Education Movement Research Articles

Transnational juku: Japanese shadow education institutions in Hong Kong, Beijing, and Shanghai

Japan has a longstanding history of shadow education, which has evolved, transformed, and extended beyond its borders. Japanese shadow education institutions, known as juku, have expanded worldwide, including in Asia, the US, and Europe, offering offline and online tutoring services mainly for Japanese expatriates. This study examines the role and features of juku, specifically in Beijing, Hong Kong, and Shanghai. It identifies 20 different juku, analyzes their types, and explains a different type of juku, the “Japanese cultural supplementary school,” that caters to expatriate parents aiming to nurture Japanese culture and traditions in their children. Although the Japanese juku phenomenon has previously attracted the attention of scholars, there is a gap in the literature when it comes to transnational juku and its operation outside Japan. This paper contributes to informing scholars, policymakers, and the public on the transnational movement of shadow education as a global phenomenon.

Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses: validity evidence for score interpretation and uses

ABSTRACT Educational reform priorities such as emphasis on quantitative modelling (QM) have positioned undergraduate biology instructors as designers of QM experiences to engage students in authentic science practices that support the development of data-driven and evidence-based reasoning. Yet, little is known about how biology instructors adapt to the pedagogical movement towards incorporating QM opportunities for students in the courses they teach. This study presents the development of the Quantitative Modelling Observation Protocol (QMOP), a classroom observation instrument designed to support the need to characterise various approaches that instructors use to implement QM instruction in undergraduate biology. QMOP provides information about the breadth and depth of QM implementation across three dimensions – authentic instruction, teaching for understanding, and quantitative approach to teaching biology. We present an interpretive argument, the chain of assumptions we made in relation to the intended use of the instrument, and evidence to assess the validity of our assumptions and inferences about observation scores generated using the instrument. Strengths and weaknesses of evidence pertaining to assumptions about scoring, generalisability, extrapolation, and implications will be discussed to build a validity argument for observations and demonstrate how the instrument can be used for investigating QM instruction in undergraduate biology courses.

Democracy without curriculum: how unschooling contributes to a home education rooted in democracy and agency for young people

It is widely accepted that young people’s lives are more complex than ever before and this complexity is making classroom life difficult for many. In response, around 30,000 Australian young people are choosing home education (Moir & English, 2022). While many consider home educators to be ideologically inflexible and religiously fundamental, this stereotype does not reflect the Australian home education movement (Moir & English, 2022; English, 2021a, 2021b). Indeed, many parents are making a “choice without markets” (Aurini & Davis, 2005), attempting to address the top-down, centralised and inflexible curriculum increasingly found in schools (English, 2021a, 2021b, Van Galen, 1991). This paper explores the democratic potential of unschooling, a widely adopted, but frequently misunderstood, approach to home education that has, at its heart, a democratic educational approach rooted in agency (Romero, 2018; Riley, 2021). Unschooling moves beyond civics and citizenship to a lived experience of democracy for young people. Through an analysis of extant home education literature as well as data from the inquiry into homeschooling from the New South Wales upper house (Select Committee into Home Schooling, 2014) we propose that the greatest threat to democracy for change in curriculum is too much regulatory control over home education while the greatest benefit of unschooling is its emphasis on participatory democracy and agency for young people.

Roles and competencies of medical faculty members: A competency framework

Purpose Medical education requires competent faculty members with the ability to create change in medical education. The focus on teacher competency are emerged as the results of medical education movements toward learner competency. The purpose of this study was to identify medical faculties competencies in their main roles and to provide a competency framework. Method The integrative review approach was utilized for identifying competencies and expert opinions was conducted to assigned competencies to roles and academic ranks. The search strategies were conducted in online databases including PubMed, Scopus, WOS and Eric to detect studies published from May 2003 to May 2023. Results The identified competencies were classified to four themes including (1) essential personal competencies, (2) technical/functional competencies, (3) enabling competencies, and (4) meta-competencies. Conclusion According to the results, a competency framework was proposed which is a valuable tool for various important decisions related to faculty, such as promotions and tenurship.

হাকীম হাবীবুর রহমান-এর জীবনী এবং উর্দু সাহিত্যে তাঁর অনবদ্য অবদান

Hakim Habibur Rahman (1881-1947), a distinguished Urdu literary journalist of the Bengali literary society, renowned politician and famous Unani physician who had been honoured with the title of ‘Shefaul Mulk’ given by the British government and ‘Magician of Bangla’ given by Syed Sulaiman Nadvi, is one of the best intellectuals of Bengal in the first half of the 20th century. This short-lived personality was born in Chotakatra, Dhaka. After that, He studied in Dhaka, Kanpur, Lucknow, Delhi, Agra and gained expertise in Unani medicine and returned to Dhaka. He contributed in various fields in his varied career. He had outstanding contributions to the Muslim Renaissance movement of Bangladesh and Sir Salimullah's political and educational movement. He was one of the founders of Dhaka University (1921) and Dhaka Museum (now know as National Museum of Bangladesh). He played a significant role in spreading Urdu language and literature in Dhaka. He is called the pioneer of Urdu journalism in East Bengal and Asam. During that period, he established a big library by collecting Urdu, Persian and Arabic books written on Bengal and through this effort he tried to preserve the Bengali old history and tradition. In short, as a bearer of Muslim nationalism and a great teacher and physician, Hakim Habibur Rahman was a successful poet and essayist, translator, literary compiler, dramatist, biographer, historian, politician, organiser and a journalist.

Pengembangan Permainan Sigma23 Pada Pendidikan Jasmani Olahraga Dan Kesehatan Untuk Siswa Sekolah Dasar Luar Biasa Disabilitas Grahita

Physical Education for elementary school students with disabilities must be adapted to their characteristics and needs so that they are willing to participate actively in learning. This study aims to develop and produce circuit movement patterns in theme-based circuit learning for elementary school students with mentally disabled. The method used in this research is research and development (Research and Development) from Borg and Gall. The development of circuit movement patterns is adapted to the theme of physical education learning for one year of study. The product is validated by experts in the education of children with special needs and experts in physical education movement patterns for children with special needs with mentally disabled. The product trials consisted of Trials I and Trials II in special elementary schools with mentally disabled. Based on the results of validation from experts in physical education, it showed a result of 93,75%, while the results of validation from experts in the education of children with special needs showed a result of 90,63%. So based on the experts the results of development research in the form of circuit movement patterns in theme-based circuit learning for elementary school students with mentally disabled are feasible to use.

Age-Period-Era: Temporal visions and periodisation constructions in the works of Ukrainian researchers of educational history (mid 19th – 80s of the 20th century

The study relevance is stipulated by the lack of research in Ukrainian and foreign historiographical science on the temporal visions and periodisation constructions of Ukrainian scholars who, from the 40s of the 19th century to the 80s of the 20th century, studied various aspects of the educational history, such as educational policy, schooling system, educational movements, pedagogical ideas, educational figures’ biographies, etc. The article aims were to present the study results of domestic scholars’ views on the phenomenon of historical time and to highlight the characteristic features of temporal constructions introduced into the study of educational history. In the course of the study, the author used general scientific methods (abstraction, analysis and synthesis, induction, deduction, classification, generalisation), interdisciplinary methods (contextual and interpretative, lexical and semantic, logical and semantic, critical, structural and systemic) and special historical methods (historical and genetic, historical and comparative, historical and systemic, periodisation, retrospective), which made it possible to comprehensively, multidimensionally and representatively clarify the domestic researchers’ views on the phenomenon of historical time and to identify the key approaches to the periodisation construction of the past in works on educational history. The study revealed the following characteristic manifestations of temporal constructions introduced by researchers into works on the educational history from the mid 19th to the end of the 20th century: 1) the lack of clarity in the use of temporal nominations, which manifested itself not only in the concepts identification of “period”, “era”, “stage”, but also in the unconstructive systematisation of these concepts; 2) linking the time periods of school development and pedagogical thought to political, economic and, to a lesser extent, cultural and educational events; 3) the initial dominance of conventional periodisation approaches (for example, the history division into centuries or the reigns of successive monarchs), after which the theoretical and conceptual principle based on the formation theory was established; 4) the belief of most scholars that time intervals – periods, stages and epochs – actually existed in the past, and therefore the historian of education can identify them in the research course and show them in a scientific narrative

The K-16 education movement: common themes across K-12 and higher education systems to inform development and evaluation

The K-16 education movement broadly includes efforts to streamline educational pathways across K-12 and higher academic and other systems to enhance adult and career readiness and address inequitable opportunities and resources faced by many vulnerable students. The movement remains largely aspirational, however, with little consensus and few tenets available to guide K-16 program development and evaluation. This article presents a preliminary scoping review of several major student themes that crosscut K-12 and higher education systems and that could inform K-16 education initiatives. These themes include student progression and completion; student engagement; student mental health; and student demographic and generational characteristics. Each theme is explored with respect to commonalities across K-12 and higher education systems. Examples include risk/protective factors, ecological levels, barriers, sophisticated data analysis, intervention, school climate, belongingness, student-teacher interactions, academic warning signs, tiered/stepped care models, and demographic and generational changes. A key underlying thesis throughout the article is movement toward a dimensional perspective that considers student development, support needs, learning strategies, and other domains along an educational spectrum rather than as distinct K-12 and higher education categories.

Telos of Special Education for Students with Severe Disabilities

ABSTRACT We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking on its historical roots in the United States, then delve into several issues we believe are critical for advancing toward better outcomes for students with severe disabilities, including the increasingly alarming shortage of special education teachers and short-sighted responses to address it. We also discuss issues related to curricular decisions, and the apparent tension between access to general education (i.e. academic) curriculum and teaching other life altering repertoires for students with severe disabilities. Attention also is given to the evidence-based practices movement in special education, including the apparent rigidity of intervention protocols and slow advances toward clarifying for whom and under what conditions an intervention is effective. Our intention is to generate discussion about and interest in areas where consensus among stakeholders appears feasible such that policy and law can be influenced in ways that advance toward realizing the Telos of special education for students with severe disabilities.

A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings

ABSTRACT Early childhood teachers utilise a variety of strategies to promote movement and physical activity (MOPA) in ECEC settings. However, less is known about the processes that underpin these strategies. Using the ecological view of teacher agency, we explored how early childhood education and care (ECEC) teachers from the Philippines actively contribute to MOPA promotion. Through in-depth interviews, 25 teachers from public and private early childhood centres in the Philippines shared their teaching experiences relating to the MOPA of young children. Through reflexive thematic analysis of the interviews, we found key experiences among ECEC teachers that illuminate their agency in promoting MOPA. The findings suggest that teacher agency involves processes such as fostering a supportive class atmosphere for MOPA, creating novel MOPA ideas, sharing MOPA with others, and finding solutions to apparent MOPA concerns. We propose that teacher agency deepens our current understanding of ECEC teachers’ contributions in promoting MOPA in ECEC settings. The practical implications of these new ideas are also discussed.

Integration of Engineering Practices into Secondary Science Education: Teacher Experiences, Emotions, and Appraisals

STEM education is present in most recent curriculum reforms around the world. One of the main novelties of this educational movement is the integration of engineering practices into science education. In the Spanish educational context, this implies an important challenge for science teachers. So, this study analyzes whether secondary science teachers are sufficiently prepared for this purpose, as well as to find out their experiences, emotions, and appraisals in this regard. To this end, a questionnaire was designed and administered to 328 secondary science teachers as a representative sample of science teachers in Spain with a confidence level of just over 93%. The reliability of the questionnaire was evidenced by the high degree of internal consistency of the data (α = 0.88). And its validity was determined by means of an exploratory factor analysis. The results reveal that secondary science teachers, in general, have low levels of pedagogical preparation and self-efficacy to integrate engineering practices into science classes, as well as a predominant emotion of insecurity about it. There is also a strong preference among teachers for this to be done in technology subjects. It is concluded that the effective integration of engineering practices into science education is currently a complex challenge that requires ad hoc teacher training plans.

Influence of the ‘The Studio’ on Kanae Yamamoto

Kanae Yamamoto is regarded as one of the pioneers of the Taisho Democracy, the modernisation movement in Japan.
 Taisho Democracy refers to the movements and historical context in which Japan became more democratic and liberal across many areas, including politics, society and culture, during the Taisho period (1912-1926). The Free Drawing Education Movement and the Peasant Art Movement are considered to be part of the Taisho Democracy.

Conceptualizing Images of Supervisors in Teacher Education

Due to the marginalization of supervision (Butler, et al., 2023; Nolan, 2022) and few frameworks to conceptualize supervision in teacher preparation, educational supervision of clinical experiences receives less attention and fewer resources, which perpetuates its marginalization. It is imperative that scholars develop additional theoretical models or constructs to improve the understanding and practice of supervision to elevate its status beyond technical helping. In this paper, we draw upon several sources in the instructional supervision literature to re-conceptualize commonly used images of supervisors in teacher education. In addition to traditional conceptions (The Critic, the Popular Parent, the Co-Inquirer), we ‘introduce’ two new images, The Advocate and The Contemplative, to reflect changes and movements in education. These images can serve as one theoretical model or construct to improve understanding and practice of supervision to elevate its status.

Just Movement

This article considers the coherence of educational movements using the progressive education of the early twentieth century, also known as “The New Movement,” as a case study. Educators at classical schools often define classical education in opposition to progressive education, especially as advocated by reformers such as John Dewey. But what was progressive education? Progressive reformers have been a puzzle for historians to this day, remaking America’s schools with a set of diverse and at times contradictory principles and policies that defies any unifying philosophical explanation. Though not philosophically unified, the progressive movement satisfies Carl Kaestle’s definition of ideology and thus proves helpful in understanding educational movements. This article argues that progressives maintained an illusion of agreement by consistently utilizing the same loaded rhetoric for education, though the terms meant different things to different proponents: “nature,” “science,” and “progress.” A variety of primary sources illustrate how the use of rhetoric provided apparent philosophical coherence where it did not truly exist. The article ends by identifying the progressive movement as a cautionary tale for classical education.

Research on Teaching Methods of Integrating Watercolor Techniques and Information Technology in Higher Education Art Education

Abstract Watercolor painting is a visual and creative discipline, which is closely related to the development of digital technology, which also affects the methods and means of basic art education in China. In this paper, we detect the trajectory of gesture movement after preprocessing the gesture data collected from students in watercolor painting using a Leap Motion sensor. We use Euclidean distance and nearest neighbor laws to identify and classify gesture movements in order to recognize students’ gesture movements in art education. Then, the virtual interactive system is designed with Unity 3D software, and finally, the art teaching method combining watercolor techniques and information technology is established. The results of teaching practice show that the level of students’ watercolor technique skills in all dimensions under innovative teaching is much higher than that of students under traditional teaching, and the significance values are all less than 0.05, which indicates that the use of VR technology has a very obvious impact on the teaching of watercolor painting. Meanwhile, the scores of students’ watercolor painting works were also improved with the assistance of VR technology. This study can provide a case reference for the subsequent research on the application of augmented reality technology and related teaching resources to art education and can enrich the construction of a new model of art learning activities in colleges and universities with technical support.

Антипедагогіка як постмодерністський проєкт

The article is devoted to revealing the essential characteristics of antipedagogy in the context of postmodern discourse. It has been shown that the representatives of this pedagogical movement called for the abandonment of education as a purposeful process of personality formation, considering it totalitarian and aimed at depersonalization. The ideas of postmodernism, which contributed to the formation and development of antipedagogy and alternative education, have been presented in the article as follows: changing the status of knowledge in society; extrastructural, non-linear way of organizing integrity, which excludes rigid centralization, orderliness, and symmetry; a special modernity model, in which life orientations and values are not imposed on a person. It has been proved that the spread of these ideas on education and pedagogical science helped to substantiate the basic provisions of antipedagogy. The provisions are related to the refusal of the purposeful personality formation according to a certain pattern, imposition of worldview schemes, life guidelines and values, the requirement to establish symmetrical relations, equal dialogue between a teacher and a student. It has been emphasized that antipedagogy was not narrowed to criticism of traditional school education and pedagogical science, but offered alternative pedagogical methods based on the principle of spontaneous autonomy of a child. The methods contribute to the self-development and self-determination of a student. The ideas of antipedagogy and its constructive potential are implemented in alternative educational institutions.

Health-saving technologies as a need and lifestyle of Ukrainians.

Aim: The article analyzes the health-saving technologies of Ukrainians in Eastern Galicia (the end of the XIX century - 1939). Materials and Methods: In the investigation a number of scientific methods are used: chronological, historical, specific-search, content analysis, providing selection, analysis of the source base, allowing to identify general trends, directions of development, achievements and gaps in the movement for the health of children and adults in Galicia; sources of Ukrainian and Polish authors of different generations in the field of health protection and preservation, physical education and sports, education and upbringing were used, their views and research results were presented. Conclusions: A component of the health-saving philosophy of Ukrainians (children, youth and adults) of Eastern Galicia in the late XIX - 30s of the XX century was the idea of physical education. Through traveling and camping, playing sports, improving children, youth and adults in places of active recreation (≪dwellings,≫ ≪half-dwellings,≫ ≪cuttings,≫ etc.), the philosophy of health conservation took a leading position in the interwar period of the XX century. The physical education movement had particular successes when a wide circle of Ukrainian youth joined it. There was an original Plast method of physical education of a Ukrainian - physically, spiritually, morally, mentally healthy person, for whom health preservation is a way and philosophy of life, a vital need. All this actualizes the problem of health-oriented public initiatives, which should be creatively used in the current challenges in Ukraine.

The Development Process of the Inclusive Education Movement with Non-disabled Allies: Focusing on Disability Equality Training in England

The Development Process of the Inclusive Education Movement with Non-disabled Allies: Focusing on Disability Equality Training in England

The Principles of Classical Education

The contemporary classical education movement has grown rapidly and is comprised of a wide variety of private schools, homeschoolers, public charter schools, policy makers, higher education programs, professional associations, journals, trade publications, and think tanks. What is it that unites this thick network of disparate individuals and organizations into a cohesive movement? This article attempts to answer that question by explaining ten principles that have characterized the tradition of classical education throughout history across millennia, continents, languages, and cultures. While not exhaustive, these ten principles represent central tenants of the long tradition of classical education and the contemporary classical education movement. The principles are thus a philosophically and historically grounded means by which to differentiate classical education from other educational paradigms and also provide a common understanding of classical education around which various constituencies within the contemporary movement can coalesce.

한국사회의 남남갈등 완화 논의를 위한 노력

The governments of North and South Korea are unable to internally converge on peace and unification. Accordingly, discussions among civic groups in Korean society are requested to seek discussions on the direction for peace and unification unfolding in North and South Korea. In reality, Korean society is in more urgent need of practicing a cooperative approach to inter-Korean reconciliation. Therefore, this study seeks to identify areas where civic groups' perceptions of peace and unification existing in North and South Korea may converge. Through this, Korean society seeks to advance the meaning of peace and unification and the will for integration. The unification movement and various measures of unification education must be strengthened to alleviate South-South conflict. Accordingly, we would like to discuss whether it is possible to seek to alleviate the South-South conflict by understanding the left and right groups that exist in our society, the Pan-National Alliance and the Free North Korea Democratic Alliance