advance the representation of minority groups and women and those who feel that the administrative policies developed to improve representation can and sometimes do come into conflict with core intellectual commitments of universities. Using quantitative and qualitative evidence from interviews with 47 natural sciences, engineering, and mathematics faculty members at a U.S. research university, the paper examines the background characteristics of three sets of protagonists -- academic progressives, academic traditionalists, and those whose views bridge the divide -- and the way respondents discussed and justified their viewpoints. The paper draws on the theory of strategic action fields to illuminate the structure and dynamics of the conflict and suggests modifications to the theory that would improve its explanatory power for this case.

Scholars have long considered the era of modern education in Nepal as inaugurated by foreign actors in the 1950s. Based on an analysis of two central publications of the relatively overlooked educator and intellectual Jaya Prithvi Bahadur Singh, this paper aims to shed new light on the educational history of the early twentieth century Himalaya. By employing a lens of global history, the study challenges the narrative of a 'sudden arrival' of modern education in Nepal in 1950s. In doing so, the paper aims to demonstrate the relevance of Singh's thought to the global emergence of modern, progressive, and humanistic forms of education in the early twentieth century.

This paper explores the British art patronage scheme "Pictures for Schools," which sold affordable works of art to educational buyers at annual exhibitions between 1947 and 1969, focusing on the work of "Pictures for Schools" founder and organiser Nan Youngman (1906-1995) as an artist, educationalist and activist. It shows that, while social and cultural changes in post-war Britain around the development of the welfare state provided a receptive environment for "Pictures for Schools," it was largely driven by Youngman's personal convictions and experiences. This paper traces the ideological motivations behind "Pictures for Schools" to the interwar period, exploring Youngman's involvement in two progressive organisations, the Artists' International Association (AIA) and the Society for Education through Art (SEA), which enabled her to campaign for progressive art and education. In doing so, it positions "Pictures for Schools" as a socially engaged intervention into the post-war education system in England and society.

At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey's and Martin Buber's accounts of what it is to be educated, and Homi Bhabha's concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.

Purpose: This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century. Design/methodology/approach: The paper presents a case study of the establishment of Rosbercon Girls' Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible. Findings: Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature. Originality/value: This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls' Grammar School, an institution that previous authors have identified as Australia's oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

This paper has as its focus the life and thinking of the educational theorist and schoolmaster J. H. Simpson (1883-1959), who was not only a reforming teacher at Rugby School but was also the first headmaster of the progressive Rendcomb College. His ideas around education were outlined in a number of books. At the heart of his thinking lay concerns around democracy and self-government and the article explores how these were enacted at various points of Simpson's life with a particular focus upon his work until 1932. Attention will be paid to how his thinking evolved, moving from simple democracy in the classroom to wider decision-making within an entire school. Linked to these concerns were a number of curricular initiatives that sought to offer a point of contrast to more traditional public schools. The article will conclude by attempting to offer consideration of the legacy of Simpson's ideas.

Moving beyond both a neoliberal as well as a 'heroic' conception of how the International Baccalaureate (IB) might 'make a better world', this paper focuses on the transformative potentiality of IBDP classroom pedagogy from the perspective of an experienced and critically minded educator, whose praxis has evolved across more than three decades of teaching IBDP courses in elite, well-established international schools around the world. In the IBDP teacher's account, particular attention is placed on the relational qualities of the (ideal) classroom culture and on the tensions between learner autonomy, teacher and learner authenticity and the critical imperative to interrogate privilege. We seek to provide a generative case for researchers and educators to reflect and find greater precision on the desired ends, possibilities and limits of critical and progressive pedagogies in school classrooms under contemporary conditions constituting our 'world in trouble'. More specifically for stakeholders of the IBDP, we offer up a promising orientation to IBDP classroom pedagogy in pursuit of the IB mission.

Student voice has held a prominent place in the tradition of progressive and democratic schools and classrooms around the world. Once engaged it offers a chance to develop and use crucial skills for democratic living and to shape meaningful contexts for learning as students bring their own personal questions, cultural experiences, resources, and prior skills to curriculum planning and school policy. At the same time, engaging student voice raises concerns about curriculum design, teacher and student roles, student expectations, and school politics, as well as the need for scaffolding and support for both teachers and students. This paper outlines the rationale for student voice, a framework to consider options for teacher and student voice in curriculum planning, and a number of examples of student voice in curriculum planning, school policy, classroom organisation, and school culture drawn from the author's long involvement with student voice projects.

At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey's and Martin Buber's accounts of what it is to be educated, and Homi Bhabha's concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To improve students' ability to solve complex engineering problems, cultivate their advanced mechanical thinking, and promote higher engineering education, in this paper, a reform of the teaching mode with the goal of advanced mechanical thinking cultivation and output orientation is carried out, and a three‐level theoretical mechanics teaching method based on multi‐classroom integration is proposed by adopting the concept of progressive cultivation of mechanical thinking. The meaning of three different levels of mechanics thinking, primary, intermediate, and advanced, and the implementation strategy of the three‐level progressive cultivation of mechanical thinking are clarified. An online and offline blended teaching method based on multi‐classroom integration is designed. The effectiveness of the proposed teaching method is verified by the combination of the evaluation of the examination score, the achievement of course objectives, and students' learning satisfaction. The results show that the final evaluation score in 2022 is 17.4% higher than that in 2021, and the score distribution shows a skewed distribution, with most students' scores skewing toward the excellent range, indicating that after adopting this teaching method, different students can eventually have similar excellent learning outcomes even though they start learning with different foundations and abilities. In addition, the three‐course objectives in 2022 are achieved at high degrees of 78.3, 81.5, and 81.3, respectively, which are significantly higher than those in 2021. Meanwhile, the questionnaire results show that students are satisfied with the teaching method, which fully proves that the teaching mode can achieve good teaching effectiveness. [ABSTRACT FROM AUTHOR]

The study assessed the level of digital competency leadership of the school principals in SDO Pangasinan I based on their perceptions and their teachers. The study determined their profile variables, level of digital competency, and the challenges encountered in their workplace. The study also determined the significant difference between the responses of the school principals and their teachers' responses in their level of digital leadership competency and the level of digital leadership competency of the respondents across profile variables. It also determined the significant relationship between the level of digital leadership competency of the school principals and the challenges they encountered in their workplace. Findings revealed that the majority of the respondents were 41 to 50 years old and 51 to 60 years old, which was categorized as an adult and near retirement stage. Also, school principals perceived that they had a high level of digital competency among Equity and citizenship advocates, Visionary planners, Empowering Leaders, Systems Designers, and Connected learners, whereas teachers' perceptions were rated as high. In addition, there is a significant difference across the group regarding Empowering Leaders. Also, the variables on highest educational attainment and length of service significantly affect the overall level of digital leadership competency of the school principals. Further, there is a significant negative association between the level of digital leadership competency of school principals and the challenges they encounter in their workplace. However, indicators that rated the high level of challenges the school principals encountered included technological, individual, domestic, and community indicators. Thus, a strategic technology plan was proposed to address the principals' challenges and improve the level of digital competency leadership in their workplace. [ABSTRACT FROM AUTHOR]

The aim of the present study is to capture the teachers' reflections and lived experiences on the inclusion of culturally diverse students in Greek school settings. Through a qualitative narrative inquiry approach, teachers share their personal accounts and stories about their efforts, initiatives, and moves towards more inclusive schooling, as well as the barriers they face in the school environment. Five (n = 5) primary school teachers were recruited purposefully because of their work experience with culturally and linguistically diverse (CLD) students in mainstream, integration or reception classes. Narrative-discursive analysis unravels the effectiveness of inclusive practice in Greece for culturally diverse students according to specific aspects of inclusive pedagogy such as progressive education, transformative learning, innovative practices, and strategies, as well as school–family partnership. Teachers' experiences revealed their complex work to handle the increasing diversity in schools and to respond to all students' needs in a context of slow but steady measures towards inclusion. [ABSTRACT FROM AUTHOR]