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Descriptors:
Conflict; Religion; Religious Education; Teaching Methods; Controversial Issues (Course Content); Role; Educational Objectives; Critical Thinking; Assignments

Abstract:
What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Credits; Outcomes of Education; Community Colleges; Institutional Characteristics; Educational Objectives; Enrollment; Academic Achievement; Academic Persistence; Developmental Studies Programs

Abstract:
Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment, as well as student and institutional characteristics, has positive associations with shorter-term student outcomes, including earning any college credits within the first year and persistence into the second year. The present study finds that students who enrolled in a student success course in the first semester were more likely to earn any college-level credits within the first year and were more likely to persist to the second year. The study also finds that students who were referred to developmental education were more likely to earn any college-level credits within the first year if they enrolled in a student success course in their first term. (Contains 6 tables, 2 figures and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Educational Change; Instructional Leadership; Federal Legislation; Performance Factors; Institutional Mission; Organizational Climate; Educational Objectives; Decision Making; Administrative Organization; Administrative Change; Change Strategies; Organizational Change; Focus Groups; Educational Policy; Administrator Attitudes; Superintendents; Principals; Formative Evaluation

Abstract:
This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004-06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Instructional Materials; Geography; Educational Change; Best Practices; Elementary Secondary Education; Geography Instruction; Educational Improvement; Improvement Programs; Evaluation Methods; Evaluation Research; Evaluation Needs; Needs Assessment; Change Strategies; Academic Standards; Alignment (Education); Behavioral Objectives; Educational Objectives

Abstract:
In late 2012, both the second edition of the "Geography for Life: National Geography Standards" and the National Science Foundation-funded "Road Map for Geography Education Project" reports were released; the former document describes the conceptual goals for K-12 geography education, and the latter, a route to coordinating reform efforts to realize those goals. A central premise of the Road Map Project reports is that reform must be implemented comprehensively across each facet of education. This will require a more robust foundation of research about teaching and learning around the geography learning objectives, developing high-quality instructional materials that move students toward those goals, preparing geography teachers to facilitate learning them, and creating assessments that validly and reliably assess them. The Road Map Project assessment report describes a process for creating assessments, from describing best practices for design and use of assessments, to describing a system for articulating what should be assessed, and how it should be assessed. In this article, the authors highlight five central components of the report, including: (1) areas identified as high priorities for geography assessments; (2) a clarification of the goals to be assessed; (3) an examination of how well existing assessments meet those goals; (4) a framework for creating a new generation of assessments that can support reform efforts; and (5) recommendations for where efforts should be focused to implement these changes. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Awards; Ethics; Foreign Countries; Humanities; Educational Change; Educational Policy; Commercialization; Marketing; Newspapers; Reputation; Institutional Characteristics; Educational Strategies; Educational Objectives; News Reporting

Abstract:
This paper argues that the "Times Higher" provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the "Times Higher," it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as prominent at different times during this period, pointing, "inter alia," to fears about threats to the humanities, the rise of various forms of instrumentalism and the incorporation of HE institutions and agencies into a common mindset characterised by a preoccupation with marketing and corporate success. The last of these is embodied in the changing format of the newspaper itself and in its own activities as a key player in the HE sector, notably as a sponsor of university rankings and awards. Whilst being sensitive to countervailing tendencies, the authors suggest that the growing instrumentalisation of HE and related cultural shifts represent a changed "structure of feeling" in UK HE. They conclude that the university rankings, awards and other image commodities that are a key part of this changed structure of feeling now play such a substantial role in the cultural life of universities that the norms of both rationality and professional ethics which tended to prevail in deliberations about university strategy 30 years ago may no longer be taken for granted. (Contains 82 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Jews; Judaism; Religious Education; Acculturation; Minority Groups; Cultural Differences; History; Sociology; Scholarship; Models; Educational Objectives; Creativity

Abstract:
Education and assimilation seem intimately connected; education either supports assimilation or thwarts it. But these paradigms assume a model of cultural vitality that depends on what one scholar aptly terms "tenacious adherence," over time, to an unchanging cultural or religious tradition. Taking the example of the Jewish community and Jewish education and drawing on Jewish history and contemporary sociology of the Jews as well as other scholarship, this article presents the argument that this model is untenable. Instead, the goals of Jewish education ought to be reconceptualized, and the aim should instead be for "responsible assimilation," that is, the cultivation of the capacity to creatively and responsibly assimilate external norms and practices in the service of the growth and vitality of Jewish culture. (Contains 20 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Jews; Citizenship Education; Judaism; Citizenship; Self Concept; Religious Education; Correlation; History; Educational Objectives

Abstract:
Judaism, Jewish life, the Jewish people--indeed, almost all facets of the Jewish experience--are in a postmodern, post-denominational, post-ethnic, post-Zionist, post-diaspora, or what may simply be called a "post-everything" age. Studies show that post-everything youth in general are less concerned with national/ethnic/religious identification than prior generations were, sparking debate among Jewish educators of whether identity and continuity are sufficient justifications for Jewish education anymore. This conceptual study enters the conversation by interrogating the relationship between citizenship education and identity formation historically and contemporarily. In the end, the author argues that a new "paideia" is in order that is attuned to the concerns of Generation Next. In place of "Jewish citizenship education," which aimed to prepare Jewish youth to make contributions to the growth and perpetuation of the Jewish community, the author proposes "Jewish cosmopolitan education," which prepares Jewish youth to make contributions to the progress and enhancement of the changing cosmos. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Higher Education; Communities of Practice; Educational Objectives; Educational Practices; Role

Abstract:
In this article we argue for the importance of building critical communities as an integral, yet neglected, aspect of education for social justice. We begin by defining critical communities and by describing goals and vision for social justice education. We then explore how community is discussed in the education literature, limitations and challenges of calling for community, and images of critical communities in social justice work. We end by exploring the role that individuals can play in nurturing and enabling social justice efforts, offering some strategies to promote community building within and beyond higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Womens Education; Foreign Countries; Educational History; International Cooperation; Access to Education; Educational Objectives; International Organizations; Educational Policy; Activism; College Faculty; Educational Development

Abstract:
This article explores the dynamics of global campaigns for education through a study of the movement for girls' and women's education in India since independence in 1947. In particular, it uses the trajectory of ideas within India to theorise about international collaboration on educational goals, with UNESCO and the World Bank being two of the most prominent agencies in the second half of the twentieth century. The article presents an analysis of shifting discourses around women's education at national and international level, along with an exploration of the diverse points of contact between policymakers, activists and academics at both levels. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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