Separate Schools Research Articles

Data Literacy as a meta-skill: options for Data Science curriculum implementation

Data science is affecting an increasingly wide area of everyday life but general education in Russia has not yet reacted to the new challenges associated with this aspect of digitalization. The changes in technologies, the economy, and society over the last two decades have formed a new agenda for teaching mathematics and information technologies, as well as media education and social sciences. Education in all these fields requires a reconsideration of the content and methods of teaching due to the increasing importance of data science and artificial intelligence in the context of fundamental changes in the economy and the labor market. As many areas of human life are changing, there is a need to formulate new types and kinds of educational results, at which modern pedagogy should be aimed. A modern way of meeting such challenges is to distinguish new literacies (media literacy, environmental literacy, functional literacy, etc.). The article deals with the concept of data literacy, examines its content and composition, and substantiates its relevance as an educational result consistent with digitalization trends that one can observe in modern society. A distinction is made between approaches to in-depth and general studies of data science. A description is given of various types of tasks aimed at developing data literacy among students in the context of their setting on different educational material. The authors consider possible ways of deploying programs aimed at mastering data science by students without the need to formalize it into a separate discipline or school subject.

An Intellectual Review of Milliken-Rodriguez

In the legendary, unanimous landmark opinion in Brown v. Board of Education (1954) authored by Mr Chief Justice Earl Warren, he declared that public education must be made available to all on equal terms. Unknowingly, in countermanding Plessy v. Ferguson (1896), Brown removed the mechanism for internalizing the externality of segregation (Reeves 2021), allowing Milliken v. Bradley (1974), establishing de facto segregation in schools, and San Antonio Independent School District v. Rodriguez (1973), decided a year earlier legalizing unequal school funding schemes, to sanction separate but unequal schools and render Brown a lion with no teeth. Under Brown Milliken-Rodrieguezcum, there is no obligation for the Court to bring equality to even a manifest disequilibrium and hopeless state for children under blatant de facto segregation; or is there. If Steve Jobs had been hampered from acquiring his technological skills, Apple would be worth only a fraction of its USD 2.25 trillion market capitalization (Szmigiera 2021), the global economy would be a scale replica, and the global Society would be unrecognizable. Cognizing human capital and the intellectual property that it produces are both forms of property, we aver that State enactments that for whatever reason restrict an individual from freely accumulating and upgrading her human capital stock in the market are violative of the Due Process Clauses of the Fifth and Fourteenth Amendments. Additionally, enactments that restrict population segments non-uniformly could potentially violate the Equal Protection Clause of the Fourteenth Amendment. Furthermore, because human capital and intellectual property are instrumentalities of commerce, such enactments would be repugnant to the Commerce Clause. As the Court has observed, it is highly improbable that any schooling program operating with even de facto, separate but unequal schools would survive a single let alone run a gauntlet of Constitutional challenges. Finally, even if State de facto separate but unequal schooling systems can withstand the Constitutional challenges, we proffer that the Federal government, while it does not need one, has a compelling state interest to intervene in the distribution and allocation of human capital to ensure that the aggregate stock of human capital is sufficient to meet the military, national security, and strategic macroeconomic needs of the nation. The Constitutional challenges together with the Federal government’s compelling state interest lay the groundwork to finally ensure education is made available to all on equal terms.

In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America by Kabria Baumgartner

Reviewed by: In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America by Kabria Baumgartner Lucia McMahon (bio) Education history, Black women's history, Female academies, School segregation In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America. By Kabria Baumgartner. (New York: New York University Press, 2019. Pp. 286. Cloth, $35.00.) In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America presents compelling case studies of activism that took place in classrooms, communities, and courtrooms. Drawing on a variety of source materials, including school catalogues, court records, petitions, and correspondence, Kabria Baumgartner effectively brings to life both institutional accounts and individual experiences that reveal key moments in "the larger struggle for African American education in the early nineteenth century" (8). Efforts by African American girls and young women to gain access to educational spaces were individual "acts of defiance and protest" (2) that reflected collective struggles. The story of the Canterbury Female Seminary in Connecticut represents one chapter in a larger narrative illustrating the fierce, sometimes violent, opposition that Black students faced, as well as their determination to pursue knowledge. When Prudence Crandall, a white Quaker woman, agreed to admit Sarah Harris to her Canterbury Female Seminary in 1832, white students and residents protested. Crandall transformed her school into one exclusively for African American students, but rather than resolve the controversy, her decision sparked further community backlash. The town passed a law "effectively criminalizing the Canterbury Female Seminary" (32). Crandall and her students faced legal action, trials, threats, and harassment that ultimately led to the Canterbury Female Seminary's closure in 1834, after a group of local residents vandalized the school building. Four years after the Canterbury Female Seminary was forced to close, Mary E. Miles, one of its students, applied to attend the Young Ladies' Domestic Seminary in Clinton, New York. Her enrollment, as Baumgartner notes, transformed that institution into "the first racially integrated female seminary in New York, if not the entire North" (47). Founded by abolitionist Hiram Huntington Kellog, the Young Ladies' Domestic Seminary initially welcomed white women from poor, working-class, and [End Page 316] middle-class backgrounds; tuition costs could be reduced based upon the domestic labor a student performed. Supported by Kellog's pedagogical and reformist principles, students cultivated a shared commitment to Christian values and antislavery reform. African American women's pursuits of knowledge were shaped by institutional developments, as a variety of academies, seminaries, high schools, and common schools were in operation by the 1830s. In this evolving educational landscape, private academies and seminaries were unpredictable entities subject to closures due to fiscal constraints, personal circumstances, or community tensions. The era's growing public school movement promised more democratic and permanent access to educational opportunities, but these institutions were often sites of inequity and exclusion. By the 1830s, as Part II of In Pursuit of Knowledge emphasizes, African American activists increasingly pursued equal school rights at public schools as a key means of advocating for civil rights. Efforts to challenge racial segregation practices in public schools, as Baumgartner notes, were often "hyperlocal" (111), varying according to local practices and precedents. In Salem, Massachusetts, Baumgartner has found evidence that at least some of the town's primary-level schools "were not racially exclusive" (112). The seemingly arbitrary aspects of the Salem school system were directly challenged in 1834, when Sarah Parker Remond and her sisters passed the entrance exam to the East School for Girls, a high school offering advanced studies to young women. The Remond sisters "excelled at their studies" (119), but community outrage led to their expulsion, and to the creation of a separate school for African American students. There were numerous public schools in Salem for white students, but African American students were now confined to one school building. This was, Baumgartner asserts, a deliberate, systematic response to the challenges posed by the educational aspirations and achievements of African American girls. "A policy of racial school segregation became systematic in 1834 because of white resentment toward the Remond sisters" (122). In towns and cities across the North, educational activists continued to fight for equal school rights through petitions, court cases, boycotts, and...

The role of “Children’s University” in the development of media competence in primary school students

The Polish education system does not offer a separate school subject dedicated to media competence. Media education is adopted within the curricula of various subjects and extracurricular activities. For many years, the system has been criticised by media education experts and perceived as requiring change. Skills related to the use of modern technologies can also be acquired outside of school with the support of other institutions, such as higher education facilities. One example may be Jan Kochanowski University in Kielce which has addressed the needs of school children for several years by conducting classes within the framework of Jan Kochanowski Children’s University. The present paper analysed the opportunities created by this type of educational programme and evaluated its effectiveness in terms of complementing school education. The data gathered from the survey, addressed to both participants (school age children) and their parents, was subjected to qualitative and quantitative analysis. The survey’s results reveal that the classes dedicated to the use of modern technologies within the framework of Children’s University play a significant role in improving the students’ media competence. Both the children and their parents point out to gaining new knowledge and skills related to the use of communication and information technologies. Furthermore, the classes encourage students to develop a critical attitude toward problems arising from the use of digital media.

An Evaluation of the Health Safety Concerns in Zimbabwean Public Schools Operating under the Covid-19 Pandemic

This paper sought to evaluate the health safety concerns in public schools’ operations under the Covid-19 pandemic and focused on schools in Masvingo Urban. The study was necessitated by an increasing number of public schools in Zimbabwe reporting significant cases of Covid-19 infections since reopening in September 2020 raising public fear that the Standard Operations Procedures (SOPs) prescribed for schools to prevent, combat and manage the spread of the coronavirus were not being enforced hence schools were not safe for the learners and teachers. The study used a descriptive design narrative and a qualitative discourse. The descriptive survey design was preferred for its suitability and simplicity as well as its focus on analyzing data gathered for purpose of describing attitudes and behaviours that influence and shape how the population under study feel and understand things around them. The data for the study, particularly the obvert breaches of SOPs were gathered through observation. Interviews and questionnaires were used to ensure triangulation of techniques so as to better understand whether the shortcomings in implementation of SOPs were due to personal omissions or challenging circumstances that school communities found themselves in. While observation was for all and sundry at the fifteen (15) school selected for the study, targeted sampling was used to come up with seventy-five (75) respondents for interviews and questionnaires. The study revealed that the implementation of SOPs in public schools is far below stakeholders’ expectations and World Health Organization benchmarks. Regrettably, the school environment meant to be improved by the SOPs was still congested and characterized by risk behaviours which expose learners and teachers to the Covid-19 scourge. Chief among the undesirable behaviours include doing without personal protective equipment (gowns, gloves, face masks) or improper use of the same, failure to keep social distance, loopholes in screening of learners and visitors for Covid-19 symptoms and poor hand hygiene. The study further revealed a plethora of underlying challenges to the implementation of the SOPs. Central to the challenges is understaffing of all the school covered by the study. The shortage of teachers has made it difficult to split the mega classes (doubling normal teacher-pupils’ ratio) to desirable and manageable numbers. The neck breaking workload shouldered on the teachers in post that now included close monitoring of learners to enforce Covid-19 prevention and management protocols weighed down on their morale and commitment to duty. Financial constrain was also detrimental as all school did not have adequate supplies of personal protective equipment and sanitizers. The study primarily recommends that the highlighted challenges faced in the implementation of the SOPs be addressed as a matter of urgency. The Ministry of Primary and Secondary Education (MoPSE) should engage the Public Service Commission with the view of employing additional teachers to easy the staff shortage and spread the workload. MoPSE should also explore possibilities of introducing a separate school calendar for various levels to meaningfully decongest classrooms and hostels. The Ministry of Finance must step up its appropriation allocation to public schools through grants to ensure adequate supply of personal protective equipment and sanitizers. In order to empower learners through life skills positive behaviour change for the ‘new normal’ school environment, psycho–educational in form of intensified guidance and counselling programmes must be offered to all learners at all levels in the schools. Keywords: COVID-19, Standard Operating Procedures (SOPs), Coronavirus Management Protocols. DOI: 10.7176/JAAS/70-05 Publication date: January 31 st 2021

Kerk, staat en religieonderwijs

In Belgium and in the Netherlands, religious education (RE) in state schools as well as in faith-based schools is organized by the (recognized) religious communities/ schools and not by the state. Although RE is in both countries largely secularized and pluralized, it is officially organized in a denominational way. This is different in Scandinavia and in the UK, where the state is responsible for RE which is, accordingly, non-denominational. Also in France and in Luxembourg is the situation different, as RE is no part of the state school curriculum in these nations. In this contribution, I will illustrate how these different RE models are largely influenced by different church-state relations. In order to do so, I will make a distinction between (1) Lutheran and Anglican nations (non-denominational and non- confessional RE); Roman-Catholic nations with a strict separation between church and state (no RE as a separate school subject); and Roman-Catholic and mixed (Catholic + Lutheran/Calvinist) nations with a regime of ‘mutual independence’ between church and state (denominational and often also confessional RE). In a final part, I will illustrate how both in Belgium and in the Netherlands RE policy can change in a more pragmatic way, without institutional changes of their respective church- state regimes. Therefore three strategies are mentioned: (1) denominational and non-confessional RE; (2) a core curriculum RE; and (3 creative constitutional interpretations.

India and the Translocal Modern Dance Scene, 1890s–1950s

At the end of the nineteenth century and during the first half of the twentieth, lead dancers from different countries became famous and toured internationally. These dancers—and the companies they created—transformed various dance forms into performances fit for the larger world of art music, ballet, and opera circuits. They adapted ballet to the variety-show formats and its audiences. Drawing on shared philosophical ideas—such as those manifest in the works of the Transcendentalists or in the writings of Nietzsche and Wagner—and from movement techniques, such as ballet codes, the Delsarte method, and, later on, Eurythmics (in fashion at the time), these lead dancers created new dance formats, choreographies, and styles, from which many of today’s classical, folk, and ballet schools emerged. In this essay, I look at how Rabindranath Tagore, Isadora Duncan, Anna Pavlova, Ruth St. Denis and Ted Shawn, Uday Shankar, Leila Roy Sokhey and Rumini Devi Arundale contributed to this translocal dance scene. Indian dance and spirituality, as well as famous Indian dancers, were an integral part of what at the time was known as the international modern dance scene. This transnational scene eventually coalesced into several separate schools, including what today is known as classical and modern Indian dance styles.

Mind the Gap: On the Relationship Between Automatically Measured and Self-Reported Productivity

Two separate schools of thought to measure software engineers' productivity have coexisted: for a long time: on the one hand, using automated product or process measures and, on the other hand, using self-reported or perceived productivity. In this article, we start to bridge the gap between them with an empirical study of 81 software developers at Microsoft.

Üstün Yeteneklilerin Eğitiminde Ayrı Okullar: Amerika’daki Üstün Yetenekliler Okullarının Karşılaştırmalı Olarak İncelenmesi

There are three basic strategies used in the field of gifted education. These are grouping, acceleration and enrichment. Grouping practices are conducted as programs in which all gifted students are educated with their peers in a separate school or classroom, or educated with their typical achieving peers in their regular classroom. The gifted students in Turkey are educated with their typical achieving peers in their regular classroom.The content, advantages and disadvantages of the separate schools founded for gifted students are not sufficiently known in practice. The aim of this research is to examine the separate schools founded for gifted students according to certain variables. In this research, designed as a descriptive study in the survey model, the data were analyzed by content analysis. In this context, 10 gifted schools providing service in the USA and Canada analyzed according to variables: private/state, fee, date of establishment, class levels, admission and identification conditions, program models used in school, curriculum, class sizes, social, cultural and sports activities. These schools have been selected for recognition and the richness of the content they offer on their websites. The findings show that, the vast majority of schools are private schools, these schools have annual fees between 10000-55000 dollars, the dates of their establishment vary between 1870-2017, these schools offer services at almost every educational level (primary, secondary, high school), almost every school has its own identification model and intelligence tests are determinant in admission to schools, curriculum enrichment and acceleration practices are carried out in schools, and there are a wide variety of distinctive social, cultural and sports activities. When evaluated in general, it is understood that schools for gifted students in America have a long-established history and new schools are founded today. When the structure and educational content of the schools are investigated, it is seen that remarkable opportunities are provided to gifted students. Consequently, we believed that the foundation of such schools by the public and private sector and the investigation of the effects of these schools on gifted education will contribute to the education system in Turkey.

Style Paradigms of Western European Music in the Works of Sydir Vorobkevych

"The study of the works of composers of different national schools, their creative connections, peculiarities of stylistic contaminations – an important aspect of forming a general “world view” in the field of music. Individual personalities, their works have become a source of information about steady models of musical art, which have become a model for most European cultures. Stylistic paradigms of Western European music were differently manifested in the works of representatives of different peoples and times. The work of a Bukovynian composer of the end of the XIX century – Sydir Vorobkevych – is an example of a combination of national, folklore and classical traditions. The formation of his creative thinking took place in a multinational environment, studying at the Vienna Conservatory, attending concerts, and getting acquainted with the creative and performing activities of his contemporaries. S. Vorobkevych's variety of genres was influenced by stylistic models of classical, romantic, and separate national schools – German, Italian, French, Spanish, Romanian, Czech etc. Thus, the study of stylistic basics of creative work of composers of different national schools, revealing intercultural correlations of the past will contribute to the expansion of the ideas about principles of forming stylistic paradigms of the world musical art. Keywords: music of Bukovyna, creative ties, stylistic contaminations, Western European traditions, musical romanticism."

Single-sex versus coeducational schooling in 19th-century Victorian public schools

PurposeSoon after its establishment in 1863, the Board of Education – “the body responsible for administering public education in Victoria – determined that a system of universal mixed (coeducational) schooling would be adopted in the colony. Existing single-sex departments were “encouraged”, or compelled, to amalgamate, and no new separate schools were established. Although administrators and officials endorsed coeducation, primarily on the grounds of efficiency and economy, opposition from some teachers and parents persisted for many decades. Those opposed to the mixing of children within the schools expressed particular concern about the moral well-being of female pupils, and wished to protect them from what they perceived as corrupting influences. Nevertheless, once decided upon, the policy of universal coeducation prevailed, and when Victoria's first state secondary schools were established in the early 20th century, they too were coeducational.Design/methodology/approachDocumentary evidence, primarily the records of the various boards responsible for the administration of the public schools, evidence provided to several royal commissions, and various contemporary sources, have been examined to discover how the policy of universal coeducation was developed and implemented, and to examine what arguments were offered in favour of and against such a system.FindingsThe colony of Victoria implemented a system of universal coeducation within the public education sector well in advance of its adoption by other Australian colonies, and before it was generally accepted by similar societies elsewhere. The purpose of this paper is to examine why, how and by whom the policy of coeducation was formulated and implemented, and what opposition it faced.Originality/valueAlthough reference is often made to coeducational schooling in histories of education in the 19th century, the information provided is usually of a general nature, without providing specific information about the process by which separate schooling was superseded by coeducation – how and when one type of educational provision came to be replaced by another.

Ispıdjab – Túrkіstan aımaǵyndaǵy fıqһ ortalyǵy (ХІ–ХІІ ǵǵ.)

This article discusses the role and significance of the Ispidjab fiqh school and its contribution to Islamic law. Ispidjab was one of the main centers of Islamic studies in Kazakhstan in the XI-XII centuries. During these two centuries a separate school of fiqh was formed in Ispidjab according to the Hanafi madhab. The representatives of this school of fiqh, their teachers and students, their works and scientific degrees are described. In particular, the manuscripts of the Ispidjab scholars that have survived to this day are studied from a historical and textual point of view and are attributed to their authors. The manuscripts are classified and each one described. It also presents the results of ongoing study by Ispidjab scholars in the context of the text «Mukhtasar at-Takhawi». At the same time, the works of two scholars of Ispidjab, Ahmad Ibn Mansur and Ali Ibn Muhammad «Sharh muhtasar at-Tahawi» are compared according to a number of criteria, and their differences are revealed. The quantitative and qualitative indicators obtained during the study of these manuscripts show the difference between the Ispidjab school of law and other fiqh schools.

The contribution of Kharkiv University scientists to the development of historical and legal science (first half of the XIX century)

In the article, the author, based on the methodological principles of historicism, objectivity, systematics, explored the specific achievements of Kharkiv University scientists, who worked in the first half of the XIX century, in the formation and development of science History of State and Law. Their scientific works, in accordance with the main trend in the genesis of this science at that time, were centered around the law of Kyiv Rus and, in particular, the content of the Rus’ka Pravda (Russian Truth). This area of their activity is studied insufficiently in the scientific literature, both domestic and foreign. This is due to the fact that the main contribution to the development of these issues was made in the second half of the XIX century – then a significant number of works on this topic was published, which provided an opportunity for their systematic analysis. The activity of scientists of this university in the first half of the XIX century concerns the period of formation of historical and legal science. Hence the main shortcomings of their work: a certain fragmentation in the coverage of problems, a narrow historiographical base, the hypothetical nature of some theses. Professor Uspenskyi was the first who started working on the history of law at Kharkiv University and considered the question of “the antiquity of Russian laws and their dignity”. At that time, scholars of many universities in the empire had to prove the authenticity of the Rus’ka Pravda and those laws that was not yet generally accepted. O. Kunitsyn, a professor of Kharkiv University, also expressed some doubts in this, although he cannot be attributed entirely to the supporters of the “skeptical school” in Russian historiography. O. Paliumbetskyi made the most significant contribution to the development of historical and legal science at that time at Kharkiv University. He conducted one of the first comparative studies of Old German and Old Rus law, convincingly showed their differences, some influence of German law on Russian, which he considered insignificant. Quite thorough and one of the best was his study of treaties between Rus and Byzantium in the X century. Based on the provisions of these agreements, the scientist made a successful attempt to determine the essence of some of Old Rus laws, in particular on revenge, compensation to the victim and court evidence. Most of his arguments were tested over time and are not disputed by modern scientists. Scientists-lawyers of Kharkiv University in that period did not form a separate scientific school, as happened at the University of Kyiv due to the activities of M. Ivanishev, but they worked in line with the then prevailing paradigms in Russian historiography, and made a certain contribution to the formation of historical and legal science. Therefore, their scientific activity deserves further study.

Schools, Communities and the Police ‐ Shared Education as a Mechanism for Social Cohesion and Community Safety.

The relationship between the police and communities can be difficult in ethnically divided societies, especially if membership of the police force is largely drawn from one community. This situation pertained in Northern Ireland, which has separate schools for different religious communities. Despite a major reform of the police after the signing of the Good Friday Agreement (1998), the relationship between the police and the Catholic minority remained difficult and, in particular, the police found it difficult to engage with pupils in some Catholic schools. An education initiative, called Shared Education, was launched in 2006 to support the peace process by encouraging collaborative partnership between Protestant and Catholic schools. This paper examines a school partnership in Northern Ireland in which statutory and non-statutory organisations, including the Police Service in Northern Ireland, were involved. The paper examines how the relationship between the police and the schools was enabled by the collaborative partnership: in particular, it allowed the police to provide information and advice to parents on internet safety and cyber-bullying to parents with whom it would otherwise have been very difficult to engage.

Integrated and shared education: Sinn Féin, the Democratic Unionist Party and educational change in Northern Ireland

There is a considerable literature concerning divided societies and the role of education in such societies. In the case of Northern Ireland, education is characterised by a largely separate system of education for its two main communities. There is also a considerably smaller integrated schools sector, where the two communities learn together. A more recent intervention is that of shared education where separate schools are retained but shared classes and other opportunities for sharing are offered. Politically, there has never been extensive support for integrated education, particularly from the two largest parties in the Assembly and power-sharing Executive: The Democratic Unionist Party and Sinn Féin. While not active proponents of integrated education the two parties have embraced shared education and with their own interpretation of its implementation. The introduction of shared education can be seen as a triumph as the two main parties in the coalition have agreed on a policy designed to bridge the gap in education. An alternative view is that shared education is the least-worst option for these two parties but may do little to advance reconciliation.

The Protective Role of Resilience in Emotional Exhaustion Among Dental Students at Clinical Levels.

PurposeThe epidemic of burnout among dental students has been repeatedly documented. This study aimed to assess burnout, specifically emotional exhaustion (EE), and examined the impact of protective and risk psychological factors for EE among clinical-level dental students in Saudi Arabia (SA).MethodsA cross-sectional study was conducted, using a convenience sample of undergraduate dental students who were recruited from five separate dental schools. A self-administered questionnaire was distributed to 500 students to obtain socio-demographic data and to assess the students’ psychological characteristics (Maslach Burnout Inventory EE subscale, Dental Environment Stress Scale [DES] and Brief Resilience Scale [BRS]). Descriptive, bivariate and multivariable logistic regression analyses were performed.ResultsOf 272 respondents, 53% reported high EE. Adjusted multivariable logistic regression modelling demonstrated that students who reported higher BRS scores were significantly less likely to report high EE (adjusted odds ratio [AOR]=0.79, 95% CI=0.70–0.89, p<0.001). However, females were more than twice as likely as males to report high EE (AOR=2.27, 95% CI=1.14–4.61, p=0.024). In addition, students who reported higher DES scores also reported high EE (AOR=1.10, 95% CI=1.07–1.12, p<0.001).ConclusionThe findings suggest that resilience is a protective factor against high EE, after adjusting for key characteristics. There is a need for a preventive programme that addresses EE, taking into consideration other unexplored underlying factors.

Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada

ABSTRACT Using the example of the 1937 Ontario elementary school reforms, this article will make the case for considering pedagogical knowledge as a distinct object in the history of education. In this context, pedagogical knowledge refers to the conceptual and normative aspects of teaching and learning that seek to inform the decision-making of the teacher in relation to children (childhood), teaching, and learning. It refers to the knowledge that defines children and what teachers need to know about children in order to teach effectively. This is in distinction to pedagogical content knowledge which refers to knowledge of subject matter and strategies of delivering or teaching the content of that subject. The argument will be developed by examining a long series of pedagogical documents issued by the Department of Education that elementary school teachers used to guide their practices. It will identify a science of education and child development and psychology that, despite political and cultural change, defined pedagogical knowledge in the elementary schools of Ontario for a period of 60 years. This article will make the case that the Pedagogical knowledge defined in the 1937 Ontario education reforms in the document Programme of Studies for Grades 1–6 of the Public and Separate Schools comprises a history that is distinct and represents a subset of the main patterns of change in the historiography of Ontario education. During the twentieth century elementary schooling in Ontario can be viewed as the result of two discontinuities or epistemic shifts. The first occurred in 1937 with the adoption of a science of education, child development, and psychology as the dominant form of pedagogical knowledge. The second happened in the mid 1990s when most provinces in Canada including Ontario undertook a centrally driven reform of schooling and curriculum and a shift to outcomes-based learning and a pedagogy of measurement. As such, the latter represented a paradigm shift in the aim and intent of elementary schooling, teaching and learning.

If school walls could talk: A mixed-method study of physical space marking in promoting multiculturalism

Combining two qualitative and a quantitative method, we explored whether school’s physical environment promotes multicultural values or reflects intergroup climate in two multiethnic communities in Croatia. Croatia offers unique context for this study because minority youth from two ethnic groups use their right on minority language education and hence attend separate minority schools. Results show that the representation of ethnic symbols in schools is a reflection of inter-ethnic relations in the specific intergroup context. Specifically, ethnic symbols are overrepresented in the post-conflict context compared to the more harmonious multi-ethnic community. In harmonious intergroup context, multiculturality is promoted by emphasizing common identity, and by giving space to symbols of both minority and majority group. However, in the conflicted intergroup setting we found overrepresentation of symbols emphasizing intergroup differences. Results of focus groups as well as of the quantitative survey confirm that schools physical environment reflects intergroup relations in each community.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

Co-constructing Belonging: ‘Voluntary Separation’ in Deaf and Immigrant Education in Japan

ABSTRACT This article explores educational integration and the ways in which ‘difference’ is accommodated in the mainstream Japanese education system by drawing upon two distinct cases of marginalised students: deaf and hard-of-hearing (DHH) students and immigrant students. One form of accommodation to aid the integration of these two groups into mainstream classrooms is ‘special support classes’ such as providing Japanese as a Second Language classes to recent immigrant students and speech training and academic support to DHH students. While ‘integration’ and, more recently, ‘inclusion’ practices are usually placed in a binary system with segregation in the form of separate schools or ‘schools within a school’, we argue that these separate educational spaces have important roles, meanings, and functions for marginalised students who re-imagine them as spaces of belonging (ibasho). Belonging is co-constructed in these physically and metaphorically separate spaces rather than in ‘mainstream’ ones in which they are academically integrated but socially isolated. By analysing the official role of support classes in ‘integrating’ students in mainstream settings, we explore the co-constructed meaning given to such spaces of ‘voluntary separation’ by marginalised students in the Japanese education system.