ger: A Pathfinder

This is a computer-generated pathfinder created against the Distant Reader study called ger.

Each Distant Reader study carrel is composed of many individual items. Each item is bibliographically described with author, title, date, summary, and keyword values. Below is a list of the items' most signficant keywords as well as lists of the items themselves. Purpusing the content of this pathfinder provides the student, researcher, or scholar with one way to get their heads around the scope of the carrel. The keywords include:

Students; Children; Learning; School; Teachers; Teaching; Development; Language; Childhood; Teacher; Review; Policy; Practice; English; Schools; Science; Literacy; Participants; United; Play; World; State; Curriculum; People; Instruction; John; Learners; Social; Use; Studies; Reform; Philosophy; Chapter; Ger; Dbr; Mercy; Way; Action; Citizenship; Market; Theories; Holocaust; Gender; King; Hale; Zarra; Elite

Depending on how this pathfinder was created, many of the bibliographic sections will include elaborations on the meaning(s) of the given keywords. These elaborations were generated by feeding the items' summaries to a large langauge model and asking the model to address the question, "What is X?", where "X" is the keyword. The result will be a few sentences of elaboration. Be forewarned. The elaborations are often plausible, but they should not be take as truth. Instead, they should be taken as points for consideration.

• Two Perspectives On Inclusion in The United States by Dudley-Marling, Curt; Burns, Mary Bridget (2013) - Including Students with Disabilities: Reforming the Structures of Schooling As we noted above, educators who aspire to the full inclusion of students with disabilities have been accused of denying human differences, of desiring to put an end to the special education enterprise as we have known it, returning to the “days of old” when many students with disabilities languished in regular classroom with teachers unprepared to provide students with “appropriate” instructional support (e.g., Anastasiou & Kauffman, 2011; Grider, 1995). The requirement that all children be educated in the “least restrictive environment” gradually allowed many students with disabilities to be educated alongside their peers without disabilities and today a majority of students with disabilities spend more than 80% of their school days in regular classroom settings. Keywords: children; classroom; deficit; disabilities; disability; education; inclusion; learning; new; perspective; school; schooling; settings; students
• Barriers to student success in Madagascar by Wills, Abigail R.; Reuter, Kim E.; Gudiel, Arleen A.; Hessert, Bryan P.; Sewall, Brent J. (2014) - For instance: (1) in 2009, over one fifth of primary school students repeated grades, and only about one third (35.38 percent of females and 33.80 percent of males) persisted to the final grade (World Bank, 2012; UNDP, 2013); (2) only 64 percent of the population aged 15 and up is considered literate (UNESCO Institute for Statistics, 2009); (3) students have persistently low test scores (Glewwe & Maiga, 2011); (4) many students do not pass key exams and therefore do not matriculate into secondary school, especially in rural locations (Glick et al., 2005); and, (5) only 45.8 percent of the population are satisfied with education quality in Madagascar (UNDP, 2013). Additionally, primary school students in urban areas were more likely to be taught the sciences in French; 28 percent of primary school teachers in urban areas (Antsiranana and Ambilobe) reported French as the only language of instruction for the sciences. Keywords: countries; education; french; glewwe; language; madagascar; percent; primary; review; rural; school; science; students; teachers; test; university
• Teaching English as a ΓÇÿSecond LanguageΓÇÖ In Kenya and the United States: Convergences and Divergences by Roy-Campbell, Zaline M. (2015) - This article broadens the understanding of what it means to teach English language for academic purposes and provides a framework for creating and evaluating teaching and learning materials for speakers of other languages who are learning through the medium of English. The purpose of this article is to broaden the understanding of what it means to teach English language when it is needed to access academic content. Keywords: content; education; english; instruction; kenya; language; learning; proficiency; school; skills; students; teaching; u.s
• Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom by McEachron, Gail; Bhatti, Ghazala (2015) - UK student researchers BC and AL were surprised that the US teachers did not correct students’ pronunciation errors. Both UK and US student researchers remarked that the teachers they observed were frustrated by the frequent testing that occurs in late April and early May, as well as cultural insensitivities with regard to expectations and test items. Keywords: bhatti; classroom; countries; data; eal; education; elementary; english; groups; language; learning; level; performance; population; researchers; review; school; secondary; students; study; support; teachers; teaching
• Prologue by Scricca, Diane; Freeley, Mary Ellen; Wermuth, Melvin (2014) - The decision to rely on professional renewal was the outcome of discussion among faculty, including school leaders and teachers about how to revise the teacher appraisal process, satisfy the Australian Professional Standards for Teachers; and more importantly, raise student achievement and respond to the learning needs of all students. Teachers and supervisors agreed on ten supervisory behaviors needed for supervisors to promote development of teachers. Keywords: article; education; school; students; supervisors; teachers
• A Perspective of Inclusion: Challenges for the Future by Braunsteiner, Maria-Luise; Mariano-Lapidus, Susan (2013) - It describes key concepts to support thinking about inclusive school, preschool, and community development and provides two things: 1) a set of indicators describing inclusive education, in terms of cultures, policies and practices; and 2) an approach to school, institutional and community development (Braunsteiner & Germany 2009a). Furthermore, teachers in training are segregated with respect to their certification area, and specialized educational pedagogies are reserved for candidates who pursue the area of special education teacher, leaving teachers in the other certification areas (early childhood, childhood and secondary education) with only the most rudimentary understanding of how to instruct a diverse group of students. Keywords: ainscow; booth; children; disabilities; diversity; education; inclusion; index; learning; needs; school; students; teachers; training
• Private Cloud Communities for Faculty and Students by Tomal, Daniel R; Grant, Cynthia (2015) - Private cloud communities for faculty and students. The use of private cloud communities in higher education is a pedagogical resource that can be designed and implemented based on the needs of the institution, a specific educational program or track, or target population of students. Keywords: access; cloud; communities; community; education; faculty; information; institution; learning; lms; online; program; resources; students
• Open Educational Resources: American Ideals, Global Questions by Weiland, Steven (2015) - The MOOC represented a radical departure in OER, called a “game changer” by influential observers of global higher education and by leading U.S. opinion makers and postsecondary leaders (Redden, 2012; Brooks, 2012; Friedman, 2012; Bowen, 2013). Empirical research and philosophical, political, and educational criticism can probe the fate of UNESCO’s hopes in its 2002 statement naming Open Educational Resources as a significant step in global higher education: “Thanks to the confluence of technology and imagination, it is now feasible to recognize that knowledge as a social product can indeed become an international social property” (p. 18). Keywords: coursera; courses; development; education; global; institutions; learning; mit; moocs; new; oer; online; open; research; resources; review; students; technology; university; world
• Reviewing the American Commitment to the Common School Philosophy: School Choice in the Early Twenty-First Century by Fife, Brian (2016) - She also identified a set of Milwaukee public schools with small classes that outperformed both the choice schools and other public schools (pp.126- 27). While there are Americans who rhetorically support the notion of public schools, many who fit Mann’s description are passive by definition and not prone to be overly proactive, at least when it comes to politics and elections. Keywords: american; century; charter; children; choice; education; good; government; horace; mann; people; philosophy; public; school; school choice; society; students; university
• What is STEM Education? by Marrero, Meghan E; Gunning, Amanda M.; Germain-Williams, Terri (2014) - What is STEM education? But apart from the world of work and productivity, the need for STEM education is dire on a personal level as well. Keywords: college; education; fields; issue; language; mathematics; science; stem; students
• International STEM Achievement: Not a Zero-Sum Game by Heilbronner, Nancy (2014) - Conclusions Regarding STEM Educational Achievement To answer the first question, “What do we know about STEM educational achievement internationally?” In a global economy, STEM achievement in any nation can improve the lives of people around the world. Keywords: achievement; education; nations; productivity; research; science; stem; students; world
• Cultural Awareness and Global Citizenship by DeJesus, Olga (2015) - She is a co-author of the Keys to Success series of student success and study skills textbooks and president of LifeBound, a student success and transition company. Lyman Kravits has also authored and co-authored many books discussing tips for student academic success. Keywords: awareness; students; success
• Teaching with Stories as the Content and Context for Learning by Vitali, Frances (2016) - Student family stories become the content and context for learning, which recognizes and validates their own cultural history as Christensen (2000) confirms and our practicum experience honors this significant learning and teaching insight. As emergent design, themes surfaced while analyzing coaches’ reflections, research narratives, anecdotal notes, and student artifacts (Chautauqua characters, written stories, illustrations, family performances, and author’s chair). Keywords: education; family; knowledge; language; learning; literacy; new; project; school; stories; storytelling; students; teacher; teaching; way; writing
• The ΓÇ£Journey to BecomingΓÇ¥: Pre-Service TeachersΓÇÖ Experiences and Understandings of Rural School Practicum in a South African Context by Mukeredzi, Tabitha Grace (2016) - Again, rural school teachers often do not participate in many staff development programmes, nor have access to a variety of professional development activities like their urban counterparts (Islam, 2011). Many indicated that interacting with rural teachers and learners, teaching and being in the classroom were valuable opportunities to experience and understand rurality, rural teaching and rural life. Keywords: education; experiences; learners; learning; mentors; pre; research; rural; rurality; school; service; south; students; teacher education; teachers; teaching
• Policy, context and schooling: The education of English learners in rural new destinations by Lee, Stacy J.; Hawkins, Margaret R. (2015) - CESAs serve as a link between school districts and between school districts and the state department of education, and CESAs provide services and resources for schools districts, including professional development. Using data from qualitative case studies of rural school districts in Wisconsin, we examined local discourses surrounding new immigrant populations, and how they shaped the ways in which local educators interpreted and enacted educational policies on the ground. Keywords: bilingual; districts; education; educators; els; english; esl; immigrant; new; policies; policy; population; research; school; staff; students; teachers; wisconsin
• Rural Education and Urbanization: Experiences and Struggles in China since the Late 1970s by Xu, Shuqin; Law, Wing-Wah (2015) - Rural education and urbanization: Experiences and struggles in China since the late 1070’s. During this process, rural education has undergone a series of reforms. Keywords: areas; beijing; central; china; china education; development; economic; education; government; jiaoyu; migrant; national; people; policy; press; schools; state; students; teachers; university; urban; urbanization; workers; yearbook
• Mentorship's Potential to Consider Sociocultural Realities: Perspectives from Guatemalan Rural Teachers in Indigenous Schools by De La Garza, Katy (2016) - These statistics might mislead one to think that EBI is occurring in these schools because of its official status, the high number of Indigenous students, and the high percentages of Indigenous teachers who speak an indigenous language. (Interview with Indigenous teacher Sonia, May 2013) I do not speak K’iche’ Keywords: areas; bilingual; children; ebi; education; government; guatemala; language; learning; mentorship; programs; quality; school; service; spanish; students; support; teachers; teaching; training
• Using Electronic Self-Assessment to Develop Effective Conferencing Skills by Knoll, Marcia (2014) - The tool is also a helpful way to check possible areas of concern, such as a new substitute teacher, or a student new to the school, monitor progress on teacher actions agreed to in a growth plan, identify trouble spots and maintain a visible presence in the building. The conference should provide the opportunity for teacher growth by engaging teachers in reflection on their practice and self- assessment of the results of their instruction (Danielson, 2011). Keywords: conference; conferencing; data; instruction; questions; students; task; teacher; time; video
• Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua by Lindenberg, Anni; Henderson, Kathryn I.; Dur├ín, Leah (2016) - Keywords Teacher education, math content videos, Nicaragua, pedagogical content knowledge, teacher training, mentorship, rural school reform Technology and Mentorship Improve Teacher Pedagogy in Nicaragua 67 Introduction When Nicaragua’s Sandinista National Liberation Front (FLSN) overthrew the Somoza dictatorship in 1979, they inherited a country with a number of severe problems, including the largest per-capita debt in Latin America, infrastructure devastated by war, and almost 40,000 orphans in a country of 2.5 million (Hirshon & Butler, 1983). Teacher pedagogical content knowledge and teacher cognition are entwined and important to explore in teacher education (L.S. Shulman, 1986; L. S. Shulman, 1987). Keywords: bella; classroom; content; development; education; grade; intervention; knowledge; learning; math; mentorship; nicaragua; pedagogy; practice; research; resources; school; students; teacher; teacher education; teaching; technology; training; videos
• The One Laptop School: Equipping Rural Elementary Schools in South India through Public Private Partnerships by Byker, Erik Jon (2015) - Through the lens of sociotechnical narratives, the case study demonstrates how computer technology is used by elementary school students and for what purposes it is being used. The one laptop school: Equipping rural elementary schools in south India through public private partnerships. Keywords: computer; disagree; education; elementary; foundation; india; jinka; laptop; public; rural; school; students; study; technology; use
• Confronting Challenges at the Intersection of Rurality, Place, and Teacher Preparation: Improving Efforts in Teacher Education to Staff Rural Schools by Azano, Amy Price; Stewart, Trevor (2016) - Our assertions suggest generally that teacher candidates initially regard rural communities as idyllic place, rural schools as having limited resources (e.g., technology), and rural students as having many shortfalls (e.g., motivation). As Robert noted: “If I am to assume that rural students have a connection to nature, then there is a chance for some really powerful nature-based creative writing.” Keywords: challenges; data; education; english; experiences; issues; participants; place; preservice; problem; rural; school; students; teachers; teaching
• Stemming the Revolving Door: Teacher Retention and Attrition in Arctic Alaska Schools by Kaden, Ute; Patterson, Philip P.; Healy, Joanne; Adams, Barbara L. (2016) - Only 9.4% of survey respondents were Alaska Native teachers: most teachers were White and female. Storylines about rural teachers in the United States: A narrative analysis of the literature. Keywords: alaska; arctic; attrition; community; conditions; districts; education; journal; rates; research; retention; school; students; survey; teacher; teacher retention; teaching; turnover
• Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania by Ngalawa, Athanas August; Simmt, Elaine; Glanfield, Florence (2015) - Successes and Challenges School success stories contributed to a sense of school community connectedness. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities which may contribute to school improvement. Keywords: association; capital; community; community members; community support; data; education; emergence; kitamburo; kitamburo community; learning; mathematics; members; school; students; study; support; tanzania; teachers; village
• Rural /urban disparities in science achievement in post-socialist countries: The evolving influence of socioeconomic status by Kryst, Erica L; Kotok, Stephen; Bodovski, Katerina (2015) - Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. Across countries, fewer numbers of rural students pursue post- secondary education compared to their counterparts in urban and suburban areas (Byun, Meece, & Irvin, 2012; Provasnik, Kewal- Remani, Coleman, Gilbertson, Gerring, & Xie, 2007; Koricick, 2014). Keywords: achievement; areas; countries; education; hungary; rural; science; science achievement; status; students; timss; urban
• Educational marginalization: Examining challenges and possibilities of improving educational outcomes in Northeastern Kenya by Okilwa, Nathern S. A. (2015) - Given the endemic discrimination and marginalization of the nomadic people of northeastern Kenya, harsh geographic conditions, constant migration of the people, and heightened insecurity in the region, there is limited data, information, and understanding of these people’s life experiences. British rule The history of discrimination, isolation, and marginalization of northeastern Kenya began with the British colonial rule. Keywords: challenges; children; communities; development; devolution; education; government; kenya; marginalization; new; northeastern; opportunities; people; region; schools; students
• Why Master Teachers Do What They Do by Marrero, Meghan E (2015) - He stresses the importance of teachers taking the lead on enacting change, while acknowledging roadblocks that frequently occur, e.g., pushback from colleagues and administrators alike, and encourages master teachers to “fight the good fight” toward school improvement (p. 11), pushing through the naysayers to help students succeed and achieve the vision set for them. At the same time, Bright is a realist; he recognizes the realities of today’s schools—from unsupportive administrators and uninvolved parents to antagonistic colleagues—but insists that master teachers must rise above and employ practices that will make them better, and ensure that students get the best possible education. Keywords: bright; master; students; teachers
• School Choice in Spain and the United States: A Comparative Study by Umpstead, Regina; Jankens, Benjamin; Ortega Gil, Pablo; Weiss, Linda; Umpstead, Bruce (2016) - Abstract This article explores issues of school choice in Spain and the United States by examining the roles and functions of centros concertados, publicly funded private schools in Spain, and public charter schools in the United States, to provide key insights into the similarities and differences between them. In 2008-2009, public schools educated 67.4% of Spain’s pupils, concertados educated 26.0%, and private schools educated 6.6% (Government of Spain-Ministry of Education, Social Policy, and Sport, 2015; Just Landed.com, 2014). Keywords: charter; charter schools; children; choice; concertados; education; funding; government; michigan; parents; public; schools; spain; states; students; system; united
• Haunted by Math: The Impact of Policy and Practice on Students with Math Learning Disabilities in the Transition to Post-Secondary Education in Mumbai, India by Eichhorn, Melinda Sue (2016) - According to the syllabus for Standards 11 and 12, college students only have three compulsory subjects: English, Environment Education, and Health and Physical Education. Peer tutoring for college students with learning disabilities: Perceptions of tutors and tutees. Keywords: college; degree; disabilities; disability; education; india; junior; learning; maharashtra; math; mathematics; mld; mumbai; post; school; secondary; skills; standard; students
• Teaching Appropriate Play to Replace Stereotypy Using a Treatment Package with Students Having Autism by Greenberg, Jeremy H; Lau, Wendy; Lau, Sandy (2016) - On task behaviors that were measured were idemnotic or absolute measurements so although there were no direct measures of off task behavior, if the students were not on task, they were ex post facto off task (Johnson & Pennypacker, 1993). Behaviors counted as on task painting behavior 1. Keywords: baseline; behavior; children; greer; painting; play; range; students; task; treatment
• Career Development for Youth with Disabilities in South Korea: The Intersection of Culture, Theory, and Policy by Chun, Jina; Connor, Annemarie; Kociulek, John F.; Landon, Trenton; Park, Jinhee (2016) - Some Cultural Norms are Changing The development of the World Health Organization’s 2011 International Classification of Functioning, Disability, and Health (ICF) and Career Development for Youth with Disabilities in South Korea 63 trends in South Korea are leading to more families and persons with disabilities seeking second opinions and researching multiple options for services and potential treatments. Career Development for Youth with Disabilities in South Korea: The Intersection of Culture, Theory, and Policy Jina Chun Michigan State University Annemarie Connor Michigan State University John F. Kosciulek Michigan State University Trenton Landon Utah State University Jinhee Park Michigan State University Abstract Youth with disabilities face difficulties resulting from attitudinal, environmental, and organizational barriers not only in initially accessing and entering school (World Health Organization [WHO], 2011), but also as they transition from school age youth to working adults. Keywords: career; community; development; disabilities; disability; education; employment; kim; korea; rehabilitation; school; services; students; training; transition; transition education; youth
• Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice by Walker, Zachary; Musti-Rao, Shobana (2016) - 28-42 Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice Zachary Walker National Institute of Education, Singapore Shobana Musti-Rao Pace University Abstract Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. The definition of inclusive education has long been debated (Ainscow, Dyson & Weiner, 2012), and it may be best to think of inclusive education as the foundation for building an inclusive society. Keywords: children; disabilities; education; inclusion; inclusive; learning; mainstream; moe; needs; schools; singapore; society; students; support; system; teachers
• The U.S. Charter School Landscape: Extant Literature, Gaps in Research, and Implications for the U.S. Educational System by Gawlik, Marytza (2016) - School choice, racial segregation, and test-score gaps: Evidence from North Carolinas charter school program Education Equity/Access to New Educational Opportunities: In this paper the authors use the experience of charter school students in North Carolina to examine how one popular approach to expanding school choice – charter schools -- has affected students of different races and socioeconomic backgrounds. Charter schools appeal to a broad range of political and ideological groups including neoliberals, neoconservatives, the religious right, parents and teachers in urban areas, and the middle class (Wells, Grutzik, Carnochan, Slayton & Vasudeva, 1999); however, each of these factions supports charter schools for a different reason (Apple, 1996; 2001). Keywords: accountability; achievement; autonomy; charter schools; choice; education; new; parents; research; review; state; students; study; teachers
• Using Student-Centric Technology for Educational Change by Martone, Nicole J. (2015) - Many students and parents may end up requesting live, face-to-face teachers because students can have trouble keeping up with the work and understanding it. For educators and students today, these individuals’ lives are very real in that the everyday trials and tribulations they face are nothing new to the challenges seen in the field. Keywords: authors; education; new; students
• Holocaust Studies in Austrian Elementary and Secondary Schools by Mittnik, Philipp (2016) - Auseinandersetzung mit Nationalsozialismus und Holocaust in der historisch-politischen Bildung. The article reviews some of the criticism in Europe of the term Holocaust Education and explores some of arguments about why that is. Keywords: austrian; der; education; elementary; history; holocaust; schools; secondary; socialism; students; teachers; teaching; textbooks; topic; und; wien
• Providing feedback, orientation and opportunities for reflection as key elements for successful mentoring programs: Reviewing a program for future business education teachers by Riebenbauer, Elisabeth; Dreisiebner, Gernot; Stock, Michaela (2018) - Between 2012 and 2015, 188 persons (student teachers and their mentors) responded to an online survey at the end of their mentoring program. This paper aims to identify key elements of a successful mentoring process by analyzing the theoretical background, the process, and the perceptions of student teachers as well as of mentoring teachers. Keywords: competence; development; education; feedback; mentoring; program; reflection; semester; students; teachers; teaching
• Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning by Dole, Sharon Frances; Bloom, Lisa Arleen; Doss, Kristy Kowalske (2016) - The traditional approach to teacher education has been to learn theory in isolation from practice and many teachers, once they begin teaching, revert to the way they themselves had been taught. Our research contributed to the body of research on the importance of connecting theory to practice in teacher education and, perhaps even more significant, to the scarce research on field experience for in-service teachers. Keywords: education; experience; field; field experience; learning; participants; pbl; pjbl; research; students; teachers; teaching
• A Connected Space for Early Experiential Learning in Teacher Education by Yu, Yong; Hunt, Jean Ann (2016) - Its goal is to provide PSTs early field experience through offering service to children in the local community in an after-school setting. Moreover, the course instructors struggled with reading PSTs field reflections and providing constructive feedback in a timely manner every week, in addition to reviewing multiple drafts of lesson plans, and having a full teaching load. Keywords: children; education; experience; field; learning; program; psts; school; students; study; teacher; teaching; time
• Implementation and impact of experiential learning in a graduate level teacher education program: An example from a Canadian university by Hill, Cher M.; MacDonald, Margaret (2016) - As Slavit and Holmlund Nelson (2009) asserted, “we still know very little about the results of these kinds of initiatives on teaching, teaching perspective, and student learning” (p. 9). Keywords experiential learning, teacher inquiry, in-service teacher education, transformation of practice “An ounce of experience is better than a ton of theory simply because it is only in experience that any theory has vital and verifiable significance” (Dewey, 1916/2008, chapter 11, para 8). ______________________________ Keywords: classroom; data; education; experiences; inquiry; learners; learning; play; practice; programs; students; teacher; teaching; theory
• What Goes On Inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices by N├ñslund-Hadley, Emma; Loera Varela, Armando; Hepworth, Katelyn Ann (2014) - Practical activities- independent 4 6 4 Proportion of math lesson time devoted to new and previous content (%) Reviewing previous content 82 68 28 Introducing new content 11 12 15 Practicing new content 7 20 57 Complexity of the math problems covered (%) Low 89 76 94 Moderate 9 21 5 High 2 3 1 Proportion of science lessons with different levels content complexity as compared to the national curriculum (%) Basic 82 91 83 Basic and challenging 17 8 17 Challenging 1 1 0 Sources of content used during science lessons (%) Teachers 71 64 54 Textbooks 23 6 26 Worksheets 4 26 7 Other sources 2 4 13 Source: Authors’ Construction Science 118 Global Education Review 1(3) They reviewed a total of 2,489 math problems, considering 210 variables related to math lessons and 192 related to science lessons. Keywords: content; dominican; inquiry; instruction; latin; learning; lessons; math; percent; republic; science; students; study; teacher; teaching
• Thinking as someone else - Using Avatars in teacher education and the challenge to think and act as someone else. by Wasmuth, Helge (2016) - However, it was immediately clear that many students had “Thinking as Someone Else” – Using Avatars in Teacher Education 131 difficulties staying in the role and acting as their avatars. These two cases are only examples, but it seems that many students really made an effort when “giving birth” to their avatars. Keywords: avatar; education; learning; participants; personality; principal; project; research; students; teacher; thinking
• Out of My Comfort Zone: Understanding the Impact of a Service-Learning Experience in Rural El Salvador by Beckman, Paula J.; Christenson, Lea Ann (2016) - Students stayed in an economically impoverished village in rural El Salvador and worked on projects that promoted education for children in the village. As a result, there is a need to help teachers develop empathy for students from diverse backgrounds (Lam, Kolomitro, & Alamparambil, 2011). Keywords: children; education; experience; families; impact; learning; people; programs; salvador; service; students; study; term; trip; understanding
• Equity and Excellence: Political Forces in the Education of Gifted Students in the United States and Abroad by Brown, Elissa F; Wishney, Leigh R (2017) - Keywords Gifted education, politics of gifted education, international gifted education, equity and excellence Introduction In order to understand these influences on the respective “outlier” student, it’s important to consider the context of the country, significant events, overall educational reform efforts and the implications on the education of gifted students. Keywords: children; countries; country; education; equity; excellence; national; programs; schools; states; students; united
• Ignorance or Indifference? Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education by Wright, Ph.D., Brian L; Ford, Ph.D., Donna Y.; Young, Ph.D., Jemimah L. (2017) - Years of data from the Office for Civil Rights and national reports reveal that deficit thinking, prejudice, and discrimination must be at work, thus compromising the educational experiences of gifted students of color. To do otherwise is to shortchange gifted students of color who are every bit as capable as White students. Keywords: access; color; education; equity; ford; hispanic; ignorance; indifference; programs; representation; school; students; teachers; white
• Informal learning in SME majors for African American female undergraduates by McPherson, Ezella (2014) - It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants’ opportunities to engage in informal science learning or free-choice learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. Keywords: american; capital; children; college; education; home; learning; museum; opportunities; research; school; science; science education; science learning; students; women
• Global Dimensions of Gifted Education: Cross-National Dichotomies between Perceptions, Practices, and Policies by Heuser, Brian Lloyd; Wang, Ke; Shahid, Salman (2017) - Similarly, in the United Kingdom, a significant number of teachers believe that since gifted students are in the minority, any expansion of gifted education programs would represent a waste of already scarce resources that could be dedicated to common improvements (Kasey & Koshy, 2013). Slowly but surely: Small steps toward establishing gifted education programs in Lebanon. Keywords: ability; countries; development; education; giftedness; journal; national; policies; policy; programs; school; science; students; systems; talent; yes
• Responding to the Challenges of Gifted Education in Rural Communities by Azano, Amy Price; Callahan, Carolyn M; Brodersen, Annalissa V.; Caughey, Melanie (2017) - Concerns in Rural Gifted Education The opportunity gaps for rural gifted students are increasingly being documented (Azano, 2014; Plucker, 2013; Stambaugh & Wood, 2015). Efforts to Minimize Challenges An Alternative Identification Process Promoting PLACE applies modified strategies for the identification of gifted students, curriculum adaptation and development, and delivery of both the curriculum and non- cognitive interventions to rural gifted students in high poverty rural schools. Keywords: curriculum; education; identification; learning; model; place; project; research; schools; stereotype; students; threat; units
• Differentiating Instruction Using a Virtual Environment: A Study of Mathematical Problem Posing Among Gifted and Talented Learners by Manuel, Dominic; Freiman, Viktor (2017) - A study of student, parent, and teacher attitudes toward gifted programs and gifted students. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129–145). Keywords: activities; education; learning; manuel; mathematics; new; participants; problems; project; richness; school; students; teachers; website
• Wandering in the shadow of egalitarianism and equity: a historical analysis of gifted education in China by Fu, Tian (2017) - In China, though the estimated number of gifted children reaches 20 million (Chu, 2012), gifted education has seldom received sufficient support. The objections to gifted education always suppress suggestions that support programs for gifted students when educational policy is drafted. Keywords: china; classes; development; education; egalitarianism; equity; key; policy; programs; review; schools; students
• The Global Context of Disability by O'Rourke-Lang, Christine; Levy, Roseanne Vallice (2016) - This issue of Global Education Review examines the global context of disability and how in different geographic locations, socioeconomic factors, domestic policy, and disability perspectives impact access to special education services, and the types of resources and interventions available to individuals with diverse learning needs. The global context of disability. Keywords: children; disabilities; education; individuals; students
• Global Perspectives on Inclusion by Jordan, Kathy-Anne; Ramaswamy, Sudha (2013) - International resolutions such as the Salamanca Statement (UNESCO, 1994) and UNESCO’s Education for All (UNESCO, 2010) champion inclusion and equality in education, but empirical studies within some developing countries shed light on the limits of these policy documents in guiding the implementation of inclusive education (Naraian, 2013). Alisha Brown, in Situating Disability within Comparative Education: A Review of the Literature, first examines representations of disability across four comparative education journals and also analyzes global and national perceptions of inclusive education as represented within these journals. Keywords: college; disability; education; inclusion; school; students
• Development and Implementation of an Administrative Internship Program by Wermuth, Esther; Quezada, Edwin M (2017) - College Faculty Member’s Reflection On May 16, 2016 eight Administrative Interns in the School Building/District Leadership Master's Degree Program met with the superintendent of district schools and with several members of his senior administrative staff including the assistant superintendent, the executive director, language acquisition/bilingual/ESOL/LOTE, the executive director, school improvement, the executive director, secondary education and the, director of academic and behavioral interventions. These eight interns were part of a group of twelve who participated in a unique program in partnership with district schools. Keywords: administrative; development; district; dyad; education; english; grade; internship; language; new; program; reading; school; students; superintendent; teachers
• Localizing Play-Based Pedagogy: Nigerian Educators' Appropriation of Sesame Classroom Materials by Moland, Naomi A. (2017) - The cultural politics of constructivist pedagogies: Teacher education in the United Republic of Tanzania. I also repeatedly interviewed Sesame teacher trainers and conversed with teachers. Keywords: approaches; caregivers; childhood; children; education; international; materials; nigeria; play; school; sesame; story; students; teachers; use; workshop
• A Diversity Doctor's Best Lessons from the Campus by Jordan, Kathy-Anne (2016) - Describing the motivation for his current work on diversity issues, Nacoste recalls “People Get Ready,” his favorite Curtis Mayfield song from the 1960s. [Review of the book Taking on Diversity: How We Can Move from Anxiety to Respect by Rupert W. Nacoste]. Keywords: diversity; nacoste; students
• Bye-Bye Teacher-Scholar, Hello Teacher-Scholar ? Possibilities and Perils of Comprehensive Internationalization by Elliott, Dawn Richards (2018) - The more challenging alternative, to revisit the incentivize structure of IHL, is important if aspirational teaching models continue to be a priority for student learning. Academic-NGO collaboration in international development research: a reflection on the issues. Keywords: class; community; development; education; faculty; global; ihl; knowledge; learning; model; practice; program; qep; research; scholarship; students; teaching; work
• The Challenge of Providing Gifted Education by Dole, Sharon Frances; Bloom, Lisa (2017) - Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education, Wright, Ford and Young discuss the lack of access to gifted education, Advanced Placement courses and International Baccalaureate for students of color, especially those who are African American or Hispanic. These problems The Challenge of Providing Gifted Education 3 present a call to action for the field of gifted education to not only increase awareness and address underrepresentation head on but to address inaccurate perceptions of what providing gifted education programs means for children and youth who might otherwise succumb to underachievement and the problems associated with lack of challenge. Keywords: education; equity; students
• The Role of Creative Coursework in Skill Development for University Seniors by Miller, Angie (2018) - Not surprisingly, exposure to creative coursework was a significant positive predictor of confidence in creative thinking skills, explaining 12.6% of the variance even after controlling for other factors. Societal and school influences on student creativity: The case of China. Keywords: arts; college; confidence; coursework; creativity; doi; education; journal; major; new; research; skills; students; thinking
• MIXED: Educational Perspectives from Families of Mixed East and West Educational Background by Layman, Eric W (2018) - Chinese education creates excellent exam takers while American education cultivates learning explorers. Eastern education is often claimed to place greater emphasis on “surface-level” memorization techniques, as Chinese students have been “consistently” observed to be more “structure- oriented,” as opposed to “depth-oriented,” in their approach to learning, while Western education is often thought to have a greater emphasis on “deeper level understanding” (H. Cheng, Andrade, & Yan, 2012). Keywords: asian; children; chinese; creativity; east; education; families; hong; japan; kong; learning; school; students; system; west; western
• Providing Opportunities for Flow Experiences and Creative Problem-Solving through Inquiry-based Instruction by Doss, Kristy Kowalske (2018) - Helping students develop a sense of awe and wonder about the world around them can be overlooked in educational settings. In order to compete globally in the 21st Century, students must have the skills to design their own projects and understand how to navigate the wealth of information available at their fingertips. Keywords: average; class; creativity; flow; inquiry; problem; process; project; questions; research; students; time
• What About Elementary Level Teachers: A Closer Look At The Intersection Between Standardization And Multilingualism by Barrenechea, Ignacio (2018) - For example, Au (2009) argued that “that social studies teachers are feeling the pressures of high-stakes testing, and that these pressures are causing social studies teachers to alter their classroom practices and curriculum” (p. 43), reaffirms that it is usually children belonging to poorer backgrounds who see a more profound shrinking 205 Global Education Review 5(2) of their curricula. Teachers are pressured to meet state mandated standards, while also serving increasingly diverse and multilingual student populations (Steiner-Khamsi, 2004). Keywords: addition; education; example; impact; miami; miss; participants; schools; standardization; students; study; teachers; teaching; testing; tests; theory
• A Hands-On Approach for Engaging Young Scientists by Citron, Dassi (2017) - Book Review A Hands-On Approach for Engaging Young Scientists “The Schoolwide Enrichment Model in Science” by Nancy Heilbronner and Joseph S. Renzulli By Dassi Citron In our current climate of STEM and STEAM initiatives, science education is experiencing renewed interest. The release of The Schoolwide Enrichment Model in Science: A Hands-On Approach for Engaging Young Scientists by Nancy Heilbronner and Joseph Renzulli is a well-timed compilation of research-based ideas, theoretical constructs, and useful tools directed toward achieving exemplary science instruction in the 21st century. Keywords: education; renzulli; science; students
• Persistence and Fadeout of Preschool Participation Effects on Early Reading Skills in Low- and Middle-Income Countries by Gove, Amber; Dombrowski, Eileen; King, Simon J.; Pressley, Jennifer; Weatherholt, Tara (2018) - Realizing the promise of high quality early childhood education. Abstract The adoption of the Sustainable Development Goals (SDGs) in September 2015 marked a new milestone for early childhood education, care, and development. Keywords: childhood; children; countries; development; education; experience; grade; impact; international; letter; minute; participation; preprimary; preprimary education; preprimary experience; preschool; reading; research; rti; rti international; skills; students
• Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms with Problem-Based Learning Environment by Yukhymenko, Mariya; Brown, Scott W.; Lawless, Kimberly; Brodowinska, Kamila; Mullin, Gregory (2014) - Teacher tones students’ comments 28. She is interested in fidelity of implementation of new curricula and its influence on student learning. Keywords: analysis; classrooms; codes; data; learning; pbl; practices; research; students; teacher; themes
• The Internationalization of Creativity as a Learning Competence by Jules, Tavis; Sundberg, Kelly Cebold (2018) - The sort of creativity that will be needed to harness, distill, and re-collate data is beyond the parameters of domain-specific creativity but requires students to have domain-general levels of creativity, something not found currently in international assessment frameworks but something that is demanded by companies. In other words, 21st century skills combine the necessary competence needed in the knowledge society where the use of ICT is not an essential condition. Keywords: assessments; century; competences; creativity; economy; education; frameworks; global; knowledge; learning; new; oecd; pisa; policy; review; skills; students
• A Waterfall Model for Providing Professional Development for Elementary School Teachers: A Pilot Project to Implement a Competency-Based Approach by Savard, Annie; Cyr, Stéphane (2018) - Professional development for elementary school teachers 165 ________________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy College, New York. A waterfall model for providing professional development for elementary school teachers: A pilot project to implement a competency-based approach. Keywords: approach; curriculum; development; education; elementary; learning; mathematics; project; reform; school; situations; students; teachers; test; training
• Determination of marginalized youth to overcome and achieve in mathematics: A case study from India. by Srikantaiah, Deepa; Eichhorn, Mindy; Khan, Masarrat (2018) - Parisandra students found out about their program by word of mouth through family, friends, or their community (Parisandra program coordinator, personal communication, October 3, 2015). Another interesting finding is that based on the interviews, Parisandra students did not see how math could be relevant in their everyday lives, particularly in terms of career options. Keywords: communication; determination; education; india; learning; mathematics; national; nios; open; parisandra; problems; program; research; samudra; school; schooling; standard; students; study; youth
• The Relationship between Opportunities to Learn Algebra and Students’ Algebra Achievement: A Comparative Study by Ayieko, Rachel Angela (2018) - Teaching algebra topics at the eighth- grade level Across the three countries, the pattern of relationships between OTL algebra topics and students’ algebra achievement differed but were similar for two algebra topics. The hypothesized relationships between the OTL algebra and eighth grade students’ algebra achievement. Keywords: achievement; algebra; botswana; countries; education; equations; grade; level; mathematics; otl; states; students; study; teachers; topics; united
• Cultivating experimental innovation within undergraduate physics majors by Fleenor, Matthew C (2018) - Helping physics students learn how to learn. Since the average number of physics majors over the past ten years had been 3.6 +/- 3.1 students (2003-2012, with one aberrant year of 11 majors), we had overlooked the fact that fostering physics curiosity in only one third of the entering students would nearly double the number of physics majors. Keywords: bohm; creativity; curriculum; deleuze; education; faculty; learning; majors; new; physics; program; research; review; roanoke; science; students; undergraduate
• In Support of Access and Inclusion: Joint Professional Development for Science and Special Educators by Brusca-Vega, Rita; Alexander, Jan; Kamin, Colleen (2014) - Details about students with disabilities in science classrooms, including their number, type of impairment, and how they are served, are unavailable. In general education settings, simply including students with disabilities in science classrooms so they have access to the curriculum does not ensure that they will benefit from the content or the content expert. Keywords: development; disabilities; education; educators; learning; professional; program; project; research; school; science; students; teachers; teaching
• Creativity and Pre-Service Teacher Education: What You See is What You Get by Schreiber, James B. (2018) - In addition to the course experiences, I have experienced dozens of exit interviews for student teachers over the past 16 years. In general, student teachers do not develop or engage in creative activities during their student teaching time period. Keywords: beghetto; creativity; doubt; education; focus; learning; moments; new; risk; students; teacher; teaching
• Improving Pedagogical Content Knowledge On Rational Numbers Of Cambodian Teacher Trainers by Van, Leap; Mao, Sokalyan; Cnudde, Veerle (2018) - There has been a shortage of qualified teachers throughout these reforms and the recruitment of teachers and teacher trainers was not well-structured. In addition, previous studies suggest that teacher training and professional development system for teacher trainers strengthen both subject and PCK (Benveniste, Marshall, & Araujo, 2008; Kleickmann et al., 2013). Keywords: education; intervention; items; knowledge; pck; pre; score; students; teacher; test; trainers; training
• Different analyses, different validity conclusions? Evidence from the EGMA Spatial Reasoning Subtask by Perry, Lindsey (2018) - For example, there are four types of Spatial Reasoning items. Table 4 Cronbach’s Alpha by Spatial Reasoning Pilot Test Form Form Internal Consistency Form A 0.25 Form B 0.35 Form C 0.17 Form D 0.61 Table 5 Percent correct and item-total correlations for EGMA Spatial Reasoning items Percent Correct Mean (SD) Item-total Correlation Mean (SD) Minimum Maximum All items 73% (24%) 0.30 (0.15) -0.26 0.59 3D Spatial Visualization 79% (22%) 0.29 (0.15) 0.05 0.59 2D Spatial Visualization 55% (24%) 0.23 (0.19) -0.26 0.45 3D Spatial Structuring 75% (21%) 0.38 (0.10) 0.17 0.51 2D Spatial Structuring 86% (15%) 0.30 (0.12) 0.01 0.54 Different analyses, different conclusions 135 Keywords: analyses; egma; factor; form; items; pilot; reasoning; research; spatial; students; subtask; test
• Influence of Content-learning in Preparation Classes on Integration Perspectives of International Students by Schmiedebach, Mario; Wegner, Claas (2018) - However, since international class students in the two partner schools gradually transition into the regular school system, they experience two different learning situation levels. Motivational aspects have been highly researched in this field; however, the focus has been on systematic language acquisition in foreign language classes and largely neglects motivation concerning migration5 (Fischer, 2014, p. 3). Keywords: acquisition; biology; class; classes; content; education; german; language; learning; motivation; participant; school; science; students
• Successful Integration of Refugee Students in Higher Education: Insights from Entry Diagnostics in an Online Study Program by Zlatkin-Troitschanskaia, Olga; Happ, Roland; Nell-Müller, Sarah; Deribo, Tobias; Reinhardt, Franziska; Toepper, Miriam (2018) - Refugee higher education: Contextual challenges and implications for program design, delivery, and accompaniment. This is also indicated by the data on educational backgrounds and previous education, according to which most Kiron students have not only completed high school education and are therefore entitled to higher education studies (see also UNESCO, 2017), but also that a large part of the sample has already begun or even completed higher education. Keywords: countries; education; english; host; integration; kiron; knowledge; language; learning; level; project; refugee; refugee students; research; results; students; study; success; test; university
• Refugee Students Arrive at a School: What Happens Next? by Croce, Keri-Anne Joan (2018) - Refugee students arrive at a school: What happens next?. As refugee students arrive at new schools, their membership within the community may be defined by a series of negotiations. Keywords: dialogue; families; journals; refugee; school; states; students; study; teachers
• Spanning Boundaries by Building Relationships by Koyama, Jill P.; Ghosh, Sowmya (2018) - Framing refugee mentors who work in the school district and their community-based counterparts as “boundary spanners” Tushman (1977), we demonstrate how the mentors aim to bridge the boundaries between refugees’ homes and communities and their new U.S. schools. Yet, we know little about how school districts work with refugee students, most of whom have had significant gaps in their formal education and for whom English is not their first language. Keywords: boundaries; boundary; community; dusd; education; families; mentors; organizations; parents; refugee; refugee students; resettlement; school; students; study; support; tutoring; work
• Teaching Refugee Students in Arizona: Examining the Implementation of Structured English Immersion by Henderson, Joanna; Ambroso, Eric Patrick (2018) - Teaching refugee students in Arizona 55 ________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy College, New York. Teaching refugee students in Arizona: Examining the implementation of Structured English Immersion. Keywords: arizona; children; classrooms; education; english; experiences; language; policies; policy; refugee; refugee students; research; schools; sei; states; students; teachers; training; united
• Refugees on Their Way to German Higher Education: A Capabilities and Engagements Perspective on Aspirations, Challenges and Support by Grüttner, Michael; Schröder, Stefanie; Berg, Jana; Otto, Carolin (2018) - Heretofore, little is known about the specific challenges for prospective refugee students seeking access to higher education in the German context. How do prospective refugee students value higher education? Keywords: access; asylum; challenges; country; courses; education; factors; german; heis; language; new; preparation; refugees; research; review; seekers; students; studies; study; support; university; way
• The Role of the Principal in Facilitating the Inclusion of Elementary Refugee Students by Okilwa, Nathern S. A. (2018) - Five years later, in 2011, Connolly advanced to the role of school principal. The purpose of this article is report on the principal’s leadership efforts to include refugee students and their families at Northstar Elementary School. Keywords: community; connolly; diversity; education; families; leadership; new; northstar; parents; principal; refugee; refugee students; school; students; teachers
• Creativity in Education: A Global Concern by Bloom, Lisa A.; Dole, Sharon (2018) - Based on a review of decades of scores on the E. Paul Torrance Test of Creativity, Kim reported a decline in creativity in the US in 2010. She points out the need for policy makers to come up with assessment programs that evaluate the effectiveness of creativity education appropriate for culturally diverse student populations. Keywords: creativity; education; learning; review; students
• Aligning Test Scoring Procedures with Test Uses: A Balancing Act by Ketterlin Geller, Leanne R.; Perry, Lindsey; Platas, Linda M.; Sitabkhan, Yasmin (2018) - Test scores can be obtained for all items included on the test (e.g., total score), a subset of the items (e.g., subscores), or a collection of subsets of items (e.g., composite scores). The collection of scored item responses serve as evidence about students’ levels of performance in the tested construct (Thissen & Wainer, 2001), and therefore, form the basis of test score uses and interpretations. Keywords: composite; egma; items; level; number; procedures; scores; scoring; students; subscores; subtests; test; total; untimed
• When Youth Dialogue: A Pedagogic Framework for Changing the Conversation About Migration by Dawes Duraisingh, Liz; Sheya, Sarah; Kane, Emi (2018) - They post and comment on other students’ work within their learning group in ways reminiscent of mainstream social media platforms. Other students shared stories that showed how family friends or relatives were caught up in historical and economic forces that were bigger than themselves, even if they ultimately made some pivotal choices for themselves. Keywords: dialogue; education; experiences; framework; global; learning; media; migration; new; people; research; review; stories; students; topic; ways; world; youth
• Needs, Barriers, and Support Systems for Refugee Students in Germany by Streitwieser, Bernhard Thomas; Schmidt, Maria Anne; Gläsener, Katharina Marlen; Brueck, Lukas (2018) - Needs, barriers, and support systems for refugee students in Germany 136 ______________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy College, New York. Needs, barriers and support systems for refugee students in Germany. Keywords: berlin; course; education; german; integration; international; language; male; new; preparatory; refugee; research; sciences; skills; sorb; students; study; support; syria; universities; university; way
• Reading Humanitarian Heroes for Global Citizenship Education? Curriculum Critique of a Novel Study on Craig Kielburger’s Free the Children by Karsgaard, Carrie (2019) - Abstract Literature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. For readers in positions of privilege, reading for critical global citizenship must involve serious listening to the voices of those who may question or oppose dominant structures and epistemologies as they imagine Reading Humanitarian Heroes for Global Citizenship Education? Keywords: child; children; citizenship; development; education; humanitarian; kielburger; labor; readers; reading; students; unit; work
• Policies and Practices in Support of Mathematics Learning in Global Contexts by Perry, Lindsey; Ketterlin-Geller, Leanne R. (2018) - The ten manuscripts in this issue focus on three primary topics: efforts to improve student achievement and factors that impact achievement; implications of assessment frameworks, scoring, and analyses; and methods to improve teacher preparation and teacher knowledge. Savard and Cyr share findings on the impact of the program on teachers’ knowledge, classroom teaching, and student achievement. Keywords: achievement; education; learning; mathematics; students
• (In)Visible Literacies of Transnational Newcomer Youth in a Secondary English Classroom by Taira, Brooke Ward (2019) - Strategic visibility of student literacies: culture as curricular Grounded in transnational, sociocultural, and asset-based frameworks, this article highlights findings from a qualitative case study that explored the literacy practices of transnational students in a ninth-grade English classroom taught by a transnational teacher. Keywords: classroom; data; education; english; experiences; interviews; learning; literacies; literacy; literacy practices; newcomer; practices; research; school; students; study
• Study Abroad for Preservice Teachers: A Critical Literature Review with Considerations for Research and Practice by Morley, Alyssa; Braun, Alisha M. B.; Rohrer, Lodi; Lamb, David (2019) - (Mis)representation among U.S. study abroad programs traveling to the African continent: A critical content analysis of a Teach Abroad program. While this literature base features a plethora of trips to different locations, we learn very little from this scholarship about local community perspectives of study abroad experiences. Keywords: abroad; education; global; journal; language; literature; north; preservice; programs; psts; research; review; south; students; study; teachers; teaching; u.s
• Preparing Globally Competent Teachers to Address P-12 Students’ Needs: One University’s Story by Brennan, Sharon; Holliday, Ellie (2019) - To guide and assess growth regarding globally competent teaching practice and provide a vehicle for reflection between student teachers and their supervisors on this domain. In addition, the curricular focus has changed to emphasize pedagogical practices designed to help P-12 school students thrive in the world as it exists now and in the future. Keywords: candidates; competence; course; education; kentucky; learning; ost; participants; program; students; teacher; teaching; university
• What Is It All For? : The Intentions and Priorities for Study Abroad in Canadian Teacher Education by Ingersoll, Marcea; Sears, Alan; Hirschkorn, Mark; Landine, Jeff; Kawtharani-Chami, Lamia (2019) - While there is a national strategy on attracting international students to Canada (Government of Canada, 2014), there is no reciprocal strategy for sending Canadian students internationally, despite the growing emphasis on the need for global skills to be professionally successful in the What Is It All For? 31 21st century, and on the potential benefits of study abroad. Study abroad was framed as an opportunity for Canadians to better understand the experiences of international students who come to Canada by being put into the situation of understanding what it is like to be away from everything familiar. Keywords: abroad; canada; canadian; citizenship; education; experience; faculty; global; international; programs; research; students; study; teacher; teacher education; teaching
• Fostering Early Math Comprehension: Experimental Evidence from Paraguay by Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (2014) - Mathematics beliefs and achievement of elementary school students in Japan and the United States: Results from the third international mathematics and science study. This result is expected since the Tikichuela program focuses strictly on early math skills. Keywords: baseline; control; deviations; education; effects; level; math; program; results; school; students; test; treatment
• Addressing Misperceptions of Underprepared Students: A Case Study at a Public American University by Sachar, Cassandra O'Sullivan; Cheese, Melissa; Richardson, Scott (2019) - While the challenges of underprepared students must be addressed in order to best support them, none of these Addressing Misperceptions of Underprepared Students 3 definitions acknowledge students’ potential, which can be damaging to the perceptions of the faculty/staff who will work with them in higher education. Addressing Misperceptions of Underprepared Students 1 _______________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy College, New York. Keywords: college; education; faculty; responses; staff; students; study; success; support; survey; teaching; university
• Troubling Authority and Material Bodies: Creating Sympoietic Pedagogies for Working with Children and Practitioners by Murris, Karin; Haynes, Joanna (2020) - In the example of professional education explored in this paper, working alongside student teachers sympoietically creates an imag(e)inary of how they might share authority in their own future classroom by experiencing shared authority in their own teacher education, and not just exclusively by studying texts and abstract theories (sympoiesis, making-with, as coined by Donna Haraway [2016], is discussed within the paper). authority Students have responsibility for their behavior and learning— teachers follow the students and knowledge is co-constructed. Keywords: authority; bodies; children; education; haynes; karin; knowledge; learning; material; murris; p4c; philosophy; students; teacher
• The Host Country Culture in Second Language Acquisition : A Case Study in an International School by Milosevic, Olja (2021) - It was hoped that exploration of both visible and invisible aspects of Serbian culture would be beneficial for both the host country and international students. There were topics that seemed to be sensitive for international students, but not for host country ones. Keywords: country; cultural; culture; host; language; learning; people; students; unit
• Refugees, immigrants, and language in Ivorian education by Solorio, Michelle (2021) - Per the Snapshot data, teachers mainly used the designated language of instruction while student language use varied. The language and psychological needs of refugee students often overlap, as trauma is proven to negatively impact various aspects of student learning and thus can also hinder language learning (Betancourt et al., 2012; Hart, 2009; Solorio, 2018). Keywords: baako; brafé; djere; education; elodie; french; language; mme; pei; refugee; school; students
• Overcoming anxiety in adult migrants' language learning by means of Process Drama by Maistrello, Veronica; Dalziel, Fiona Clare (2021) - Other factors which have been correlated with FLA are: perfectionism, self-impression, low self-esteem, low emotional- intelligence, the level of familiarity between the interlocutors, age, frequency of use, and even the number of languages learners know (Foss & Reitzel, 1988; MacIntyre & Gardner, 1994; Dewaele, Petrides, & Furnham, 2008; Dewaele, 2017). Language anxiety has been classified as a specific feeling of apprehension due to the risks language learners may be required to take during the learning process, and which they may perceive as threatening. Keywords: activities; anxiety; drama; group; italian; language; language anxiety; learners; learning; participants; process; students
• Teaching L2 for students with a refugee/migrant background in Greece: Teachers’ perceptions about reception, integration and multicultural identities by Magos, Kostas; Simopoulos, Giorgos (2021) - Most of the educators teaching refugee children, and particularly these working on RFREs, did not have any relevant previous experience or specialization and, at the same time, they received minimum support in training or professional development. The 2016-2017 school year was defined as “pre- integration” or “transitional,” and the focus was placed on kindergarten programs operating within the Refugee Accommodation Centers, and the creation of Reception Facilities for Refugee Education (RFREs) for refugee children that reside in Accommodation Centers. Keywords: children; education; educators; greek; morning; program; reception; refugee; rfre; school; students; teachers; teaching
• A Town of Many: Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion by Kalogirou, Konstantina; Stamenkovic, Dewi ; Fernée, Christianne L. ; Trimmis, Konstantinos P. (2021) - Heritage education in the school curriculum. Acquiring key competences through heritage education. Keywords: assets; cardiff; cultural; culture; drama; education; heritage; language; learners; learning; lesson; new; project; students; teaching; test; town; vocabulary
• Narrowing the language gap for Africa's learners: A pathway for change model by Schroeder, Leila (2020) - Prominent observations from multiple researchers include the following: (a) not enough time for L2 language, literacy, and content; (b) lack of teacher proficiency in speaking the L2; (c) lack of teacher proficiency in teaching L2 language, literacy, and content; (d) lack of curriculum planning for teaching L2 skills; and (e) lack of materials to support L2 reading and content acquisition (Trudell, Schroeder & Mercado, in press). This certainly applies to African languages, often having metered syllables and distinctly enunciated vowels. Keywords: africa; children; development; education; english; grade; instruction; language; learners; learning; literacy; reading; school; skills; students; teachers; use; words
• L2 Teaching in the post-communicative era: Developing intercultural consciousness, critical awareness and consistent attitudes for social inclusion by Margaroni, Mary; Magos, Kostas (2021) - However, in recent decades, language teaching and learning, including L2 (second language) teaching and learning, has been influenced by social constructivism, multiliteracies, and critical literacy. Under the influence of the Brazilian educator and theorist Paulo Freire and his fundamental work Pedagogy of the Oppressed (Freire, 1972), social justice pedagogy emphasizes critical orientation, in which the aim of language teaching is not limited to the improvement of language and communication skills, but also aims to develop students’ critical awareness (Chapman & Hobbel, 2010: 1-6; Gorski & Seema, 2014). Keywords: citizenship; education; language; learning; new; social; students; teaching
• Video-Based Self-Observation as a Component of Developmental Teacher Evaluation by Mercado, Leonardo A.; Baecher, Laura (2014) - In a related study by Kong (2010), student teachers in Hong Kong captured videos of their practice teaching through a web-enabled system and conducted self-reflections along four dimensions: curriculum planning and evaluation, pupils and pupil-teacher interactions, discipline and classroom management, and professional knowledge. The researcher found that student teachers generated more and deeper reflective notes after watching clips of their own teaching. Keywords: development; education; evaluation; observation; professional; self; students; supervisors; teachers; teaching; time; video
• Shifting Modalities: Providing K-5 Montessori Education Online during the Pandemic by Cummings-Clay, Denise; Hayes, Abeku ; DiSanto, Jacqueline (2021) - Using the Montessori principle, Control of Error, Montessori teachers create Shifting Modalities 65 65 learning environments, materials and lessons that help students guide themselves to the right answer or the information needed to arrive at the necessary outcome (American Montessori Society [AMS], 2019). Student perceptions of online teacher and on-site facilitator support in supplemental online courses. Keywords: children; classroom; education; families; instruction; learning; materials; montessori; nycmcs; online; school; students; teachers; teaching; technology
• Giving Meaning to the Subject: The Influence of Interdisciplinary Interventions on the Subjective Task Values of Biology and PE by Kramer, Niklas ; Wegner, Claas (2021) - The specification of the “intrinsic value” subscale to determine situational interest value resolves a criticism of Eccles' (1983) theory that situational intrinsic value is not taken into account. This value is often equated with the terms interest or interest value (Steinmayr & Spinath, 2010). Keywords: biology; education; individual; interdisciplinary; interest; intervention; students; subject; task; utility; value
• Becoming Proficient through Profile Classes: A Longitudinal Study on the Development of Scientific Competencies by Schulte, Alena; Wegner, Claas (2021) - In science lessons, methods of scientific inquiry provide the tools to achieve this. In this study, we based scientific inquiry on the SDDS-Model according to Klahr (2002). Keywords: classes; competence; education; experiments; hypotheses; inquiry; literacy; profile; results; school; science; students; study; test; time
• Preparing Students as Leaders with a Global Mindset: A Study Abroad Phenomenological Case Study by Acker, Deborah R.; Bocarro, Jason (2021) - The study sought to understand the experiences of students who were part of a unique study abroad global leadership program. This gap in the literature establishes a need for new ways to design meaningful global experiences through interdisciplinary course development and programmatic frameworks to deepen a student’s knowledge to work more effectively and meaningfully with people globally is critical in today’s society. Keywords: course; education; experience; leadership; learning; mindset; participants; people; program; research; students; study; time
• Discipline Policy Reform: A Review of Oakland USD following an OCR Investigation by Okilwa, Nathern S. A.; Robert, Catherine (2022) - SWPBS, restorative justice, and other intervention programs for student discipline are not designed, however, to individually resolve all disciplinary reform needs without other techniques. With incomplete and/or inaccurate data, there is a question regarding if student discipline is accurately reflected and if it is appropriate to Table 1 Stages of Policy Reform for OUSD Discipline Reform Requirements Provision Stage (Talk/Action/or Implementation?) Keywords: american; data; discipline; district; education; implementation; ocr; ousd; policy; reform; review; school; students; training; vrp
• Teaching, Learning, Leading, and Living in a Glocal World: Policy, Practice, and Praxis by Varner, Kenneth J.; Gerlach, David; Markides, Jennifer; Schrader, PG; Muñoz, Carlos Enrique; Opić , Siniša ; Bagnall, Nigel; Mass, Anna Maria; Mikulec, Erin (2021) - Training Pre-Service EFL Teachers to Connect Their Local Classrooms to the World and Back Fabian Krengel A key goal of global education in language teaching is to “have students ‘think globally and act locally’” (Cates, 2013, p. 278) – an idea in line with the concept of glocality. These ideas are compatible with European policy discourses on global education (Schreiber & Siege, 2016), aiming at supporting learners in becoming agents of change in an increasingly globalized world. Keywords: approach; education; glocality; language; learning; research; schools; students; teaching
• Glocal Challenges to Teacher Education and a Glocally Sustaining Pedagogical Framework by Varner, Kenneth J.; Markides, Jennifer; Schrader, PG; Gerlach, David; Opić, Siniša (2021) - Keywords Teacher education, glocality, educational reform, teacher preparation, higher education Glocal Challenges to Teacher Education 9 9 Introduction We wanted to use the opportunity of this special issue to comment, more in article form, on some of the challenges facing teacher education and how glocality as a concept can be used toward a Glocally sustaining pedagogical framework for teacher education beyond some of our work as editors. Abstract This article explores some of the challenges facing teacher education and how glocality as a concept can be used toward a Glocally sustaining pedagogical framework for teacher education. Keywords: accreditation; challenges; education; educators; glocality; local; pedagogy; preparation; students; teacher; teaching; work
• Glocal Language Awareness through Participatory Linguistic Landscape Research by Cormier, Gail (2021) - Tables Table 1: DSFM Schoolscape Table 2: Single-track Schoolscape 22% 12% 64% 2% DSFM English signs Bilingual signs French signs No language 37% 16% 44% 3% Single-track English signs Bilingual signs French signs Spanish Glocal Language Awareness through Participatory Linguistic Landscape Research 45 45 Table 3: Dual-track Schoolscape 63%17% 15% 1% 1%3% Dual-track English signs Bilingual signs French signs Spanish No language Other language The glocal perspective applied to this schoolscape research will look at local school signs while also expanding outward to look at the messages found in those signs in order to show the interconnectedness of the local and global (Hauerwas et al., 2021). Keywords: awareness; dsfm; english; french; landscape; language; participants; research; school; schoolscape; signs; students; track
• Crossing Boundaries: Examples for Interdisciplinary Teaching by Schmiedebach, Mario; Wegner, Claas (2021) - Limits of interdisciplinary teaching Despite all the benefits of interdisciplinary teaching, educators have to be aware of the limits that might hinder an extensive implementation of it: • “Wholeness Craze”: Once looking at a topic from different subjects, many possibilities arise. Instead, the benefits of interdisciplinary teaching should be used to allow for such teaching phases or projects in school. Keywords: education; interdisciplinary; problem; school; students; subjects; teaching; und
• The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences by Nijhawan, Subin ; Elsner, Daniela; Engartner, Tim (2021) - For transnational agency, communication across linguistic groups must be facilitated, simultaneously embracing participation of people in their most dominant language or other languages they feel most comfortable in. Other languages, both national or regional lingua francas, or minority and indigenous languages, are used nevertheless. Keywords: century; change; classrooms; clil; climate; climonomics; conference; cosmopolitanism; education; english; german; global; glocalities; language; multilingual; new; students; world
• Glocal Network Shifts: Exploring Language Policies and Practices in International Schools by Bettney, Esther; Nordmeyer, Jon (2021) - International schools, both as individual contexts for inquiry and as a collective of transnational learning ecologies, represent an opportunity for further study, yet scarce research to date has explored the relationship between glocality and language within the context of international schools and networks. International school students, staff and families are often multilingual, however the language ideologies reflected in many schools’ language policies and program models are often reflect monolingual ideologies and practices. Keywords: consortium; context; education; english; global; glocalization; international; language; local; multilingual; network; practices; schools; students; wida
• “Glocal Education” Through Virtual Exchange? Training Pre-Service EFL Teachers to Connect Their Local Classrooms to the World and Back by Krengel, Fabian (2021) - Three modern approaches to FLT that offer promising interfaces for the integration of global education approaches are communicative language teaching, content orientation, and the concept of the “intercultural speaker” (Freitag- Hild, 2018, p. 164). Due to an uneven number of participating EFL student teachers from each institution, we decided to group the students in small transnational teams generally consisting of two students from Germany and one each from Sweden and Turkey. Keywords: education; efl; exchange; global; language; learners; o’dowd; participants; project; students; teachers; teaching
• Glocal Perspectives on Work-Based Learning: A Proposed Direction Forward by Medvide, Mary Beth (2021) - In some cases, WBL programs include a classroom component where students consolidate learning on the job site and explore career options, but this is not commonplace (Welsh et al., 2014). Trends suggest WBL programs can make students more knowledgeable about work and foster career exploration, but involvement in WBL may also create an opportunity cost where students do not have sufficient time to dedicate to their classes (Bradby & Dykman, 2003; Visher, Bhandari, & Medrich, 2004).These studies defined WBL broadly to include internships, externships, apprenticeships, and co-ops with varying required time commitments, which may explain the contradictory findings. Keywords: blustein; career; education; et al; kenny; learning; people; programs; students; wbl; work
• Toward a Model of Educational Equality: Establishing Social Validity Measures for Inclusion by Greenberg, Jeremy H.; Cheung, Hiu Ching (2022) - In conclusion, direct observation data from applied behavior analysis techniques can be powerful in determining the social validity of neurotypical student behavior. The purpose of the present study was to use behavioral observation techniques to determine socially valid performance criterion for attending behaviors in typically developing primary school students during group instruction and independent desk work. Keywords: analysis; autism; behavior; children; data; education; inclusion; independent; journal; school; students; teacher
• How COVID-19 Pandemic Experiences can Inform Teacher Education and Professional Development Practices by Schultz, Susan ; Love, Kristen (2022) - We COVID-19 Pandemic Experiences 41 explore which instructional strategies were most effective during the COVID-19 pandemic for remote teachers and the level of autonomy teachers perceived they had to make those instructional decisions. What can teacher education glean from the initial experiences of remote teachers during the COVID-19 pandemic? Keywords: covid-19; education; experiences; instruction; learning; online; pandemic; practices; remote; students; study; support; teacher; teaching; technology
• Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction by DelliCarpini, Margo Elisabeth; Alonso, Orlando B (2014) - As we have emphasized in this article, and as other researchers have discussed, content teachers are not language teachers, and ESL teachers may have limited knowledge about the content that their ELLs need to master. In terms of benefits to ELLs, when content teachers and English language teachers collaborate, the result can be “a shared commitment to systemic school reform leading to higher achievement and greater multicultural understanding” (Sakash & Rodriguez-Brown, 1995, p. 1). Keywords: cbi; classroom; collaboration; content; content teachers; education; ells; english; esl; esl teachers; knowledge; language; learning; mainstream; participants; research; students; teachers; teaching
• Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems by Tzohar-Rozen, Meirav; Kramarski, Bracha (2014) - Besides Pintrich’s theoretical framework, the interventions focused on two key factors, which have been identified as effective in metacognitive regulation intervention, and which the present study extended to include motivational self-regulation. This study developed, examined, and compared two SRL interventions dealing with two components of self-regulation: metacognitive regulation (MC) and motivational-emotional regulation (ME). Keywords: emotions; goals; groups; intervention; learning; metacognitive; motivation; performance; problem; regulation; self; solving; students
• Current motivation, self-efficacy, cognitive load, and hands-on performance of secondary school students during bystander-cardiopulmonary resuscitation training: A comparative interventional study between two teaching models by Rico Dumcke; Hanke, Isabelle; Rahe-Meyer, Niels; Wegner, Claas (2024) - As far as known, different large-scale methods (regularly subject- matter vs. project activity) were not analyzed for the implementation of BLS student education. Current motivation, self-efficacy, cognitive load, and hands-on performance of secondary school students 4 _______________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy University, New York. Keywords: bls; design; dumcke; education; efficacy; intervention; learning; load; motivation; research; resuscitation; school; self; students; wegner
• Enhancing subject-specific interests through interdisciplinary teaching units by Kramer, Niklas; Wegner, Claas (2024) - It is often referred to as interest or interest value (Steinmayr & Spinath, 2010). This paper presents a comparison of the results of the second prototype with the first study, focusing on the development of student interest. Keywords: biology; control; education; effect; group; interest; intervention; kramer; prototype; students; subject; time; value; wegner
• Developing a Diagnostic Instrument for Scientific Giftedness in the Context of Design-Based Research (DBR) by Peperkorn , Colin; Wegner, Claas (2024) - This paper aims to introduce test instruments designed for diagnosing scientific giftedness that can be utilized in school settings using Design-Based Research (DBR). To overcome implementation hurdles, teachers should be involved in developing test instruments as expert consultants. Keywords: dbr; design; development; education; giftedness; instrument; peperkorn; practice; process; research; review; students; test; theory; wegner
• Trying to Fit a Square Peg into a Round Hole: Being Indian American in the USA by Levy, Roseanne Vallice (2023) - The author highlights the importance of inclusive education, culturally responsive pedagogy, and recognizing student identity within the classroom setting. Keywords Bilingual learner, translanguaging, raciolinguistic ideology, student identity The Student I remember waking up very early, as it was still dark outside. Keywords: education; experiences; identity; indian; language; parents; school; students; teachers; year
• Juntos effort to preserve children’s bilingualism in English-dominated language landscape by Umezawa, Kiyomi (2025) - During these visits, the author focused on circle time, particularly on 1) which language lead teachers used to start conversations, 2) which language they used most frequently during circle time, and 3) which language children chose when responding to the teacher. The trans-prefix communicates the ways that multilingual people’s language practices go beyond linguistic boundaries, such as standard language or named languages (Otheguy et al., 2015). Keywords: ariel; bilingualism; childhood; children; classroom; education; english; head; juntos; language; new; practices; research; spanish; start; students; teacher; translanguaging
• Exploring Shadows: Letter Writing as a Pathway to Counter Authoritarianism in Education? by Løfblad , Åse; Stalheim, Odd Rune; Lerbak, Kari (2025) - However, what if we adopt a more unconventional approach to include student voices in the search for butterflies (Barnett, 2022)? Students are navigating a system characterized by market fundamentalism, resulting in the prevalence of standards-based educational policies and an intense focus on assessments and quality measures, making higher education more of an assembly line. Keywords: education; learning; letters; play; rosa; shadows; students; teaching; world; writing
• Empowering Education: A closer look at grants driving change in the Mercy University School of Education by Levy, Roseanne Vallice; Nitecki, Elena; Peterson, Shoshana; San Diego, Jennifer; Napolitano, Kristen; Gunning, Amanda M.; Marrero, Meghan E.; Miller, JungKang; Otcu-Grillman , Bahar; Ramaswamy, Sudha (2024) - Currently in its second iteration, MISTI is sponsored by the National Science Foundation through the Robert Noyce Teacher Scholarship Program, which supports the development of STEM teachers nationwide, including in United States territories. The goal of the project was to mitigate lack of PK-12 student interest and preparation in STEM, through promoting lasting change that develops STEM teachers to become leaders in their district, thereby supporting other teachers and ultimately improving student achievement and interest in STEM. Keywords: education; grant; mercy; program; school; stem; students; teachers; university
• Constructivism in the Shadow of Centralism: The transformative potential of international programmes in early childhood education in Poland as an escape from authoritarianism by Leek, Joanna; Szulewicz , Elzbieta (2025) - The primary school teaching system in grades I-III involves transitioning from pre-school education to school education within the subject system. This study seeks to explore the role of international education programmes in transforming early childhood education in Poland. Keywords: approach; constructivism; curriculum; development; education; international; knowledge; learning; poland; policies; programmes; pyp; research; schools; students; teaching
• It Takes Two to Tango: Inclusive Schooling in Hong Kong by Greenberg, Jeremy H; Greenberg, J. Christine (2013) - Those factors include: teacher efficacy (attitudes) (Beacham & Rouse, 2012; Chen, Lau, & Jin, 2006; Harrower, 1999; Sharma, Loreman, & Forlin, 2012), attitudes of school primary school principals (Sharma & Chow, 2008), the effects that inclusion might _________________________________ Three main types of school systems in the region are explained, and one successful inclusive school model will be described with outcome data included. Keywords: autism; behavior; children; education; hong; hong kong; inclusion; kong; learning; needs; school; students; system; tci; teacher
• Promoting Transfer and an Integrated Understanding for Pre-Service Teachers of Technology Education by Morrison-Love, David (2014) - It is clear then that technology, as a curricular area, offers notable potential in providing authentic problem solving contexts that can foster students’ abilities to make meaningful links and transfer learning. The main body of the intervention required PSTs to tackle a large- scale, explicit problem (Frensch & Funke, 1995) in mixed groups of approximately five. Keywords: course; education; knowledge; learning; problem; problem solving; psts; skills; solving; strategies; students; study; technology; technology education; transfer; understanding
• The Meaning of Roots: How a Migrant Farmworker Student Developed a Bilingual-Bicultural Identity Through Change by Danzak, Robin L (2015) - In addition, and in light of Manuel’s revelations, schools serving migrant farmworker students should be willing to invest class time to develop rapport and build inclusive communities where respectful and trusting relationships can thrive, both between the teacher and students, as well as among the students themselves. McHatton, Zalaquett, and Cranston- Gingras (2006) explored, also with surveys, the characteristics of 57 students who participated in a program especially for migrant farmworker students attending university. Keywords: bilingual; education; english; farmworker; identity; interview; language; manuel; mexico; new; parents; school; spanish; students; time; u.s
• Bilingual Latino Students Learn Science for Fun While Developing Language and Cognition: Biophilia at a La Clase M├ígica Site by Arreguin-Anderson, Maria G. (2015) - Children inquiries took place at a La Clase Mágica site, an after school program in which university undergraduates, faculty, bilingual children, and the community come together with the purpose of learning and exploring technology through interdisciplinary methodologies. Through her observations, Laura, documented similarities and differences among the three captured ladybugs, leading her to conclude that ladybugs were not necessarily symmetrical and that they came in different colors, including hot pink, which highly surprised Laura who began sharing much of this knowledge through conversations with other LCM children and with EL Maga. Keywords: biophilia; children; cognitive; education; ladybugs; language; laura; lcm; learning; los; nature; project; school; science; students; teacher

• Children Interactions in Literacy Tutoring Situations. A Study with Urban Marginalized Populations in Argentina. by Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra (2014) - The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project “From Child to Child: A Tutor-Child Literacy Program,” that is being conducted in Buenos Aires, Argentina. In general, studies have shown that child tutors use more demonstrations and direct models, and provide a greater quantity of assistance that, in some cases, can lead the young children to carry out the task for themselves; the adults, however, use more directives and, in general, tend to substitute the most complex information (Cazden, 1988). Keywords: activities; activity; analysis; aprendiz; argentina; children; interactions; learning; literacy; moves; program; reading; research; rosemberg; sessions; situations; tutee; tutor; tutoring; year
• Challenges and Benefits of Early Bilingualism in the U.S. Context by Espinosa, Linda M (2015) - Bilingual programs can be transitional, maintenance of home language, one-way or two- way, dual language bilingual programs. Dual language programs have proven to be an effective language approach for DLL children while also providing many benefits to native English speakers. Keywords: bilingual; children; development; dlls; ece; education; english; espinosa; home; language; learners; programs; research; states; united
• Cultural and Linguistic Challenges in Early Childhood Education and Care by Tazi, Zoila; Wasmuth, Helge (2015) - We imagine instead ECEC programs that promote cultural competence; that invite children to speak and develop their home languages; programs that promote language learning not just for children but for the adults who work with them; and programs that embrace diversity in all its forms, welcoming diverse young children, in the broadest sense, as citizens of the world. Likewise, the International Step by Step Association (ISSA) was formed in the Netherlands to connect early childhood professionals across Europe and Central Asia in a mission to ensure social inclusion and quality care for young children (www.issa.nl). Keywords: childhood; children; ecec; education; language; united
• Constructions of Deficit: Families and Children on the Margins in Costa Rica by Purcell-Gates, Victoria (2014) - What about the generally accepted notion that Nicaraguan children enter school with low levels of general knowledge and, in particular, vocabulary knowledge, as compared to Costa Rican children? I chose to study the underachievement of Nicaraguan children in the schools of Costa Rica from several presuppositions: Keywords: analysis; case; children; communities; community; costa; costa rica; data; deficit; difference; education; grade; literacy; nicaraguan; research; rican; school; study; university
• Teaching Our Own Babies: Teachers' Life Journeys into Community-Based Initial Education in Indigenous Oaxaca, Mexico by Meyer, Lois M. (2016) - (Ángela, Mixtec) Teaching Our Own Babies 23 Conclusion A final personal note: Across more than 16 years of close collaboration with Plan Piloto-CMPIO on various intense, radical, community-based professional development efforts with indigenous teachers, I have witnessed again and again Oaxaca’s commitment to work with the teachers at hand, just these local teachers, the ones that show up for a workshop or diplomado, whomever they are and whatever their background and expertise. Instead, our work as professional developers has been to value these teachers precisely for who they are, for what they bring with them, especially their commitment to their rural communities, to understand their patchwork histories and to help them become the best bilingual, indigenous teachers they can be. Keywords: children; communities; community; comunalidad; diplomado; education; language; mexico; mixtec; oaxaca; participants; practices; school; spanish; teachers; teaching; work; years
• Educational Assessment in Khyber Pakhtunkhwa PakistanΓÇÖs North-West Frontier Province: Practices, Issues, and Challenges for Educating Culturally Linguistically Diverse and Exceptional Children by Gouleta, Eirini (2015) - National Efforts for Educational Assessment in Pakistan In Pakistan, education assessment has been greatly influenced by the years of British colonization (Khattak, 2012) and has been designed to measure students’ ability to advance further in the educational system. There are a lot of questions raised when it comes to student assessment and a lot of things to be considered. Keywords: assessment; children; development; education; government; grade; instruction; khyber; learning; pakhtunkhwa; pakistan; practices; province; quality; schools; student; system; teachers
• Pedagogy of Poverty: School Choice and Inequalities in Post-Apartheid South Africa by Ndimande, Bekisizwe S (2016) - Data From My Previous Research Data from my previous research with Black parents in the Gauteng province of South Africa illustrates school choice policy in that nation.2 Historically, these parents were mandated to send their children to township schools. See, for instance, Espínola (1993) for school choice policies in Chile; Ndimande, (2005, 2006); Pampallis, (2003) in South Africa; Corwin and Schneider, (2005); Lipman, 2011, 2013; Lubienski, (2001; 2003); Miron, et al (2012) in the United States; Lauder and Hughes (1999) in the United Kingdom; Whitty, Power, and Halpin, (1998); in England, Wales, Sweden, Australia, and New Zealand; Windle, (2013) in Australia; and Yoon (2013) in Canada. Keywords: africa; apartheid; children; choice; education; new; parents; policies; policy; press; resources; school choice; schools; south; south africa; township; white
• Re-framing Inclusive Education Through the Capability Approach: An Elaboration of the Model of Relational Inclusion by Dalkilic, Maryam; Vadeboncoeur, Jennifer A. (2016) - According to this principle, inclusive education practices cannot be defined and universally applied separate from the relationship between a child, educator, and caregiver. Just as inclusive education practices should not be assumed to be universal, practices should not apply universally to all children who have been given a particular label of disability. Keywords: approach; capabilities; capability; children; disability; education; functionings; inclusion; model; practices
• From Rights to Realities: Confronting the Challenge of Educating Persons with Disabilities in Developing Countries by Beckman, Paula; Abera, Nicole; Sabella, Thomas; Podzimek, Kimberly; Joseph, Lenisa (2016) - Abstract The Convention on the Rights of Persons with Disabilities (CRPD) has been the catalyst for countless national policies around the world which focus on increased participation of individuals with disabilities in educational and community settings. In an effort to address the needs of individuals with disabilities around the world, the Convention on the Rights of Persons with Disabilities (CRPD) has been ratified by 160 countries and has spurred the adoption of national policies designed to assure that individuals with disabilities have the ability to participate in a broad range of educational and community settings. Keywords: children; community; countries; disabilities; disability; education; families; inclusion; income; international; needs; persons; quality; rights; school; study; teachers; training; unesco; world
• Being Untaught: How NGO Field Workers Empower Parents of Children with Disabilities in Dadaab by Krupar, Allyson (2016) - Abdi reiterated that it is better to be unborn than untaught, since without education children with disabilities would not be able to survive in Dadaab on their own. The lack of parent involvement in schools amongst refugee families presents a point of disagreement in the literature, with some scholars arguing that refugee parents are less likely to engage in schools, and therefore value education less, while others argue that refugee parents may have different approaches to school but highly value education (Ariza, 2000; Lightfoot, 2004; Nderu, 2005). Keywords: children; dadaab; disabilities; disability; education; empowerment; family; field; involvement; parents; refugee; school; training; women; workers
• Factors Influencing the Accessibility of Education for Children with Disabilities in India by Limaye, Sandhya Vishwas (2016) - Children with disabilities who come from upper class and educated families are admitted to a regular private school and many regular schools are open to accommodate such children; those who come from lower economic background, may join in a regular municipal school if there is no availability of special school or far from their home. Therefore, they may change school often, or they may feel that there is no use to providing education to such children as it will not benefit them, and there is no point in spending money and time on them. Keywords: children; disabilities; disability; education; government; india; lack; parents; policy; schools; social; teachers; training
• Rural Education in a Global Context by Beckman, Paula J.; Gallo, Jessica (2015) - While the authors found that the students in rural schools had significantly lower science achievement scores compared with their urban counterparts, this difference is not due only to context. Rural education in a global context. Keywords: children; education; issues; school; unesco
• The Impact of Parents and Schools by Afolayan, Gbenga Emmanuel (2016) - Chapter 5 details how children can be the harbinger of their level of academic success. The findings confirm the magnitude of combining good quality experiences in the pre- school and home to help children “succeed against the odds of disadvantage.” Keywords: children; class; educational; parents; schools
• International Implications of Lead Poisoning in School Aged Children by Schultz, Susan M. (2016) - Chen et al. found that strict lead pollution controls on the wire rope industry demonstrated success in decreasing lead levels in children living near wire rope factories, and “given the high childhood BLL in China, strict environmental control regulations in lead- related industries should be implemented to prevent lead poisoning in millions of Chinese children” (p. 12935). International implications of lead poisoning: Past, present and future. Keywords: childhood; children; control; effects; environmental; exposure; health; lead; lead levels; lead poisoning; levels; poisoning; public
• The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism by Slim-Topdjian, PhD, CCC-SLP, BCBA, Lina; Pinto Zipp, PT, EdD, Genevieve (2016) - Teacher training with mentoring was also observed to enhance teacher performance and procedural integrity with sustainable outcomes (teacher training with mentoring improved by 50%; teacher training without mentoring improved by 15%). Teacher training with mentoring (e.g., experiential learning component) was observed to lead to the greatest improvement with most consistent performance among teachers as noted by averaging the teacher’s scores over the four days. Keywords: analysis; behavior; children; education; learning; mentoring; performance; phase; roi; study; teacher; training
• Clinical Experiences and Mediational Activities in Urban Teacher Preparation: Learning and Critical Consciousness by Willey, Craig; Magee, Paula (2016) - This approach positions race at the center of teacher education clinical experiences and coursework. We were continually enmeshed in the process of teaching and supporting student teachers; our day-to-day teacher education work was continually informed by real-time data. Keywords: children; color; data; development; education; experiences; learning; practices; program; pts; research; school; student; teacher; teaching; urban
• Was Kindergarten Left Behind?: Examining U.S. Kindergarten as the New First Grade in the Wake of No Child Left Behind by Repko-Erwin, Melia Eileen (2017) - Connecting NCLB’s increased emphasis on standards and accountability to issues of kindergarten readiness, the role of academics, play, and developmental appropriateness in kindergarten, and changes in kindergarten literacy instruction Reading the literature under the guidance of these questions, I was able to connect NCLB’s increased emphasis on standards and accountability to: 1) issues of kindergarten readiness; 2) the role of academics, play, and developmental appropriateness in kindergarten; and 3) changes in kindergarten literacy instruction. Keywords: academic; childhood; children; education; instruction; kindergarten; learning; literacy; nclb; play; policy; practice; reading; research; standards; teachers
• Are We Ready for integrated ECEC Systems? Greek In-Service Early Childhood Educators Level of Preparation for Implementing Educare Systems. by Rentzou, Konstantina; Daglas, George (2018) - According to the post hoc LSD test results kindergarten teachers are less well prepared to establish and maintain effective relationships with parents compared to childcare teacher professional groups (main teachers of the classroom who are ATEI graduates, childcare teachers and their assistants). In Greece, different agencies are responsible for providing social welfare, free education and child care and “there is no centralized agency designated to provide care and assistance and to supervise the various services provided by the State” (Law Library of Congress, September, 2007, p. 97). Keywords: assistants; care; childcare; childhood; children; ecec; education; graduates; groups; kindergarten; kindergarten teachers; teachers; university
• Incredible parenting with Incredible Years?: A Foucauldian analysis of New Zealand Government Perspectives on Parenting and their Implications for Parents and educators in Early Childhood Education by Bae, Shil (2017) - While New Zealand early childhood has prided itself for its socio-cultural and play-based curriculum, Te Whāriki (Ministry of Education, 1996), the persistent pull of the global education reform movement (GERM) has continued to ______________________________ Power and partnership: Making-up early childhood knowledges. Keywords: childhood; children; early; education; foucault; knowledge; new; parenting; parents; policy; power; society; years; zealand
• Global Education Reform Movement: Challenge to Nordic Childhood by Ringsmose, Charlotte (2017) - In cultures such as the Danish where the social pedagogical approach has been an integrated part of early childhood children have become ready for school for many years. The setting must, in collaboration with the parents, give children care and support the individual child’s all- round/holistic development and self- esteem as well as contribute to the child’s experience a good and safe upbringing. Keywords: childcare; childhood; children; countries; danish; development; education; focus; learning; play; quality; years
• Preparing School Leaders for Young Learners in the US by Mongillo, Maria Boeke (2017) - Preparing school leaders for young learners in the United States. Thus, developing a force of school leaders who understand and support best practices in ECE may ultimately improve learning outcomes for all students. Keywords: children; development; ece; education; germ; leaders; learning; need; practices; preschool; principals; programs; school; standard; student; teachers
• Transparency in Early Childhood Education: What the West Can Learn from Australia’s Focus on Well-Being by Erwin, Elizabeth Joy (2017) - Keywords Early childhood education, young children, global education reform Introduction Although the global trend of increased academics and unrealistic expectations for young children is growing, there are strong, collective voices in the West, and beyond, resisting dominant discourses about the current state of early childhood education (Block, Swaderner, & Cannella, 2014; Iorio & Parnell, 2015); as well as confronting the notion of what is quality in early childhood education, particularly how it is constructed (Moss & Dahlberg, 2008). Keywords: australia; belonging; care; childhood; childhood education; children; education; learning; place; practices; west; world; years
• Longer-term effects of a high-quality preschool intervention on childrens mathematical development through age 12: Results from the German model project Kindergarten of the Future in Bavaria by Lehrl, Simone; Kluczniok, Katharina; Rossbach, Hans-Guenther; Anders, Yvonne (2017) - Generally, there is evidence that preschool quality effects of universal preschool on mathematical outcomes are still present at the age of 11, 14, 15 and 18 (Sammons et al., 2008; Vandell, Belsky, Burchinal, Steinberg, & Vandergrift, 2010; Vandell, Burchinal, & Pierce, 2016); that attendance at high-quality interventions for disadvantaged children is effective for children’s academic outcomes during the preschool phase and later for social and life-coping skills (see Barnett, 2011 for an overview); that effects of teacher-directed, instructional techniques on academic competencies seem to fade out after the preschool period (Anders, 2015); and that quality measures focusing on the domain- specific quality of instruction in preschool classrooms show higher effect sizes for mathematical development than measures focusing on global preschool quality (Anders et al., 2012; Lehrl et al., 2016; Sylva et al., 2006). The few existing longitudinal studies show that higher preschool quality is associated with better academic (including mathematics) outcomes at age 8 (Lehrl et al.; 2016; Hill, Gormley, & Adelstein, 2015), age 11 (Sammons et al., 2008), age 12 (Lehrl et al., 2016), age 15/16 (Sylva et al., 2014; Vandell et al., 2010), and age 18 (Vandell et al., 2016). Keywords: age; childhood; children; competencies; development; education; effects; group; intervention; kidz; learning; model; outcomes; preschool; quality; research; skills; study
• The importance of play in early childhood education: A critical perspective on current policies and practices in Germany and Hong Kong by Faas, Stefan; Wu, Shu-chen; Geiger, Steffen (2017) - Keywords Early childhood education, importance of play, international reform movement, cultural comparison Introduction Under the influence of globalization, education systems—from early childhood education to higher education—have been under enormous pressure to reform. In the following years, extensive reforms took place in the field of German early childhood education, which were linked to various international reform movements: (1) Content area curricula was implemented in all 16 federal states in Germany in kindergarten focusing on language and literacy, mathematics, and natural sciences, in addition to social learning. Keywords: approach; care; childhood; childhood education; children; chinese; context; curriculum; day; development; education; germany; hong; hong kong; importance; kindergarten; kong; learning; play; reform; teachers; und
• Resisting Westernization and School Reforms: Two Sides to the Struggle to “Communalize” Developmentally Appropriate Initial Education in Indigenous Oaxaca, Mexico by Meyer, Lois M. (2017) - As the Mexican state with the greatest Indigenous population, Oaxaca has endured both historic and present repression inflicted on its original peoples; at the same time, rural teachers in Oaxaca have a history of struggle alongside Indigenous communities to defend educational and other rights. In March 2001, on the occasion of its 27th anniversary, the Coalition of Indigenous Teachers and Promoters of Oaxaca (Plan Piloto- CMPIO)3 publicly denounced the situation of Indigenous education in the state: “Education in Indigenous communities is in complete abandonment. Keywords: activities; children; communities; community; comunalidad; diplomado; education; language; learning; mexico; new; oaxaca; practices; reforms; research; rogoff; state; teacher
• International Evidence on Effective Early Childhood Care and Education Programs: A Review of Best Practices by Navarro-Cruz, Giselle E; Luschei, Thomas (2018) - Teacher Quality A key determinant of ECE quality is the quality of teachers (Dwyer, Chait, & McKee, 2000). While the US has developed the QRIS and state preschool quality benchmarks to enhance ECE quality, these are merely recommendations and more needs to be done as the US measures poorly in ECE quality (UNESCO Europe & North America, 2010). Keywords: access; america; care; childhood; children; countries; development; ece; education; enhance; funding; international; policy; programs; quality; quality ece; research; review; states; teachers; unesco; united
• The Influence of Parental Education and Family Income on Children's Education in Rural Uganda by Drajeaa, Alice Jurugo; O'Sullivan, Carmel (2014) - Child poverty and educational attainment. According to the World Bank (2009), these factors deprive people of productive employment and are likely to impact negatively on school aged children, especially when parents are neither literate nor employed, and live below the poverty line. Keywords: activities; area; children; development; education; families; family; home; income; lack; levels; literacy; parents; poverty; primary; school; study; time; uganda
• We Need Meaningful, Systemic Evaluation, Not a Preschool PISA by Urban, Mathias (2017) - Early Childhood Education and Care. Towards Competent Systems in Early Childhood Education and Care. Keywords: childhood; children; education; iels; learning; oecd; research; study; urban
• Global Early Childhood Policies: The Impact of the Global Education Reform Movement and Possibilities for Reconceptualization by Wasmuth, Helge; Nitecki, Elena (2017) - There is a feeling of discomfort among so many professionals about Global early childhood policies 7 the current state of early childhood education. Global Early Childhood Policies: The Impact of the Global Education Reform Movement and Possibilities for Reconceptualization Helge Wasmuth Mercy College, New York, USA Elena Nitecki Mercy College, New York, USA The field of early childhood education is being emphasized in an unprecedented way, with much public, political, and academic attention focused on the importance of the early years. Keywords: childhood; childhood education; children; countries; ecec; education; field; germ; learning; moss; new; policies; policy; quality; schools
• The Challenge of Implementing Small Group Work in Early Childhood Education by Tal, Clodie (2018) - The challenge of implementing small group work 123 Global Education Review is a publication of The School of Education at Mercy College, New York. The challenge of implementing small group work in early childhood education. Keywords: action; children; classroom; discourse; education; group; group work; implementation; learning; management; research; sgw; teachers; work
• Complex Physical Activities, Outdoor Play, and School Readiness among Preschoolers by Becker, Derek R.; Grist, Cathy L.; Caudle, Lori A.; Watson, Myra K. (2018) - Following evidence with older samples that participating in complex physical activity (i.e., sports) is associated with academic achievement (Becker, 2016), and that children who engage in active play have better memory and attention (Becker et al., 2014), it was predicted that participating in a greater number of complex physical activities and spending more time in outdoor play would be related to school readiness. Although evidence points to a direct relationship between outdoor play and participation in complex physical activity with school readiness, Complex physical activity, outdoor play, and school readiness 113 it’s also possible that the relationship between outdoor play with school readiness could vary based on the number of complex physical activities a child plays. Keywords: activities; activity; children; play; readiness; school; school readiness; sport; time
• High-Stakes Accountability Systems: Creating Cultures of Fear by Counsell, Shelly Lynn; Wright, Brian L. (2018) - Florida’s system rationale for education has historically placed a heavy reliance on scientific assumptions that uniform measures can be developed and applied in order to substantiate direct evidence of student learning, teacher effectiveness, and school quality (Stone, 1999). When the Education Week Research Center surveyed 634 teachers to gauge what they think should be measured to help assess school quality, teachers ranked social- emotional learning (23 percent) and student engagement (19 percent) as important “other indicators” (Blad, 2017). Keywords: accountability; african; american; children; education; fear; grade; learning; school; stakes; student; system; teacher; teaching; testing
• Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia by Zápotočná, Oľga; Petrová, Zuzana (2018) - Slovak Republic Abstract This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. In 2004, we conducted research to investigate knowledge and beliefs about preschool literacy education as a way of ascertaining which aspects of literacy education were considered central to preschool education, how consistent and influential this knowledge and these beliefs are, and how they tap into the professional identity of preschool teachers. Keywords: children; curriculum; development; education; knowledge; language; literacy; literacy education; national; new; preschool; reading; skills; slovakia; teachers; teaching; writing
• Scaling Up Early Childhood Development and Education in a Devolved Setting: Policy Making, Resource Allocations, and Impacts of the Tayari School Readiness Program in Kenya by Piper, Benjamin; Merseth, Katherine A; Ngaruiya, Samuel (2018) - The qualitative study measures how the Tayari intervention is changing devolved decision- making in Tayari counties and how non-Tayari counties make resource allocation decisions. Willingness of Tayari counties to change allocations Up to this point we have discussed our data using Rossiter’s framework (2016) on high- quality EDCE. Keywords: access; childhood; children; counties; county; data; development; early; ecde; education; kenya; level; policy; quality; readiness; school; support; tayari; teachers
• Alicia Rodriguez and How Money Matters for Academic Learning by Compton-Lilly, Catherine (2014) - Several were high school dropouts, and very few planned to go on to training of any sort after high school” (p. 213). Rather, it presents the voices of members in one family and in particular the words of Ms. Rodriguez who struggled to do what she believed was best for her children to ensure that they learned to read and graduated from high school despite challenges related to community and school resources. Keywords: alicia; capital; challenges; children; families; family; learning; literacy; poverty; rodriguez; school; teachers
• “Respect is an Investment”: Community Perceptions of Social and Emotional Competencies in Early Childhood from Mtwara, Tanzania by Jukes, Matthew; Gabrieli, Prosper; Mgonda, Nkanileka Loti; Nsolezi, Florentina; Jeremiah, Grace; Tibenda, Jovina; Bub, Kristen L. (2018) - Plasmodium falciparum, anaemia and cognitive and educational performance among school children in an area of moderate malaria transmission: baseline results of a cluster randomized trial on the coast of Kenya. Cooperation was defined mainly in relation to other children. Keywords: behavior; children; competencies; competency; development; education; example; help; individual; learning; mtwara; parents; pupils; questions; research; respect; respondents; responsibility; review; school; self; sifa; study; tanzania; teachers
• The Quality of Learning and Care at Community-Based Early Childhood Development Centers in Malawi by Shallwani, Sadaf; Abubakar, Amina; Kachama, Moses (2018) - Water, sanitation, and hygiene (WASH), environmental enteropathy, nutrition, and early child development: making the links. Inequality in early childhood: risk and protective factors for early child development. Keywords: activities; caregivers; cbccs; challenges; childhood; children; communities; community; development; ecd; education; learning; malawi; quality; school; study
• When All Else Fails, We Must Protect Childhood by Jones, Denisha (2017) - In conclusion, we must learn from our failures and develop a new strategy that promotes the vision of early childhood education we seek. Those active in the fight to stop the privatization of public education are likely not ready to declare our work a failure. Keywords: childhood; children; education; failure
• Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement by Nitecki, Elena; Wasmuth, Helge (2017) - Global Education Review, 4 (3), 1-13.  Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement Elena Nitecki Mercy College, New York, USA Helge Wasmuth Mercy College, New York, USA In the last issue of Global Education Review, titled “Global Early Childhood Policies: The Impact of the Global Education Reform Movement and Possibilities for Reconceptualization,” we discussed the unprecedented policies affecting the field of early childhood education and care (ECEC) (Wasmuth & Nitecki, 2017). This issue will explore how GERM policies have created new trends within the practice of early childhood education in various countries and how some practitioners have found ways to operate effectively within GERM’s narrow focus. Keywords: childhood; children; early; ecec; education; germ; global; learning; new; play; policies; practice; teachers
• Capturing Children’s Mathematical Knowledge: An Assessment Framework by Sitabkhan, Yasmin; Platas, Linda M.; Ketterlin Geller, Leanne R. (2018) - As noted earlier, these children may be represented by very low or zero scores on formal mathematics assessments such as the EGMA, ASER, PASEC, or Uwezo assessments. Concerns about the difference between enrollment in primary education and child education outcomes drove the effort. Keywords: assessment; children; early; education; egma; knowledge; learning; mathematics; pencils; problems; school; skills; tasks; use
• Developing and Refining Usable, Accessible, and Culturally Relevant Materials to Maximize Parent-Child Interactions in Mathematics by Shivraj, Pooja; Ketterlin-Geller, Dr. Leanne R.; Basaraba, Dr. Deni; Geller, Josh; Hatfield, Cassandra; Naslund-Hadley, Emma Ingrid Helena (2018) - The goal of this intervention was to address these issues by providing parents in Jamaica support through a home-based intervention that included mathematics learning materials and educator-led workshops. This paper aims to begin addressing this gap in the literature by describing the iterative process of developing mathematics learning materials for use by Jamaican parents at home to support the mathematics learning of their first and second grade students. Keywords: children; design; development; education; focus; games; home; intervention; involvement; learning; materials; mathematics; parents; research; review; support; use
• Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills by Piper, Benjamin; Sitabkhan, Yasmin; Nderu, Evangeline (2018) - The results suggested that the second treatment analyzed in the longitudinal study had the largest impact on school readiness, so this suggests that the results identified in the longitudinal study may be an upper bound of Tayari impact from the other treatment groups. Impact evaluation of Tayari school readiness program in Kenya. Keywords: children; education; effect; impact; kenya; mathematics; model; numeracy; piper; preprimary; program; school; skills; study; tayari; treatment
• Pre-primary education policy in Tanzania: Does it meet the educational needs of newly naturalized refugee children? by Ndijuye, Laurent Gabriel; Rao, Nirmala (2018) - Keywords Pre-primary education policy, naturalized refugees, Tanzania pre-primary education, refugee education Introduction Reducing disparities in educational participation and achievement between pupils from advantaged and less-advantaged groups has been a priority for many societies in recent years. This paper considered education policy in Tanzania, with a specific focus on access to quality pre-primary education for children of naturalized refugees. Keywords: access; children; development; documents; education; education policy; government; groups; minority; needs; policy; preprimary; primary; quality; refugees; tanzania; times; years
• Learning to Teach in a Global Crisis: Teachers’ Insights from a Temporary Non-Formal Refugee Education Project in Gaziantep by Hos, Rabia; Cinarbas, Halil Ibrahim (2018) - In consideration of these issues, this study explored the experiences of teachers and administrators in a non-formal educational context for Syrian refugee children. Data Sources and Methodology Data Collection The case study method (Bogdan & Biklen, 2003) was used to gather in-depth data about the experiences of teachers and an administrator with Syrian refugee students in the non-formal education project of Syrian refugee children residing in impoverished neighborhoods of Gaziantep. Keywords: children; development; education; language; learning; needs; project; refugee; refugee children; teachers; turkey; turkish
• Mapping the Contours of Caribbean Early Childhood Education by Escayg, Kerry-Ann; Kinkead-Clark, Zoyah (2018) - Arguably, two of the dominant features of Caribbean teacher education are the heavy dependence on texts and research from Euro- American authors to provide the framework for what teachers’ education ought to look like, and, the questionable practice of ascribing wholeheartedly to internationally prescribed notions of best practice in early childhood education. Mapping the contours of Caribbean early childhood education. Keywords: caribbean; childhood; childhood education; children; colonial; culture; curriculum; development; education; framework; learning; pedagogy; practices; social; teacher; theory
• Early Childhood Education, Care, and Development: Perspectives from around the Globe by Mbugua, Tata J.; Trube, Barbara (2018) - Early Childhood Education, Care, and Development: Perspectives from around the Globe Tata Mbugua The University of Scranton Mary Barbara Trube Walden University Part 1: Programs Article 1, Early Childhood Education, Care, and Development: Perspectives from around the Globe, provides a brief overview of the themed issue from co-editors Tata Mbugua and Mary Barbara Trube. Keywords: article; care; childhood; children; development; ececd; education; perspectives; practices; programs; quality
• Exploring Paternal Involvement from Greek, Greek - Cypriot and Turkish Fathers’ and Mothers’ Perspectives: Cross-National Differences and Similarities by Rentzou, Konstantina; Gol-Guven, Mine; Koumarianou, Alexia; Cabi Zengin, Nehir (2019) - Although European fatherhood is “in the process of reconstruction and transformation” (O’Brien 2004, as cited in Lero, Ashbourne and Whitehead 2006, p. 5) and there is a need to create a clear picture about paternal involvement, few studies have explored perceptions of actual father involvement as well as the factors predicting and relating to father involvement, especially in Southeastern European countries. The study hypotheses are that fathers are involved differently across countries and that in more partiarchically oriented countries both mothers and fathers consider father involvement as less important. Keywords: children; countries; cyprus; education; father involvement; fathers; greece; involvement; mothers; parenting; research; role; study; turkey
• Father Involvement with Children with Developmental Delays by Lopez, Sheila; McWhirter, AnnaCecilia; Rosencrans, Margaret; Giuliani, Nicole R; McIntyre, Laura Lee (2019) - Studies on father involvement in home and school settings provide a theoretical rationale for increasing father involvement to support positive outcomes in children with DD. Synthesizing research on father involvement can further contribute to and shape legislation that ensures equitable access to education for young children with disabilities (i.e., the Individuals with Disabilities Education Act). Keywords: children; disabilities; education; et al; families; family; father involvement; fathers; involvement; parenting; research; review; school; studies
• Is fathers’ involvement in young children’s development and learning in the early years important? Experiences from the caregivers in Tanzania by Basil, Pambas Tandika; Ndijuye, Laurent Gabriel (2019) - Keywords Fathers, early years, child development, caregivers, Tanzania 1. In Sub-Saharan Africa, most of the reported findings about involvement of men or fathers focus more on family-based HIV prevention and reproductive, maternal, and child health interventions and policy (Richter et al., 2009) than on child development and schooling. Keywords: care; child; children; development; education; fathers; home; learning; parents; school; study; tanzania
• The role of male caretakers and pre-school teachers for father involvement in ECEC by Tim, Rohrmann (2019) - Arguments for a specific role for male ECEC professionals in approaching and supporting fathers are presented and critically discussed. Although cultural factors affect attitudes towards men in childcare and experiences of male ECEC workers, research shows astonishing similarities between different cultural contexts (Rohrmann, 2015; Xu, 2018). Keywords: childhood; children; doi; ecec; education; fathers; gender; involvement; male; men; professionals; research; rohrmann; role; workers
• Reimagining Primary Teacher Preparation in Moçambique: Literacy Mentoring in Hybrid Spaces as a Transformative Practice by Goia, Elsa; Hoffman, James V.; Ngomane, Julio; Modesto, Heloisa; Sailors, Misty; Sitoe, Alcina (2019) - We position this work in a design-development framework, with the goal of using research to identify design principles for the creation of hybrid spaces in teacher preparation programs in countries like Moçambique. The typical space used for this kind of work is in academic coursework during teacher preparation programs and practicum experiences (Hoffman et al., in press). Keywords: children; education; formandos; literacy; mentoring; moçambique; preparation; preservice; primary; program; research; school; teacher; teacher preparation; teaching; work
• Transformation of Instructional Practice through Aesthetic Experiences by Albers, Peggy; Seely Flint, Amy; Matthews, Mona (2019) - Teacher professional learning and development: Best evidence synthesis iteration [BES]. Schwille, J. & Dembélé, M. (2007) Global perspectives on teacher learning: Improving policy and practice. Keywords: arts; children; classroom; development; education; experiences; felt; figure; learning; literacy; practice; professional; reading; teachers; workshops
• Fathers’ Role, Involvement and Cultural Expectations by Rentzou, Konstantina; Slutsky, Ruslan (2019) - By including father’s in the research and discussion, we ensure that they have a direct voice in the process rather than getting secondary reports on father involvement from mothers, children and teachers. It Fathers’ role, involvement and cultural expectations 3 is thus paramount that research on family involvement includes fathers roles and interventions as they have a strong impact on their children’s developmental outcomes. Keywords: children; education; fathers; involvement; research; role
• Nations within a Nation: Cross-Cultural Field Insights in an Anishinaabe Context by Heimer, Lucinda Grace; Caya, Lynell; Lancaster, Paige; Saxon, Lauren; Wildman, Courtney (2019) - In our various roles (researcher, pre-service teacher, faculty mentor), we explored the impact of colonization as we lived and worked with people who are Anishinaabe. Pre-service teachers developed an awareness of their individual comfort zones, recognized the power in strengths-based versus deficit-based approaches, and gained clarity on the cultural role of education and the role of culture in education. Keywords: anishinaabe; children; community; culture; early; education; experience; field; historical; lakeland; nation; new; research; school; service; teachers; teaching; trauma; understanding
• From Assessment to Action: Lessons from the Development of Theories of Change with the People’s Action for Learning Network by Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo; Ellison, Christine (2020) - This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children’s learning to action aimed at raising learning outcomes. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with “teaching at the right level.” Keywords: action; assessment; change; children; education; learning; members; network; outcomes; theory
• Focusing on Actors in Context-Specific, Data-Informed Theories of Change to Increase Inclusion in Quality Basic Education Reforms by Ball, Jessica; Smith, Mariam (2020) - The article then sets the scene for a case example by describing the context of Indigenous education and rights. These less visible actors had context-specific knowledge about people, economies, and ecologies connected to their context, all potentially relevant for Indigenous education. Keywords: actors; change; children; context; data; development; education; evaluation; learning; mle; outcomes; process; theories; toc; tocs
• Working with (Post)theories to Explore Embodied and Unrecognized Emotional Labor in English Early Childhood Education and Care (ECEC) by Mikuska, Éva ; Fairchild, Nikki (2020) - Emotional labor has been explored as a way to understand and question the lived nature of emotional work. As a result, the emotional aspect of ECEC work and emotional labor have become increasingly complex and are sometimes unrecognized. Keywords: affect; care; childhood; children; ecec; education; emotions; human; labor; practice; practitioners; school; work
• Passionate About Early Childhood Education Policy, Practice, and Pedagogy : Exploring Intersections Between Discourses, Experiences, and Feelings...Knitting New Terms of Belonging by Whitty, Pam; Lysack, Monica ; Lirette, Patricia; Lehrer, Joanne; Hewes, Jane (2020) - Across Canada and around the world, Early Childhood Education and Care (ECEC) is mired in alarming and alarmist discourses (Moss, 2014; Urban, 2016). Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze. Keywords: canada; care; childcare; childhood; children; curriculum; discourses; ecec; education; framework; learning; new; policy; research; stories
• Complicité: Resisting the Tyranny of Talk by MacRae, Christina; Arculus, Charlotte (2020) - Abstract This paper is based video data from a project called SALTMusic, for young children diagnosed as having “language delay.” We ask if the concept of complicité might help adults working with young children to resist the domination of word-oriented discourses that eclipse implicit, bodily, and materially attuned ways of relating to the young child. Keywords: arts; basket; bodies; charlotte; childhood; children; complicité; education; language; project; saltmusic; song; video; words; years
• The Applicability of learner-centered education in refugee settings: The Syrian refugee teachers’ case study by Sharif, Iman (2021) - Pedagogy, curriculum, teaching practices and teacher education in developing countries. In J. Crisp, C. Talbot & D. B. Cipollone (Eds.), Learning for a future: refugee education in developing countries (pp. 109-162). Keywords: children; context; education; international; lce; learner; learning; methods; pedagogy; quality; refugee; research; teachers; teaching; years
• More than Words for Working with Children and Families by Campbell-Barr, Verity; Lavelle, Marie (2020) - As the discourse of derision and hierarchies push downwards, leaking into spaces that young children inhabit, it is little wonder that this neglect of body knowledge is equally in danger of being talked out of early years settings. Professional knowledge is reduced to that which can be described and documented, dwelling on logic and reason, with an underlying assumption that we are not professional if we cannot account for something (Shotter, 2015). Keywords: childhood; children; ecec; education; knowing; knowledge; ways; words
• Parental support for literacy development of early grade children during COVID-19 school closures in Northern Nigeria by Zuilkowski, Stephanie ; Ammani, Muhammad; Akinrinmade, Bodunrin (2021) - Based on these findings, we recommend that the Nigerian government and other relevant educational stakeholders invest more in remote learning platforms so that more children, especially low-income children, will have consistent access to educational programs on radio, internet, and television. Most of the parents in this study believed that school closures due to the COVID- 19 pandemic would have a negative impact on the literacy development of Nigerian children who did not get educational support during school closures. Keywords: children; closures; covid-19; development; education; learning; literacy; nigeria; parents; school; study; support
• Enduring lessons from a forgotten Froebelian foot soldier in Aotearoa-New Zealand: Miss Isabel Little (1876-1937) by May, Helen (2022) - In contrast to known Froebelian pioneers, Miss Little’s historical footprint is light but the few glimpses yield insights useful to consider in current times. Miss Little is described in this article as a forgotten Froebelian foot soldier who, like others were the mainstay of a kindergarten movement that transformed the early education of children. Keywords: childhood; children; early; ece; education; families; froebelian; government; infant; kindergarten; little; miss; new; school; teachers; times; wellington
• A Multi-layered Dialogue: Exploring Froebel’s Influence on Pedagogies of Care with 1-year-olds across Four Cultures by Cooper, Maria; Siu, Carrey Tik-Sze; McMullen, Mary Benson; Rockel, Jean; Powell, Sacha (2022) - Focusing on younger children, Elfer (2019) summarized research on the well-being of children up to 3 in English nurseries. New Zealand In Aotearoa-New Zealand, the national bicultural ECCE curriculum (for children birth- school age) “Te Whāriki” (Māori - the woven mat: Ministry of Education, 2017) sets out a vision of infants, toddlers and young children as: “competent and confident learners strong in their identity, language and culture” Keywords: autonomy; care; childhood; children; education; freedom; froebel; guidance; learning; olds; play; practitioners; research; study; teachers; year
• Revitalizing a Humanizing Vision: Contesting GERM Policies with Froebel by Castner, Daniel ; Maron-Puntarelli, Cecilia (2022) - Therefore, Froebel’s innovative conception of early education and his enduring influence on early childhood curriculum and pedagogy have to a large measure been obfuscated in the United States. Several perennial ideas in early childhood education are rightly credited to Pestalozzi. Keywords: american; childhood; children; curriculum; dewey; director; early; education; froebel; germ; learning; play; practice; school; states; united
• Learning and Teaching in a Neoliberal Era: The Tensions of Engaging in Froebelian-Informed Pedagogy while Encountering Quality Standards by Cameron, Kristen ; Boyles, Deron (2022) - Georgia’s perception of early childhood education as a “service-related industry” indicates the neoliberal influence on early childhood education policy development, which Peter Moss (2019) has termed the quality agenda. Using Critical Policy Analysis and case study examples from a preschool in Atlanta, Georgia, this paper examines the influence of neoliberalism on school readiness discourse, parental expectations for children’s education, and teacher preparation programs in early childhood education. Keywords: care; childhood; childhood education; children; development; early; education; froebel; georgia; learning; neighborhood; nursery; quality; readiness; school; teachers
• (Re)connecting pedagogies: Examining the links between Froebelian and Common Worlds approaches to environmental learning by Howe, Sally (2022) - Through a discussion of the common philosophical underpinnings, views of children’s agency and relationship with the natural world, I will argue that the Common Worlds’ critique of pedagogy based on Froebel’s thinking and call for a new pedagogy for young children is based on an incomplete reading of Froebel’s nature pedagogy, and does not pay sufficient attention to the common grounds on which these pedagogical approaches are based- namely a view of the world as being infinitely connected and the role of education as a means of supporting children to understand their connections with the world as it is, and how they can engage with it ethically. In attempting to redefine the parameters of environmental education in the early years, Affrica Taylor, a leading academic in the Common Worlds Research Collective (CWRC), explicitly critiques Froebel’s views of nature and nature education (Taylor, 2013). Keywords: bruce; children; education; froebel; human; nature; pedagogy; practice; routledge; taylor; worlds
• Folding Froebel with Deleuze: Rethinking the significance of imitation in early childhood by MacLure, Maggie; MacRae, Christina (2022) - Folding Froebel with Deleuze: Rethinking the significance of imitation in early childhood. These concepts Folding Froebel with Deleuze 55 55 hold a special place in the philosophies of both thinkers, who, despite their manifold differences, conceive of the cosmos as a totality1 in which all is ultimately in relation. Keywords: child; children; deleuze; education; events; folding; froebel; imitation; life; new; play; self; thought; work
• What does it mean to be a Froebelian in the 21st century? : An Essay by Wasmuth, Helge (2022) - How many people interested in his pedagogy are actually reading Fröbel today, the complete original texts and not only hand- picked excerpts or concise summaries? The citation method corresponds with previous letter editions of the German Fröbel research. Keywords: century; children; ecec; education; froebelian; fröbel; ideas; new; play; thinking; today
• Posing Unique and Urgent Challenges to Understandings of Quality: Elucidations through a Froebelian lens by McNair, Lynn J.; Addison, Luke J.; Blaisdell, Caralyn; Davis, John M. (2022) - Notably, in keeping with hegemonic discourses regarding quality ELC, the Scottish Government returns here to the accountability and datafication of ELC settings through the inspection processes. The participants’ second major concern was that Posing Unique and Urgent Challenges to Understandings of Quality 33 33 they believed they would lose quality staff through poor management, especially at the local authority level. Keywords: children; education; elc; government; learning; participants; practitioners; principles; quality; scotland; settings; years
• Nature, Nurture and the Space Between: Lessons from Froebel for the Early Years by McNair, Lynn; Flemig, Sophie (2022) - In conclusion, we argue for a more nuanced engagement with the nature/nurture debate, in particular in Early Years policy: rather than focusing on a false dichotomy of nature versus nurture, the article calls for a Froebelian reframing of our perspective on the Early Years. Finally, section 6 briefly summarizes the conclusions and calls for a new direction of travel for Early Years policy: rather than narrowly focusing on a false dichotomy of nature versus nurture, the paper calls for a Froebelian reframing of our perspective on the Early Years. Keywords: child; children; debate; development; education; froebel; london; nature; nurture; policy; practice; question; social; years
• A life "in and with nature?" Developing nature engaging and nature enhancing pedagogies for babies and toddlers by Josephidou, Joanne; Kemp, Nicola (2022) - Abstract The holistic relationship between children and nature is at the heart of Froebel’s philosophy and practice: he took for granted that young children would grow up “in” and “with” nature. This outdoor scenario is contrasted with one of young children “spend[ing] long periods in closed environments, more exposed to disease contamination and saturated air” (p. 158), echoing Mendes et al. (2014) who suggest there can be much higher concentrations of bacteria within an ECEC setting than outside. Keywords: babies; children; development; early; ecec; education; environment; nature; outdoor; practice; provision; research; review; settings; toddlers
• Valued Learning Topics in Kindergarten by Aske Haberg , Liv Ingrid (2022) - This knowledge is required to help kindergarten children develop categorical Bildung regarding “how to learn” and “what to learn.” The matter of what topics are most valued is under-researched, particularly in regard to kindergarten teachers and what they think children should learn during their time in kindergarten. Keywords: bildung; children; competence; content; curriculum; education; ell; kindergarten; learning; participants; pedagogy; study; teachers; topics
• Finding Froebel: National and Cross-National Pedagogical Paths in Froebelian Early Childhood Education by Aslanian, Teresa K.; McNair, Lynn J.; Powell, Sacha (2022) - Consequently, lexicons for early childhood education find close correspondence between the humanistic maxims of Froebelian education and contemporary concerns such as social justice, fairness and sustainability, which apply in equal measure to early childhood systems and young children’s living and learning. Finding Froebel: Keywords: childhood; children; education; froebel; issue; learning; practice
• Situating Disability within Comparative Education: A Review of the Literature by Brown, Alisha M. B. (2013) - Peters pointed to evidence in the small but growing body of comparative disability studies work on the cultural construction of disability. Distribution of comparative education articles on disability published by year. Keywords: articles; children; development; disabilities; disability; education; field; inclusion; inclusive; journal; literature; policy; research; review; studies
• The role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania by Ndijuye, Laurent Gabriel; Edward, Geraldina; Shukia, Richard (2022) - Parent-initiated and home-based pre-reading activities such as singing alphabetic songs, reading aloud and correcting children promotes children development of pre-reading skills (Chansa-Kabali, 2014; Ndijuye & Rao, 2018). Ideally, pre-primary children are expected to acquire and master pronunciation of vowels and consonants (phonemic awareness); recognition of shapes of vowels and consonants (phonics/letter-sound knowledge); and reading of pictures (vocabulary knowledge) (MoEST, 2016; Ndijuye & Rao, 2018). Keywords: acquisition; activities; children; education; home; involvement; kiswahili; learning; ndijuye; parents; pre; reading; role; school; skills; study; tanzania
• Froebel Box : A Tool for Participatory and Creative Learning by Sillanpää, Taina ; Visuri, Fredrika; Ruokonen, Inkeri (2022) - One teacher reported how children’s play with a large ball excited the kids: “Children pushed the ball down along a foam pad that was placed against the wall, watched the ball slide down, how it bounced to the floor, and what kind of sounds it made during the process. A teacher who was interviewed said, “Children also learn to follow instructions from adults and other children and to give instructions themselves and make compromises” (T4). Keywords: adults; blocks; box; childhood; children; construction; ecec; education; froebel; froebel box; giant; learning; play; teachers
• Didactic and Curriculum in ECEC from a Froebelian standpoint by Johansson, Jan-Erik (2022) - One result was the development of authoritarian institutions for poor children (Nawrotzki, 2009, p. 183) far from the authentic Froebel Kindergarten. He was a student of Hall and thought of child development as general and universal (Dalton, 2005; Harris, 2011). Keywords: bildung; child; children; curriculum; didactic; ecec; education; froebel; heiland; kindergarten; klafki; play; school; theory; work; world
• Ernst Papanek, Jewish Refugee Children during WWII, and the Transatlantic Dispute about “Children’s Homes” by Jacob, Frank (2023) - The Central Child Reception Office (Bureau Central d’Accueil aux Enfants), the Rothschild Foundation (Fondation 26 Global Education Review 10 (1-2) de Rothschild), and the Israelite Committee for Children from Germany and Central Europe (Comité Israélite pour les enfants venant d’Allemagne et d’Europe Centrale) also tried to get Jewish children to safety, and the first transports arrived in Paris in February and March 1939 after the French government had issued 200 visas for them (Maier, 2020). Since AMROSE was not the only organization in the United States that tried to rescue Jewish children from Europe and later coordinated their arrival (Sonnert & Holton, 2006, pp. Keywords: children; education; ernst; france; homes; new; ose; papanek; pedagogical; refugee; states; und; united
• Neither compulsory nor public or national? Translating the Swedish terminology of 19th-century primary schools, teachers, and pupils by Westberg, Johannes (2023) - From religious instruction to school education: Elementary education and the significance of ambulatory schools in rural Finland at the end of the 19th century. While historians of education certainly have made good progress in examining the international and transnational features of 19th-century education, reflections on the terminology used when examining primary school remain scarce, even though researchers have made different choices. Keywords: 19th; century; children; education; history; national; public; school; schooling; sweden; swedish; systems; teachers; term; westberg
• Finding Froebel in the environmental and economic climate of the 21st Century by McNair, Lynn; Aslanian, Teresa; Powell, Sacha (2022) - Froebel, nature, and the Anthropocene Combining Friedrich Froebel’s “silent teaching of nature” (Froebel 1826/2005, p. 8) with Richard Louv’s “nature deficit disorder” (Louv, 2009, p. 157), authors Joanne Josephidou and Nicola Kemp make meaningful connections between young children and natural spaces. He 2 Global Education Review 9 (2) encouraged young children to explore plant-rich settings, use all their senses, and develop an appreciation of the natural beauty in the world (Froebel, 1826/2005). Keywords: children; education; froebel; ideas; nature; wasmuth
• Toward Effective Provision of Under-Five Childcare Services: Experiences from Marginalized and Vulnerable Communities in Tanzania by Mligo, Ignasia (2023) - On the other hand, based on the mid-2015 projected population of children 0-17 years, the estimated population of orphans and vulnerable children, as defined by PEPFAR, is 3,330,254 (MEASURE Evaluation, 2017). Situation analysis of orphans and vulnerable children in existing alternative care systems in Dar es Salaam, Tanzania. Keywords: centers; childcare; childcare services; children; communities; daycare; development; provision; services; social; study; support; tanzania
• Non-formal learning programs in Nigeria and their potential to close reading gaps for out-of-school children by Paredes, Carla; Barnes-Story, Adrienne; Zuilkowski, Stephanie; Bodunrin Akinrinmade (2023) - Numerous studies around the world demonstrate how non-formal education (NFE) has been used as a stepping stone to formal schooling (Abreh & Wilmot, 2018; Adewale, 2009; Bilagher & Kaushik, 2020; Carter et al., 2020a; Hartwell, 2016; Hopper, 2008; Shohel & Howes, 2018). Non-formal education for improving educational outcomes for street children and street youth in developing countries: a systematic review. Keywords: children; education; formal; hausa; initiative; learning; literacy; nigeria; non; orf; outcomes; pupils; reading; school; schooling; scores
• Design-Based Research for Integrating Child Rights Education into Religious Education in Germany: A pioneering research paradigm for linking teaching research with lesson design by Fleischmann , Augustine L. (2024) - Design research in education. The document is thus an international human rights treaty and can be interpreted holistically in terms of the special protection, promotion, and participation rights of children, which is why these rights are also referred to in relevant specialist literature as human rights for children (Maywald, 2012, p. 17). Keywords: children; context; dbr; design; development; education; germany; human; learning; practice; process; project; research; rights; rights education; school; subject; teaching; theory; und
• “I was born in this country!”: The importance of implementing discussions about Black Lives Matter in early childhood education and care by Belseth, Kjartan (2024) - The article presents a critical and Fanonian perspective to tackle the issue of implementing discussions about Black Lives Matter in ECEC. The goal here is to address the importance of implementing discussions about Black Lives Matter in ECEC and understand why raising awareness about this movement could be so important to our society in general and future preschool teachers in particular. Keywords: children; ecec; education; fanon; lives; matter; people; preschool; race; research
• Perceptions of Preschool Stakeholders on the Impacts of English as the Dominant Language in Early Childhood Education and Care Centers in Yoruba-Speaking States, Nigeria by Majebi, Oluyemisi (2025) - The Mother Tongue as a means of Promoting Equal Access to Education in Nigeria Language: Problems and Solutions. Ojo (1999) affirmed that Yoruba language is complex and deeply rooted in culture. Keywords: agree; care; centers; childhood; children; eccde; education; english; language; nigeria; school; teachers; use; yoruba
• A Corpus-based Study of the Conceptualizations of Childhood in the Iranian Culture and their Implications for Early Childhood Education by Hosseini, Seyed Mohammad; Talaee, Ebrahim (2025) - Conceptualizations of children in Persian 5 _______________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy University, New York. The findings highlight a divergence between traditional and modern conceptualizations of children, where a traditional, socially determined, non-chronological definition coexists with an age-based definition. Keywords: adult; age; bache; child; childhood; children; conceptualizations; corpus; culture; education; james; kudak; language; parents; persian; social; words
• Más Que Palabras [More Than Words]: Chaos, Discourse, and Praxis in Ecuador’s Early Childhood Policy by Mavrides Calderon, Maria S.; Lasso, Maria Dolores (2025) - Alarcon’s (2019) thesis confirmed the constant failure to implement ECCE policies in Ecuador due to the continuous oversight of governance and lack of multisectoral collaboration. He concluded that ECCE policy, while conceived as the intersection of contexts and institutions, is still perceived as an instrument for developing 21 Global Education Review 12 (3) economic human capital (Tingo, 2022). Keywords: analysis; childhood; children; country; development; discourse; documents; ecce; ecuador; educación; education; families; government; media; ministerio; policies; policy; que; social
• Holistic Multilingual Early Learning: Lessons From Families, Educators, and Administrators in a Preschool Program by Padía, Lilly; Osorio, Sandra; Melendez, Luisiana (2025) - Early bilingualism: From differentiation to the impact of family language practices. Reconceptualizing theory/policy/curriculum/pedagogy in early child (care and) education: Keywords: administrators; bilingualism; caregivers; center; childhood; children; development; education; families; family; language; learning; program; research; school; seeds; teachers
• An Explanation of My Educational Principles: Friedrich Froebel’s Letter to Max Leidesdorf by Wasmuth, Helge (2024) - Translating Fröbel means dealing with language that downright refuses to be translated. This article discusses the challenges of translating Fröbel by translating and analyzing one of the essential letters during the establishment of kindergarten. Keywords: 1846b; child; children; education; fröbel; human; kindergarten; law; leidesdorf; letter; life; play; wasmuth
• Reconciling Caring and Market Imperatives in Global Early Childhood Education and Care Practice: A Systematic Literature Review by de Vreede, Shiraz (2024) - In these contexts, early childhood educators face unique challenges negotiating the competing rationalities governing their pedagogical practices – the market and care imperative – as they manifest in complex and multifaceted ways. Abstract Globally, early childhood education and care (ECEC) practitioners face the unique challenge of balancing market-driven demands with caregiving imperatives, navigating these competing rationalities in complex and multifaceted ways. Keywords: care; childhood; childhood education; children; ecec; education; educators; efforts; governance; imperatives; market; practitioners; resistance; review
• The dominance of the English language as a challenge for the field of Early Childhood Education and Care by Ellegard, Tomas; Wasmuth, Helge (2025) - In early childhood education and care (ECEC), language is far more than a means for communication—it is the primary medium through which children come to understand the world and their place within it. Through language, children acquire not only knowledge and literacy but also the foundational elements of identity: their sense of self, belonging, community, and worldview. Keywords: childhood; children; education; english; language
• What Happened to the Creative in the Creative Curriculum? by Peters, Lacey; Nagasawa, Mark; Calderon, Maria Mavrides; Kerlin, Abigail; Frazier, Helen; Ferholt, Beth; Yardy, Erica Clarke; Brickley, Marjorie; Algava, Alisa (2025) - Keywords Early childhood education, curriculum, assessment, policy, neoliberalism What Happened to the Creative in the Creative Curriculum? In truth, it is a convenience to refer to ECE in the U.S. as if it is uniform, when in fact early childhood education is a hodgepodge of federal, state, and local public funding and regulations resting on a shaky foundation of private, mostly for-profit programs, with the bulk of the sector’s funding coming from fees parents pay for child care as a service (the educationally-oriented might call this tuition; Cochran, 2007). Keywords: assessment; care; childhood; children; city; curriculum; dodge; early; ece; education; educators; learning; new; nyc; public; strategies; teachers; teaching; york
• The Moral Politics of Authoritarian Practice in a Post-Truth era by Luna, Sara Michael (2025) - Florida integrates civic roles into family education, highlighting individual contributions to community welfare (SS.K.CG.2.1). New York’s emphasis on cultural diversity and family identity mirrors this view. Keywords: children; education; families; family; florida; identity; ideological; new; social; standards; state; york
• Lost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education by Neumann, Sascha (2015) - Second, the paper will demonstrate how the institutions of early childhood educations try to meet the political agenda of early language promotion in a linguistically diverse society. Against this background, it becomes quite clear that there is a paradoxical relationship between the idea of early language promotion and its pedagogical implementation through the monolingualization of the children‘s language use. Keywords: childhood; childhood education; children; daycare; diversity; education; institutions; language; luxembourg; luxembourgish; practices; promotion; school; translanguaging; use
• The Construction of Biliterate Narratives and Identities Between Parents and Children by Kabuto, Bobbie (2015) - More of Maria’s coded responses related to her own English reading and language abilities (13%). Parents and their children come with their own definitions of reading, bilingualism, and biliteracy, which are operationalized through the language they use to talk about bilingual reading abilities. Keywords: abilities; children; data; english; families; identities; language; narratives; parents; reading; sophie; thomas
• Stories to Read Aloud to Children by Gladstone, Carol (2014) - Book Review Stories to Read Aloud to Children “How Did Stories” by Frank Sanchez By Carol Gladstone Dr. Frank Sanchez, professor emeritus, educator, and raconteur has penned a series of children’s tales entitled How Did Stories. Stories to read aloud to children. Keywords: children; stories
• Using a Policy of "Gross National Happiness" to Guide the Development of Sustainable Early Learning Programs in the Kingdom of Bhutan: Aspirations and Challenges by Ball, Jessica; Wangchuk, Karma Chimi (2015) - Language policy in Bhutan. Developing curriculum materials for endangered language education: Lessons from the field. Keywords: bhutan; care; children; country; development; dzongkha; eccd; education; government; happiness; home; language; learning; ministry; national; policy; programs; school; study

• The Role of Case Study in Teacher Education: An Attempt to Bridge the Gap between Action and Reflection by Schrittesser, Ilse (2014) - Keywords effective teachers, expert teachers, case study, case method, teacher training, teacher professionalism 1. The present article will take a close look at these skills from the perspective of two mostly separate discourses: expertise research and the qualities of expert teachers, which are usually discussed in the Anglo-American context, and theories of teacher professionalism which is highly influential in the German speaking countries. Keywords: case; education; expertise; hattie; learning; professionalism; research; situation; skills; teacher; teaching
• Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach by Xiong, Yao; Li, Hongli; Kornhaber, Mindy L.; Suen, Hoi K.; Pursel, Barton; Goins, Deborah D. (2015) - In contrast, our paper offers a theory-driven, structural model of MOOC student motivation, engagement, and retention. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Keywords: course; education; engagement; learning; mooc; motivation; online; retention; student; student motivation; university
• Critical Spaces for Critical Times: Global Conversations in Literacy Research as an Open Professional Development and Practices Resource by Albers, Peggy; Cho, A Ram; Shin, Ji Hye; Pang, Myoung Eun; Angay-Crowder, Tuba; Murphy Odo, Dennis; Jung, Jin Kyeong; Pace, Christi L; Sena, Mandi; Turnbull, Sarah (2015) - Online professional development projects that feature international scholars whose work is grounded in critical literacy and learning are vital if we are to fulfill the promise of education to transform and make better practices around literacy instruction and research. Keywords education, literacy, professional development, web seminars, critical literacy, critical pedagogy, open educational resources, open educational practice Introduction Gateways to digital technologies have increased teaching and learning opportunities across educational spaces, including web seminars. Keywords: access; development; education; educators; gclr; learning; literacy; oer; participants; practices; professional; research; resources; seminars; teachers; teaching; web
• ATYPICAL: Analysis for a Massive Open Online Course (MOOC) with a terminal efficiency of 22.35% by Alem├ín de la Garza, Lorena Yadira; Sancho-Vinuesa, Teresa Sancho-Vinuesa; G├│mez Zerme├▒o, Marcela Georgina (2015) - Within this educational institution, much of the teaching staff and information technology personnel already have experience in the generation, management and administration of online courses; thus, creating a MOOC was a variant to what they have done previously. Finally, we present the technological resources, tools, and educational strategies of the MOOC with atypical terminal efficiency. Keywords: achievement; analysis; course; declarative; education; efficiency; learning; mooc; participants; terminal; total; university
• McREL Leadership Responsibilities through the Lens of Data: The Critical Nine by James-Ward, Cheryl; Abuyen, Joy (2015) - Keywords school leadership, metadata, hard data, soft data, change, McREL, student achievement Leadership Responsibilities Through the Lens of Data Over the last two decades, much attention has been paid to educational leadership and its effect on student outcomes. Her research interest focuses on school leadership. Keywords: achievement; data; education; focus; leadership; learning; mcrel; responsibilities; school; student; teachers
• The Politics Of Educational Reform: The Alberta Charter School Experiment 20 Years Later by Bosetti, Lynn; Butterfield, Philip (2016) - Innovation and Competition: Conceptual Concerns There are a number of conceptual concerns that need to be acknowledged to make sense of the impact of Alberta charter schools in terms of being a vehicle for innovation and competition. Regulations governing the operation of Alberta charter schools define these innovations as “creative approaches to educational instruction, school structure and management” (Alberta Education, 2011a, p. 2). Keywords: alberta; alberta charter; alberta education; charter; charter schools; choice; education; innovation; learning; policy; public; reform; research; schools; student; system; teachers
• Free-Operant Field Experiences: Differentially Reinforcing Successive Approximations to Behavior Analysis through a ShaperSpace by Mason, Lee L (2016) - Any definition of teaching must include the effect on student behavior” (pp. 4-5). Perceived origins of teaching behaviors. Keywords: analysis; autism; bacb; behavior; education; field; learning; research; shaperspace; skinner; student; supervision; teacher; teaching; training
• Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools by Mukeredzi, Tabitha Grace (2016) - Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools. In many countries, proposals to reform/transform schools emphasize teacher professional development as pivotal for improving education quality and student achievement (Nakabugo, Bisaso & Masembe, 2011) as the success of any education reform for student improvement hinges on teacher professional development. Keywords: development; education; experiences; knowledge; learning; meetings; participants; practice; professional; pupts; rural; school; study; subject; teacher; teaching; zimbabwe;  
• A Standards-Based Approach to Assessment by Everett, Colin (2016) - To progress this skill, prospective teachers should know that a learning target is “what students are to know and be able to do as a result of instruction” (34). Using a rubric, students are encouraged to self- assess and be engaged in the process of defining 124 Global Education Review 3 (2) what constitutes quality work. Keywords: assessment; learning; student
• Dimensions and Levels of Mentoring: Empirical Findings of the First German Inventory and Implications for Future Practice by Brandau, Johannes; Studencnik, Peter; Kopp-Sixt, Silvia (2018) - The data were collected at three universities in Austria during and after the school practice periods (student teaching) of advanced student teachers who were under the guidance of mentor teachers. Similarly, the Swiss intervention study “Partner Schools” focused on problem-based learning in an intense year-long cooperation between prospective teachers and mentor teachers in the context of co-planning and co-teaching (Fraefel, Bernhardsson-Laros & Bäuerlein, 2016, p. 205). Keywords: development; dimensions; education; inventory; items; learning; levels; mentees; mentoring; mentors; research; study; styles; support; teacher; teaching
• Pedagogical Tact in mentoring of professional school internships by Gastager, Angela; Nebel, Anna; Präauer, Viktoria; Patry, Jean-Luc; Fageth, Barbara (2018) - We can distinguish scientific theories and subjective theories. Scientific theories are characterized by (1) a certain generality across different facets (Cronbach et al., 1972), i.e., they are not only valid for one single situation, person, behavior parameter, and point in time; rather, validity is claimed for many situations, for the past as well as for the future, behavior parameters, and maybe for several people. Keywords: action; correlation; education; germany; learning; lesson; level; patry; practice; research; scale; situation; tact; teachers; teaching; theories; theory; und; university
• Strategies for Teacher and School Leader Improvement by Everett, Colin (2016) - The focus on teacher evaluation has increased in recent years. Under these programs, student performance has been made a significant factor in teacher evaluation. Keywords: evaluation; learning; teacher
• Immersing Teacher Candidates in Experiential Learning: Cohorts, Learning Communities, and Mentoring by Jay, Jordan; Miller, Howard (2016) - In this article, we present three models of teacher preparation programs that immersed their candidates in experiential learning aimed at bringing together theory and practice. A number of teacher preparation programs have attempted ______________________________ Keywords: candidates; education; learning; new; preparation; program; school; teacher; teaching
• Global Perspective on Experiential Learning by Ramaswamy, Sudha; Ramaswamy, Priya (2016) - In “A Connected Space for Early Experiential Learning in Teacher Education”, authors Yu and Hunt explore some of the more subtle factors that influence the outcomes of even the more carefully constructed field-based experiences in teacher education programs. In “Immersing Teacher Candidates in Experiential Learning: Cohorts, Learning Communities, and Mentoring,” Jordan Jay and Howard Miller critique three existing models of teacher preparation programs that immersed their candidates in experiential learning, and then propose a potentially more sustainable model. Keywords: authors; education; experience; learning; program; school; teachers
• An Educator's Guide to Bits, Bytes, and Teaching by Dwivedi, Amitabh Vikram (2016) - Chapter one provides a diachronic account of electricity, computer technology, and electric devices. They highlight the specific categories of computer technologies, such as analysis, visualization, communication, and collaboration. Keywords: chapter; computer; learning; technology
• Teacher-led Professional Learning in Tanzania: Perspectives of Mathematics Teacher Leaders by Swai, Calvin Zakaria; Glanfield, Florence (2018) - Education systems, Tanzania’s being no exception, are challenged to embark on empowering mathematics teachers to develop a sense of what it means and takes to work as a leader of teacher professional learning for them to be able to support the professional growth of other teachers. Given these observations, it is entirely fair to argue that, borrowing Miles’ (1995) words, teacher professional learning in Tanzania was “everything that a learning environment shouldn’t be: ... Keywords: education; leaders; learning; mathematics; mtls; practice; tanzania; teachers; tlpl
• Refugee Experience and Transformative Learning by Margaroni, Mary; Magos, Kostas (2018) - 5. Α. H., 17 years old Death of his parents in the war in Afghanistan; fled Iran with another family, who cheated Arrested and beaten by the police; 9 months of repeated failed attempts to escape to Refugee experience aand transformative learning 199 him financially and exploited his labour, was moved to Istanbul and held captive by the traffickers. Refugee experience aand transformative learning 201 The Research findings Tracing Problematic Context in the Participants’ Accounts Before the refugee experience: in the country of origin When the narrators refer to their families’ and their own experiences, the dominant feeling in their account is insecurity and generally depreciation of human existence and human rights: “When your country is at war or like at war or there is a dictatorship, like the Taliban in Afghanistan, you don’t have any rights – there is no such thing. Keywords: afghanistan; country; education; experience; greece; learning; life; mezirow; new; reference; refugee; research; rights; transformation; years
• Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships by Adetunji, Adegoke (2018) - Teachers, educators, or global education practitioners may have to grapple with an inexorable conundrum: how to teach global education to K-12 learners, integrate multiple global perspectives and issues into school curricula, aligning classroom teaching with standards (e.g. the Common Core Standards), assessments, and measurable learning outcomes. The book’s target audience are classroom teachers, educators, and global education practitioners, who may be teaching in a K-12 environment or facilitating global education workshops. Keywords: author; education; learning; partnerships; school; teachers
• A Decade of Evolution in the Practice Teaching Component of a Canadian Teacher Education Program: What Drove Change, What Insights Were Gleaned, and What Challenges Lie Ahead. by Benson, Fiona; Hooton, Kate (2014) - Feedback is gathered in different ways such as Town Hall meetings, departmental retreats, informal workshops, surveys, questionnaires and online anecdotal feedback forms whereby student teachers can comment on their program and field-based experiences. In a secondary school, with student teachers from both programs, the avoidance of unwarranted, unrealistic and potentially unfavorable comparison is essential. Keywords: assessment; competencies; competency; component; cooperating; development; education; experiences; feedback; field; field experience; formative; internship; learning; mcgill; ost; practice; professional; program; school; student; student teacher; supervisor; teacher; teacher education; teaching; university; work
• Designing for Complexity in Mother Tongue or First Language (L1)-Based Multilingual Education Programs by Blankenbeckler, Corrie (2020) - Education language policy in Mozambique: A critical view. Keywords Mother-tongue; Multilingual education; Complexity; Nonlinear design; Early literacy; Theory of change; Sociolinguistics; Psycholinguistics; Language policy and planning Introduction Life is not simple, but many of the logic models used in programme theory evaluation are. Keywords: design; development; education; instruction; international; language; learning; literacy; planning; policy; program; reading; usaid
• Place-Based Education: An Educational Approach Inside Local Place by Gola, Giancarlo ; Rocca, Lorena (2021) - Place based education is inherently embedded within a life place, The task of PBE is to present the reflections concerning the relations of economic, political, ideological and environmental interdependence between near and far countries and, in this interweaving, to outline which ideas of person and culture are promoted, and consequently which identity of place results from them. In this perspective, podcasting could represent an innovative educational mediator – for formal, Place-Based Education 85 85 informal, and non-formal learning – able to promote place attachment. Keywords: approach; attachment; community; education; experiences; gruenewald; identity; learning; new; pbe; people; place; sense
• The Adaptation and Cultural Translation of the Pedagogical Theory of Formal Stages in U.S. Discourse around 1900 by Scholz, Marcel (2023) - Abstract This paper uses a selected case study to show how the theoretical topos of formal stage theory of Herbartian provenance, which originated in the German-speaking world, underwent an adaptation and semantic shift in U.S. discourse around 1900. Key Words Cultural transfer; Herbartianism; formal stage theory; transculturation; transformation; globalization; U.S. educational thinking This article uses the findings of a case study on the transformation of an aspect of a pedagogical theory in the context of its transfer from the German-speaking world to the United States around 1900 to show how certain aspects of this theory were adapted, translated, or transposed. Keywords: general; herbartianism; knowledge; learning; mcmurry; new; notions; process; rein; stage; teaching; theory; und
• Initial teacher training to promote sustainable education system improvement: A review of the evidence on pre-service teacher education for primary grade literacy and numeracy in low- and middle-income countries by Zuilkowski, Stephanie ; Sowa, Patience; Ralaingita, Wendi (2023) - In a study of pre-service teachers in four colleges of teacher education in Ethiopia, Alemu et al. (2021) found that the pre-service teachers did not meet the level of content attainment required by the curriculum. A study in South Africa found that the mathematics CK of pre-service teachers in three PSTE programs did not improve much during their four-year program (Bowie, Venkat, & Askew 2019). Keywords: countries; development; education; educators; journal; learning; lmics; mentor; practice; practicum; pre; programs; pste; service; study; teacher; teacher education; teaching; training
• Semantic gaps in the theory and the practice of physical and sports education in the Italian context by Invernizzi, Pietro Luigi; Scurati, Raffaele; Signorini, Gabriele; Mauro, Franco; Rigon, Marta; D’Elia, Francesca; Raiola, Gaetano (2024) - In particular, the choice is addressed to the terms physical education, sport, sports education, play, psychomotricity, gymnastic and motor education, which represent operational form that teachers of PE use with their experience, consciousness, energy and relationship capacity in order to educate, to form and to transmit the basic skills of physical literacy (Buccino, Colagè, Gobbi, & Bonaccorso, 2016; Snowden, Griffiths, & Neary, 1995). In scientific educational research, the terms motor competence, physical literacy, and perceived motor competence are less considered in the specific fields of learning and didactic of physical education and sports education (Figure 12). Keywords: analysis; brainstorming; community; discipline; education; figure; health; learning; motor; normative; physical; practice; research; review; school; science; semantic; sports; sports education; system; terminology; terms; theory

• What Would Madeline Hunter Say? by Burris, Carol (2014) - What would Madeline Hunter Say? 5 Global Education Review is a publication of The School of Education at Mercy College, New York. Madeline Hunter also insisted that the supervision of instruction, which focuses on the lesson observation process, was very different than teacher evaluation. Keywords: hunter; school
• 2014-2015 Board of Reviewers by Wermuth, Melvin (2014) - Germain-Williams, Mercy College Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Heather Gould, Eugene Lang College, The New School for Liberal Arts 2014-2015 Board of Review 183 Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Mark Hamilton, Education Development Center, United States Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Ravi Kumar, Davanagere University, India Jayne C. Lammers, University of Rochester, New York Kerry Maree Lee, University of Auckland, NewZealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India E. Francine Guastello, St. John’s University, New York Dina Lopez, City College, City University of New York New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Lawry V. Mahon, Victoria University, Australia Gaurav Malik, University of East London, United Kingdom Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind,United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Ezella McPherson, Wayne State University Claudia Mewald, University College of Teacher Education in Lower Austria Jung Kang Miller, Mercy College, New York Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York 184 Global Education Review 1(4) David Morrison-Love, The University of Glasgow, United Kingdom Maroun Naser, STEM Academy, Canada Newhouse, Erica, Mercy College, New York Nitecki, Elena, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman, Mercy College, New York Mustafa Ozmusul, Harron University, Turkey Melissa Parenti, St.John's University Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Karl F. Pawl, Concordia University, Chicago Diana Payne, University of Connecticut Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Sudha Ramaswamy, Mercy College, New York Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Jessica F. Riccio, Teachers College, Columbia Merethe Roos, Telemark University College, Norway Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Susan Marie Schultz, St. John Fisher College, New York Scott Schuth, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Good Day John Ezinwa Silas, Nnamdi Azikiwe University Awka, Nigeria Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Nick Stroud, Massachusetts College of Liberal Arts Sherri Dessirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Patisepa Tuafuti, University of Auckland, New Zealand Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University Elaine Marie Walker, Seton Hall University Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Angela Webb, Louisiana State University Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis 2014-2015 Board of Review 185 Yong Yu, State University of New York at Plattsburgh Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Keywords: australia; education; john; kingdom; mercy college; new york; review; school; state; state university; united; university
• New Perspectives on Bilingualism, Biliteracy, and Biculturalism in a Globalized World by Ferrer, Aramina Vega; Nunez, Victoria; Mercado, Carmen I. (2015) - In their article, “Teaching English as an Additional Language in the Global Classroom: A Transnational Study in the United States and the United Kingdom,” Gail McEachron and Ghazala Bhatti, compare educational outcomes and programs for language minority students learning English as an additional language (EAL) in grades K-12 in Henrico, U.S. and Bristol, United Kingdom (U.K.). The New London Group argued for a different understanding of linguistic and cultural diversity by recognizing the local and global connectedness of languages and cultures in contact: Effective citizenship and productive work now require that we interact effectively using multiple languages, multiple Englishes, and communication variations in language, be they technical, sporting, or related to groupings of interest and affiliation. Keywords: bilingual; bilingualism; development; education; english; language; literacy; new; research; school
• Leadership for Primary Schools: An Examination of Innovation Within an Austrian Educational Context by Hei├ƒenberger, Petra (2016) - Internationally, the focus on instructional leadership represents a shift in emphasis for school principals whose roles were previously defined primarily through administrative tasks. Discussion Initiative, independence, competence, self- confidence, and personal responsibility are Leadership for Primary Schools 155 necessary dispositions for school principals because schools also take on current social challenges for which personal commitment is necessary. Keywords: austria; education; innovation; leadership; persons; principals; research; school; teachers; teaching
• A Global View of Rural Education: Teacher Preparation, Recruitment, and Retention by Gallo, Jessica; Beckman, Paula (2016) - Considering that a large portion of the world’s schools are located in rural areas, it is important to attend to the unique needs of rural teachers and students. While her study finds inequalities in mentorship based on access, depth of knowledge, and cultural constraints, she argues that pedagogical mentorship offers possibilities to support teachers when it is included as part of a larger picture of preparing and sustaining rural teachers. Keywords: education; research; rural; school; teachers; unesco
• School Choice Policies and Practices in The United States, South Africa, Spain and Canada by Allen, Ann (2016) - School choice policies and practices in The United States, South Africa, Spain and Canada. In this issue of Global Education Review, authors discuss school choice policy in South Africa, Spain, Canada and the United States. Keywords: charter; choice; education; school
• Core Competencies and Strategies for Effective Leadership by Marrero, Meghan E (2016) - 126-128 Book Review Core Competencies and Strategies for Effective Leadership “The Teacher Leader” by Daniel R. Tomal, Craig A. Schilling, and Robert K. Wilhite By Meghan E. Marrero The Teacher Leader, written by three experts in educational leadership, is a resource covering many aspects of teacher leadership in today’s schools. Each topic is grounded in several organizations’ standards for teacher leadership, including the National Council for Accreditation of Teacher Education (NCATE), the Educational Leadership Constituent Council (ELCC), the Interstate School Leaders Licensure Consortium (ISLLC), the National Education Association (NEA), and the Teacher Leadership Exploratory Consortium’s Teacher Leader Model Standards, all of which are included as appendices. Keywords: education; leadership; school; teacher
• Transitions between Art and Pedagogy. Mentoring Music Teacher Novices in Austria. by Malmberg, Isolde (2018) - Career crashes and a shortage of music teachers in Austria are some of the consequences (Bailer, 2009). In this article, I present and discuss two main results of the study: First I show the multilayered status passage (Glaser & Strauss, 1971) that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Keywords: education; mentees; mentoring; mentors; music; music teacher; novice; passage; school; status; study; teacher; training; transition; type; university
• 2016-2017 Board of Reviewers by Wermuth, Melvin (2017) - Alaska Fethi Kayalar, Erzincan University, Turkey Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Manuela B. Keller-Schneider, Zurich University of Teacher Education, Switzerland Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Allyson Krupar, The Pennsylvania State University Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Simone Lehrl, University of Bamberg, Germany Cathy Leogrande, Le Moyne College 124 Global Education Review 4(1)      Roseanne Vallice Levy, Mercy College Sandhya Vishwas Limaye, Tata Institute of Social Sciences, India Sara Liviero, University of Exeter, United Kingdom Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Isolde Malmberg, University for Music and Performing Arts, Vienna Dominic Manuel, McGill University, Canada Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Daniela Martinek, Paris Lodron University of Salzburg, Austria Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, University of Massachusetts, Lowell Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Maria Boeke Mongillo, Central Connecticut State University Nancy Morabito, St. John's University, New York T. Lee Morgan, University of Northern Colorado Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Mercy College, New York Mustafa Ozmusul, Harron University, Turkey Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Karl F. Pawl, Concordia University, Chicago Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University, New York Christine Eva Plaimauer, University of Education Upper Austria 2016-2017 Board of Reviewers 125     Mary Podsiedlik, Syracuse University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Teresa Ann Quackenbush, Mercy College, New York Sibylle Rahm, Otto-Friedrich-University of Bamberg, Germany Sudha Ramaswamy, Mercy College, New York Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Johannes Reitinger, Private University College of Teacher Education of Linz, Austria Konstantina Rentzou, European University of Cyprus, Nicosia, Cyprus Melia Eileen Repko-Erwin, University of Colorado, Boulder Leila Ansari Ricci, California State University, Los Angeles Merethe Roos, Telemark University College, Norway Katharina Rosenberger, University of Vienna, Austria Rose Ann Rudnitsky, Mercy College, New York Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schrittesser, University of Vienna, Austria Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Jessic Simon, Babson, College Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Anita Summer, University of Vienna, Austria Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Mary Barbara Trube, Ohio University Agnes Turner, University of Klagenfurt, Vienna, Austria Karen VanderVen, University of Pittsburgh Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Brian L. Wright, University of Memphis Linlin Yang, State University of New York at Binghamton 126 Global Education Review 4(1)      Keywords: austria; community college; education; education review; mercy college; new york; new zealand; review 4(1; school; state university; teacher education; united kingdom; university; vienna
• New World, New Global Education Review by Cooper, Bruce S. (2013) - Philosophies of Education, Globally A range of interesting philosophies of education can also be compared and used in numerous countries. From a Third-World, developing-nation viewpoint, writers like Bassey Ubong from the Federal College of Education in Nigeria, explained that the philosophies of education often reflect the values of nations, ranging from entrepreneurial and private viewpoints to more national public philosophies. Keywords: countries; education; new; review; school; world
• 2016-2017 Board of Reviewers by Wermuth, Melvin (2017) - Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Kari F. Pawl, Concordia University, Chicago Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University, New York Benjamin Piper, RTI International Christine Eva Plaimauer, University of Education Upper Austria Mary Podsiedlik, Syracuse University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Teresa Ann Quackenbush, Mercy College, New York Sibylle Rahm, Otto-Friedrich-University of Bamberg, Germany Sudha Ramaswamy, Mercy College, New York Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Johannes Reitinger, Private University College of Teacher Education of Linz, Austria Konstantina Rentzou, European University of Cyprus, Nicosia, Cyprus Melia Eileen Repko-Erwin, University of Colorado, Boulder Leila Ansari Ricci, California State University, Los Angeles Merethe Roos, Telemark University College, Norway Katharina Rosenberger, University of Vienna, Austria Rose Ann Rudnitsky, Mercy College, New York Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schrittesser, University of Vienna, Austria Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin-Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Jessica Simon, Babson College Carolina Snaider, Teachers College, Columbia Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Deepa Srikantaiah, URC University Nick Stroud, Massachusetts College of Liberal Arts Anita Summer, University of Vienna, Austria Clodie Tal, Levinsky College of Teacher Education, Tel Aviv Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Mary Barbara Trube, Ohio University Agnes Turner, University of Klagenfurt, Vienna, Austria Karen VanderVen, University of Pittsburgh Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College, New York Jim Wharton, Seattle Aquarium Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Brian L. Wright, University of Memphis 2016-2017 Board of Reviewers 110 Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Kai Zhou, The State University of New York at Albany Umaru Mustapha Zubairu, Federal University of Technology, Nigeria Isolde Malmberg, University for Music and Performing Arts, Vienna Dominic Manuel, McGill University, Canada Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, NewYork Daniela Martinek, Paris Lodron University of Salzburg, Austria Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Silvester G. Mata, University of Houston, TX Tata J. Mbugua, University of Scranton Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Kentucky Carmen L. McCrink, Barry University, Florida Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, University of Massachusetts, Lowell Katherine Merseth, RTI International Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Maria Boeke Mongillo, Central Connecticut State University Nancy Morabito, St. John's University, New York T. Lee Morgan, University of Northern Colorado Tabitha Grace Mukeredzi, Durban University of Technology, South Africa Sara Murdock, University of California, Los Angeles Bernie Murray, Ryerson University, Ontario, Canada Mariano Narodowski, Universidad Torcuato di Tella, Buenos Aires Giselle E. Navarro-Cruz, California State Polytechnic University, Pomona Evangeline N. Nderu, RTI International Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Keywords: austria; california; canada; carolina; education; mercy college; new york; san; school; state; state university; teacher education; texas; united; united kingdom; university; vienna
• 2016-2017 Board of Reviewers by Wermuth, Melvin (2017) - Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Kari F. Pawl, Concordia University, Chicago Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University, New York Benjamin Piper, RTI International Christine Eva Plaimauer, University of Education Upper Austria Mary Podsiedlik, Syracuse University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Teresa Ann Quackenbush, Mercy College, New York Sibylle Rahm, Otto-Friedrich-University of Bamberg, Germany Sudha Ramaswamy, Mercy College, New York Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Johannes Reitinger, Private University College of Teacher Education of Linz, Austria Konstantina Rentzou, European University of Cyprus, Nicosia, Cyprus Melia Eileen Repko-Erwin, University of Colorado, Boulder Leila Ansari Ricci, California State University, Los Angeles Merethe Roos, Telemark University College, Norway Katharina Rosenberger, University of Vienna, Austria Rose Ann Rudnitsky, Mercy College, New York Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schrittesser, University of Vienna, Austria Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin-Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Jessica Simon, Babson College Carolina Snaider, Teachers College, Columbia Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Deepa Srikantaiah, URC University Nick Stroud, Massachusetts College of Liberal Arts Anita Summer, University of Vienna, Austria Clodie Tal, Levinsky College of Teacher Education, Tel Aviv Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Mary Barbara Trube, Ohio University Agnes Turner, University of Klagenfurt, Vienna, Austria Karen VanderVen, University of Pittsburgh Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College, New York Jim Wharton, Seattle Aquarium Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Brian L. Wright, University of Memphis 2016-2017 Board of Reviewers 112 Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Kai Zhou, The State University of New York at Albany Umaru Mustapha Zubairu, Federal University of Technology, Nigeria Isolde Malmberg, University for Music and Performing Arts, Vienna Dominic Manuel, McGill University, Canada Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, NewYork Daniela Martinek, Paris Lodron University of Salzburg, Austria Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Silvester G. Mata, University of Houston, TX Tata J. Mbugua, University of Scranton Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Kentucky Carmen L. McCrink, Barry University, Florida Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, University of Massachusetts, Lowell Katherine Merseth, RTI International Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Maria Boeke Mongillo, Central Connecticut State University Nancy Morabito, St. John's University, New York T. Lee Morgan, University of Northern Colorado Tabitha Grace Mukeredzi, Durban University of Technology, South Africa Sara Murdock, University of California, Los Angeles Bernie Murray, Ryerson University, Ontario, Canada Mariano Narodowski, Universidad Torcuato di Tella, Buenos Aires Giselle E. Navarro-Cruz, California State Polytechnic University, Pomona Evangeline N. Nderu, RTI International Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Keywords: austria; california; canada; carolina; education; mercy college; new york; san; school; state; state university; teacher education; texas; united; united kingdom; university; vienna
• The Influence of Primary School Principals´ Leadership Styles on Innovative Practices by Heissenberger, Petra; Heilbronner, Nancy (2018) - In Austria, school leaders do not need a formal Bachelor’s degree to become principal. One of these contextual factors it the leadership style of school building leaders. Keywords: education; innovation; leadership; low; participants; practices; principals; school; styles
• 2017-2018 Board of Review by Wermuth, Melvin (2018) - 110 Salvatore John Petrilli, Adelphi University, New York Zuzana Petrova, Trnava University, Slovakia Benjamin Piper, RTI International Christine Eva Plaimauer, University of Education Upper Austria Mary Podsiedlik, Syracuse University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Teresa Ann Quackenbush, Mercy College, New York Sibylle Rahm, Otto-Friedrich-University of Bamberg, Germany Sudha Ramaswamy, Mercy College, New York Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Johannes Reitinger, Private University College of Teacher Education of Linz, Austria Konstantina Rentzou, European University of Cyprus, Nicosia, Cyprus Melia Eileen Repko-Erwin, University of Colorado, Boulder Merethe Roos, Telemark University College, Norway Katharina Rosenberger, University of Vienna, Austria Rose Ann Rudnitsky, Mercy College, New York Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Annie Savard, McGill University Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schrittesser, University of Vienna, Austria Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin-Madison Sadaf Shallwani, University of Toronto Maryam Sadat Sharifian, James Madison University Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Jessica Simon, Babson College Yasmin Sitabkhan, RTI International Carolina Snaider, Teachers College, Columbia Vicky Spencer, George Mason University Deepa Srikantaiah, URC University Nick Stroud, Massachusetts College of Liberal Arts Anita Summer, University of Vienna, Austria Calvin Zakaria Swai, University of Dodoma, Tanzania Clodie Tal, Levinsky College of Teacher Education, Tel Aviv Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Mary Barbara Trube, Ohio University Agnes Turner, University of Klagenfurt, Vienna, Austria Karen VanderVen, University of Pittsburgh Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College, New York Stephen Harry Whitehead, California University of Pennsylvania Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD 111 Global Education Review 4(4) Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Kai Zhou, The State University of New York at Albany Umaru Mustapha Zubairu, Federal University of Technology, Nigeria Isolde Malmberg, Rostock University of Music and Theater, Germany Dominic Manuel, McGill University, Canada Jillian Marchant, James Cook University, Australia Mary Margaroni, Aristotle University of Thessaloniki, Greece Meghan E. Marrero, Mercy College, NewYork Daniela Martinek, Paris Lodron University of Salzburg, Austria Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Tata J. Mbugua, University of Scranton Patrick McCabe, Mercy College, New York Carmen L. McCrink, Barry University, Florida Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, University of Massachusetts, Lowell Katherine Merseth, RTI International Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Angie Miller, Indiana University, Bloomington Marina Milner-Bolotin, The University of British Columbia, Canada Maria Boeke Mongillo, Central Connecticut State University Nancy Morabito, St. John's University, New York T. Lee Morgan, University of Northern Colorado Tabitha Grace Mukeredzi, Durban University of Technology, South Africa Sara Murdock, University of California, Los Angeles Bernie Murray, Ryerson University, Ontario, Canada Mariano Narodowski, Universidad Torcuato di Tella, Buenos Aires Giselle E. Navarro-Cruz, California State Polytechnic University, Pomona Evangeline N. Nderu, RTI International Laurent Gabriel Ndijue, The University of Hong Kong Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Sam Nagaruiya, RTI International Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Keywords: austria; california; carolina; education; international; kingdom; mercy college; new york; rti; san; school; state; state university; teacher education; united; university; western
• Perspectives on Mentoring Novice Teachers by Greiner, Ulrike; Hofmann, Franz; Katskaller, Michaela (2018) - How novice teachers cope with the various situations and tasks in the beginning of their professional career, and how they can be best supported has now become a priority number one question internationally of strategies in teacher education and induction programs in collaboration with schools (European Commission, 2010). The starting position is defined by the undisputed fact that beginning teachers are confronted with specific challenges for which intensive internships for students in teacher education cannot prepare novice teachers so comprehensively that they can successfully cope with challenges without any further support. Keywords: education; induction; mentoring; novice; school; teachers; teaching
• A New Way of Thinking about Leadership by Tobin, Kathleen A. (2019) - [Review of the book The Challenge for School Leaders by Ronald Warwick]. Book Review A New Way of Thinking about Leadership “The Challenge for School Leaders” by Ronald Warwick By Kathleen A. Tobin In The Challenge for School Leaders: A New Way of Thinking about Leadership, Ronald Warwick examines the enduring tests of continual-improvement expectations placed on teachers, educational institutions, and school corporations. Keywords: leaders; school; warwick
• All for One and One for All: Recasting Alexandre Dumas as a Popular Educator in France during the New Imperialism by Martone, Eric (2019) - Keywords Alexandre Dumas; History of education; France; French education policy; National Identity Introduction In the preface to his 1883 book on French writer Alexandre Dumas’s last years, Gabriel Ferry wrote that “true literary posterity began for Dumas the day after his death” (Ferry, 1883). In 1872, Alexandre Dumas fils, Dumas’s son and also an accomplished writer, had his father exhumed and reburied in his birth town of Villers-Cotterêts in northern France. Keywords: alexandre; alexandre dumas; ancestry; century; culture; dumas; education; example; france; french; history; identity; literature; monument; nation; new; nineteenth; novels; paris; people; press; republic; review; school; university; works; world; writer; york
• “Anti-Glocality” Grounds New Quebec History Program by Bradley, Jon; Allison, Sam (2021) - Anglophones, minorities excluded from new Quebec history course: teacher. Unlike so-called “international” “Anti-Glocality” Grounds New Quebec History Program 169 169 subjects, such as sciences and mathematics, there are no outside agencies which scrutinize history programs, student course books, related instructional materials or examination benchmarks. Keywords: education; history; montreal; new; page; program; quebec; report; school; student; war; world
• Developing and Sustaining Elementary STEM Teacher Leadership Identities by Napolitano, Kristen; Gunning, Amanda M.; Marrero, Meghan E.; Nitecki, Elena (2023) - Findings suggest that elementary teachers developed their identities gradually—first, as they recognized themselves as STEM teachers; next, as they recognized themselves as STEM leaders; and then, as others recognized them as STEM teacher leaders and positioned them to enact change in their schools and to support their colleagues. Conceptual Framing Positional identity and self-efficacy framing offered perspectives that allowed us to see how teachers positioned themselves as STEM teachers, how others positioned them as STEM leaders, and how they gained confidence and strength in this evolving identity to support and encourage others to integrate STEM education into their schools and districts. Keywords: development; education; efficacy; elementary; fellows; fellowship; identity; leadership; program; school; science; self; stem; stem teacher; teachers; teaching
• Interrupting Deficit Narratives in Literacy Education by Mcabe, Patrick; Newhouse, Erica (2014) - Thus, successful literacy practices or literacy practices valued by the dominant group are also constructs. Interrupting deficit narratives in literacy education . Keywords: deficit; education; literacy; poverty; school

• Secondary Teachers' and Their Supervisors' Perceptions of Current and Desired Observation Practices by Romano, Vincent Anthony (2014) - Keywords classroom observation, teacher observation, supervision practices, instructional improvement, evaluation of teaching, professional trust, reflective thinking Introduction A wide body of research confirms that the single most important factor to improving student achievement is the quality of the teacher that stands before them each day. The body of research reiterated the value of providing opportunities for teachers to observe and discuss effective teaching as an important part of developing expertise among classroom teachers. Keywords: classroom; observation; observer; practices; process; professional; supervisors; teachers
• THE RELATIONSHIP BETWEEN PERSONALITY TRAITS AND SOCIAL CAPITAL PERCEPTIONS OF PRE-SERVICE TEACHERS by Aydoğmuş, Mevlüt ; Koyuncuoğlu , Özdal (2021) - Abstract There are a number of psycho-social variables that predict the levels of social capital of pre-service teachers. Social capital, which is in connection with almost all of these psycho-social variables, is associated with personality traits in literary studies. Keywords: agreeableness; analysis; capital; education; factor; individuals; model; openness; personality; personality traits; relationships; research; sense; service; teachers; traits; trust
• Enhancing Teacher Awareness and Professionalism through Prolonged Critical Reflection: Influences of Socializing Forces on Educational Beliefs and Practice by Winstead, Lisa; Shehab, Hanem; Brye, Michelle (2022) - Key Words Reflection, critical reflection, Dewey, teacher beliefs, teacher practice, professional development, educational philosophy, socializing forces Having progressed through this course thus far, I have realized how my teaching beliefs and pedagogy clash and why they do. Listening to other voices: A description of teacher reflection in the United States. Keywords: awareness; beliefs; education; phase; philosophies; philosophy; practices; reflection; teachers; teaching

• Approaches to Teaching Recent World History by Dry, David D (2015) - The authors of Teaching Recent Global History have crafted a useful text aimed at enabling middle and high school educators to surmount these difficulties so they can help students “connect with and deeply understand key events and trends in recent global history” (ix). Book Review Dialogues among Historians, Social Studies Teachers, and Students “Teaching Recent Global History” by Diana B. Turk, Laura J. Dull, Robert Cohen, and Michael R. Stoll By David D. Dry Teaching world history is a difficult task. Keywords: book; history; teaching; world
• An Inquiry into the Who, Why, and How we Teach by Dwivedi, Amitabh Vikram (2018) - In the final section, the author argues that teacher leaders naturally emerge in a school setting as evidenced through the distinction they pedagogically demonstrate, the authentic dispositional commitment they exhibit, and the energy they radiate to inspire and challenge others. Kirylo argues that teacher leaders are those who are critical pedagogues, and “critical pedagogues are those who have a fundamental grasp of critical pedagogy” (p. 153.). Keywords: author; kirylo; teacher; teaching
• Glocal Perspectives in Film-Based Foreign Language Education: Teaching about Sustainability with “The Boy Who Harnessed the Wind” (2019) by Leonhardt, Jan-Erik; Janßen, née Kref, Annika ; Leonhardt, Carina; Viebrock, Britta (2021) - Keywords glocal education, glocalization, critical foreign language education, sustainability, film Including Glocal Perspectives in Film- Based Foreign Language Education Today, films are an integral part of everyday culture. While film analysis fosters a critical understanding of the film’s content and aesthetic make-up and is the basis for any subsequent reflections, the holistic perception of film caters to the pleasure of watching films. Keywords: boy; education; film; language; language education; learners; malawi; perspectives; sustainability; task; teaching; william; wind

• Context-Based Approaches to Developing Theories of Change in Basic Education by Chung, Mi-Hyun; Gouleta, Eirini (2020) - Interestingly, these articles have discussions on issues of language education, and how various factors including local culture and policies should be considered in developing a theory of change for language teaching and learning. Despite the amount of effort, time, and resources that have gone into education development, the progress as it is measured through the results and outcomes is not the one expected and most importantly not matched with the level of the contributions. Keywords: change; context; development; education; language; theory
• The Translation and Circulation of “Evidence”: Obviousness, Demonstration, and Effect in Educational Research in Germany and England by Hofbauer , Susann; Kelly , Peter; Beck, Anna (2023) - To get a better insight into the evidence circulation in German educational research, the central database of educational research was consulted. Amidst a growing preoccupation with evidence-based and later evidence-informed practice, this included both understanding and making use of external research evidence to develop initiatives for tackling specific school issues, and internal evidence from student assessments and teaching observations to improve the focus and quality of teaching, something encouraged by Ofsted. Keywords: circulation; development; educational; england; english; evidence; german; knowledge; oecd; pisa; policy; practice; research; science; term; translation; und; use
• Core Values as the Basis for Teacher Education for Inclusion by Watkins, Amanda; Donnelly, Verity (2013) - This paper outlines the current policy agenda for teacher education for inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education. More specifically regarding teacher education, the World Report on Disability (World Health Organization, 2011) states: The appropriate training of mainstream teachers is crucial if they are to be confident and competent in teaching children with diverse needs. Keywords: agency; areas; competence; core; core values; development; education; european; framework; inclusion; needs; project; teacher; teacher education; training; values

• Lexical Range and Communicative Competence of Learners in Bilingual Schools in Lower Austria by Mewald, Claudia (2015) - Moreover, the texts from regular school classes only used the present tense, while the sample texts from CLIL pupils included references to the past, relative clauses, and adverbial clauses, as well as the explanation of possible reasons for things observed. Generally, the texts from CLIL pupils demonstrated more variety and they were more elaborate while those of regular school pupils were straightforward and simple. Keywords: clil; competence; data; education; instruction; language; learners; pupils; range; schools; texts; vocabulary; words
• Lost in Meaning: Validation of Understandings of Inclusive Education in Different Languages and Cultural Contexts by Subasi, Seyda; Hager, Barbara; Proyer, Michelle (2023) - The first case showed that “inclusion” can be used in an abstract and general way in different sign languages and the connotations of “inclusion” in Deaf culture can include varying perspectives. Further, the lack of literature presents another barrier, as the discourse on conducting multilingual and multicultural research concentrates mainly on certain Eurocentric and writing-based languages, which makes it difficult to access literature regarding specific research contexts, such as research with sign language. Keywords: case; context; data; deaf; education; inclusion; inclusive; language; meaning; participants; research; sign; translation
• Words in Motion: Struggles of Translation, Adaption, Transposition, and Ignorance by Engelmann, Sebastian; Kenklies, Karsten (2023) - For example, the writings of John Dewey, which span several bookshelves, have not even come close to being translated into other languages. It has become increasingly obvious that hasty translations of pedagogical terms from or into English (or any other language) increase the bewilderment instead of facilitating smoother communication. Keywords: bildung; concept; discussions; education; german; kenklies; language; paper

• The Man Who Invented Kindergarten: A Review of “Finding Froebel” by Helge Wasmuth, Ulf Sauerbrey, & Michael Winkler by Nitecki, Elena (2023) - Froebel is a familiar name in the field of early childhood education, but seldom do readers of theory become so intimately acquainted with the person behind the ideas. We teach Froebel’s theories as a foundation of early childhood education to understand the nature of how young children live in our world and how we as adults can nurture their growth and development. Keywords: childhood; education; froebel; life
• ‘They have tried to silence me.’ : Beyond policy bordering: early childhood educators forging activist identities in the borderlands by Archer, Nathan (2025) - The prevalence of discourses of governmentality, responsibilisation, marketisation, performativity, and surveillance within these texts led me to find that neoliberal ideas are reaching into early childhood policy in attempts to shape notions of the ‘good’ early childhood professional identity. Beyond policy bordering: early childhood educators forging activist identities in the borderlands. Keywords: agency; analysis; bordering; borders; childhood; education; educators; identities; narratives; policy; process; professional
• Editors’ Introduction: Engaging ECE in times of chaos and authoritarianism by Castner , Daniel J.; Luna, Sara Michael (2025) - May the anti-authoritarian impulses of these articles inspire solidarity within the field of early childhood education. Elsewhere, we have considered the consequences of these perilous conditions as the unfortunate and unavoidable backdrop for early childhood research, policy, and practice (Michael Luna & Castner, 2025; Michael Luna & Castner, 2023). Keywords: childhood; early; education
• Editor’s Introduction: Continuing a conversation about ECE amid authoritarian chaos by Castner, Daniel J. (2025) - My concerns about the impact of authoritarianism on education stem from my own experiences, both as a former public school kindergarten teacher and currently as a professor of early childhood education and curriculum studies in the Midwestern United States. Admittedly, I have been distrustful of the impositions of top-down authority throughout my career in early childhood education. Keywords: authoritarianism; childhood; education

• John Paul College: The Professional Renewal Journey by Mundie, Pauline; Marr, Robert (2014) - The purpose was to review the college-wide teacher appraisal processes, plan a way forward that met national requirements, shift the focus to improving teacher quality, and improve the consistency of teacher performance. The professional renewal process at John Paul College guides teachers through a cycle of goal setting (related to any aspect of teacher practice which aims to improve student learning and achievement); ongoing discussion between the teacher and a mentor which determines actions; directed classroom observations (3 per term) and associated pre and post reflection/discussion; leading to application of changed practice toward achieving the criteria of the goals. Keywords: college; john; paul; professional; renewal; teacher
• Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education by Kabuto, Bobbie; Harmey, Sinéad (2019) - We see this issue as one of those public spaces for reimagining literacy education for a global society. Global standardization, in combination with the spread of big corporations and their roles in education (Cody, 2014), perpetuates the idea that progress is made by imposing a one-model or a global standard towards teacher education and student learning. Keywords: education; literacy; teacher
• Study Abroad in Teacher Education by Baecher, Laura (2019) - Against the backdrop of this wide survey of teacher study abroad literature, Canadian scholars Ingersoll, Sears, Hirschkorn, Chami, and Landine provide a multiple, country-wide examination of Canadian study abroad in teacher education. Reminding readers of the many affective benefits—from self-confidence to empathy—and using the frames of neoliberal versus affective outcomes, the authors further advance our understanding of why teacher study abroad is promoted and point to ways in which institutions of teacher education could better collaborate and communicate to set a national agenda for teacher learning through study abroad that includes more support for students and faculty. Keywords: abroad; education; study; teacher

• What Cognitive Neuroscience Tells Us About Creativity Education: A Literature Review by Zhou, Kai (2018) - What cognitive neuroscience tells us about creativity education: A literature review. Recently, an interest in creativity education has increased globally. Keywords: brain; creativity; creativity education; education; intelligence; journal; neuroscience; research; review; studies; thinking; training
• Celebrating 10 Years of the Global Education Review by Wermuth, Melvin (2023) - Celebrating 10 Years of the Global Education Review 1 _______________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy University, New York. Speakers included Teresa K. Aslanian, University of Southeastern Norway (Chair); Maria Cooper, University of Aukland (New Zealand); Jan-Erik Johansson, Professor Emeritus, Oslo Metropolitan University (Norway); Nicola Kemp, Canterbury Christ Church University (England); Christina MacRae, Manchester Metropolitan University (England); Cecilia Marion-Puntarelli, Indiana University (United States); Lynn McNair, University of Edinburgh (Scotland); Helge Wasmuth, Mercy College (United States); Tansy Watts, Froebel Trust and Canterbury Christ Church University (England). Keywords: education; ger; review; university; years
• A Decade of Global Education Review : Commemorating the 10th Anniversary by Wasmuth, Helge (2023) - Collaboration and simply listening carefully to how scholars with different lived experiences think about educational issues leads to critically examining terms or issues we take for granted in our local contexts. Without the Rockefellers' aid, Mercy wouldn't have been able to thrive and evolve into the multi-campus, co-educational, and secular institution it is today—including its own journal on educational issues. Keywords: education; ger; journal; mercy; review
• Educating the Disenfranchised and Marginalized by Wermuth, Melvin (2014) - He recounts the beginning of the school in which 2 Global Education Review 1(2) he works, “The Children’s Institute of Hong Kong,” a school that was begun in 2003 by an American family residing in Hong Kong who had two children, both diagnosed with autism. Thus, at this time of rapid globalization, these first two issues of Global Education Review explore issues that may support nations as they seek to understand their education issues, problems, programs and policies from a worldwide perspective, and to learn to adapt interesting and important models, methods, and research designs from other nations. Keywords: education; kong; review

• When the GERM Hosts the Antidote: The Surprising New Birth of Israel's Anti-GERM Pre-K Policy by Bialik, Gadi; Shefi, Noa (2017) - The protester’s demand for social justice yielded a significant reform in Israeli public education policy. These organizations invested large amounts of money in the emerging public education system; however at the same time they also established their own influence when it came to shaping education policy in Israel in general (Dror, 2011). Keywords: change; childhood education; committee; education; education department; education policy; education system; germ; governance; israel; kindergarten; new; policy; pre; process; public; reform; research
• Glocal Brokers and Critical Discourse Analysis: Conceptualizing Glocality in Indigenous Education Research and Reform by Layman, Eric W.; Kim, Eun-Ji Amy (2021) - Abstract Few issues encapsulate the tension of “glocality” in education more substantively than the debate surrounding who should undertake research on Indigenous education, and how it should be done. On the other, research on Indigenous education is threatened with further ostracism if it is inaccurately perceived as only the domain of Indigenous peoples, and only facilitated through Indigenous epistemologies. Keywords: analysis; brokers; curriculum; discourse; education; global; knowledge; peoples; policy; reform; research; science; space; trans; ways

• Pedagogies in Dissonance: The Transformation of Pedagogical Tact by Kenklies, Karsten (2023) - Such is the systematic problem that Herbart needs to solve if he thinks of educational theory in terms of a truly academic theory that somehow has to guide and inform educational practice. As we were able to see, some of the American Herbartians did indeed take an interest (notably the McMurrys), and their explorations deserve more attention; 2) van Manen is incorrect in stating that Herbart speaks of tact as that which manifests itself in instant judgements and quick decisions in everyday life – Herbart clearly and deliberately speaks of tact as that mediator between theory and practice, which therefore plays a role only for the theorist who practices his theory (so, not everyone shows the tact Herbart is speaking of, and for those few people it is relevant not in everyday life but only in those activities that attempt to follow a theory); 3) van Manen is too quick in interpreting the German Gefühl (unhelpfully translated here as feeling or sensitivity) as some kind of emotional reaction to a situation, whereas for Herbart the emphasis lies on the unconsciousness of the reasons for the action (which means they still result from some sort of intellectual activity without this being a conscious series of acts of reflection); 4) van Manen refers to tact as somewhat mechanistic without giving reasons for this kind of evaluation, while for Herbart, as well as for Ziller, tact is a capacity to act according to reasons and principles without being able to recall the reasons in every given moment (which does make tact not mechanistic – at least not more than reasoning itself may be called mechanistic as it invites us to act constantly according to rules and principles (i.e. theories); 5) van Manen proposes that tact should not help “converting theory into practice”, but should support the educator in overcoming the “separation of theory from practice” – shifting here from an interpretative framework (in which notions are used to interpret reality, and in which, therefore, educational theory is used to interpret a given situation as an educational situation in the first place, and in which the main question is whether or not the interpretation of a situation, i.e. the application of notions to world, is appropriate or successful) to a more phenomenological framework (in which apparently the situation reveals itself somehow to the observer or participant without the additional act of interpreting – interestingly a position that comes close to what Herbart describes in his explorations of education as the aesthetic representation of the world); and 6) van Manen arrives consequently at a point where he re- interprets Pedagogical Tact not as a mediator between theory and practice – the systematic problem that Herbart tried to solve –, but as an educator’s state of mind in which the situation, Pedagogies in Dissonance 125 i.e., the student, can unveil itself in a way that allows the educator to react “thoughtfully” to the situation, whereby this now has little to do with thoughts but more with an emotional sensitivity that is able to “feel” the student. Keywords: education; herbart; kant; manen; notion; pedagogy; practice; problem; situation; tact; theory
• Bridging the gap between theory and practice by Schmiedebach, Mario; Wegner, Claas (2024) - Furthermore, scepticism regarding educational research can be reduced if practitioners take part in DBR research and notice benefits from such research for their teaching. Obviously, Global Education Review is not the only journal that presents educational research, and mostly all journals and researchers want to link research to educational practise; however, various research has shown that there is a transfer problem of educational research in educational practice (Gräsel, 2010; Kuhn, 2014; Steffens, Heinrich & Dobbelstein, 2019). Keywords: dbr; education; practice; research; theory

• Kant’s Lectures on Pedagogy on world tour by Laub, Jochen; Mikhail, Thomas (2023) - Jochen Laub Thomas Mikhail Abstract Immanuel Kant is a leading thinker in philosophy, but in educational science, and consequently in the Philosophy of Education, he does not have any significant importance – one might think. Keywords Immanuel Kant; Content Analysis; Philosophy of Education; Global Science Network; General Education Introduction Immanuel Kant is one of the most important thinkers of modern science. Keywords: buchner; category; edition; editors; education; english; german; immanuel; immanuel kant; introductions; italian; kant; lectures; pedagogy; philosophy; pädagogik; text; und; willmann

• After 50 years, do the arguments for K- 12 vouchers still hold? by Laitsch, Daniel (2016) - Keywords Neoliberalism, free enterprise system, government role, privatization, public policy, school choice, charter schools Introduction Tuition voucher programs have been in place in the United States since the mid-1800s. Finally, in searches of scholarly research databases, Friedman’s 1955 article is much more frequently cited, suggesting it serves as the foundational article on school choice as far as the research community is concerned. Keywords: choice; education; friedman; government; market; monopoly; parents; research; schools; system; vouchers

• Using Humor and Science to Become Happier and Healthier by Zadora, Anna (2019) - The sixth chapter, “Psychological Well- Being,” analyzes fundamental aspects of psychological well-being, including satisfaction with life, as well as acceptance and meaningful recognition, which in turn builds community links. Avoiding negative judgments that can have heavy consequences and accepting differences are also components of psychological well-being. Keywords: humor; science; wellbeing
• Quality of Research Based on Design-Based Research Approach: Using an Example from Early Childhood Talent Research by Schäfers, Maria Sophie; Wegner, Claas (2024) - Over the past decades, the demand for scientific research to link theory and practice so that innovative solutions can be developed through research has steadily increased (Klees & Tillmann, 2015; Sandoval & Bell, 2004). Objectivity, reliability and validity are often referred to as 'classical' quality criteria of scientific research, which is certainly plausible, since research should always be unbiased and factual, as well as dependable and binding (Reinmann, 2022). Keywords: approach; dbr; der; design; education; factor; für; quality; research; schäfers; science; talent; test; und; wegner
• Efficiency of Secondary Education of a Selected OIC Countries by Mohd Arshad, Mohd Nahar (2014) - Keywords technical efficiency, secondary education, OIC countries, data envelopment analysis, TIMMS Introduction The purpose of this study is to investigate the level of technical efficiency of secondary education in the Organisation of Islamic Conference (OIC) member countries in comparison with other countries. Kazakhstan, again, scored the highest, while Morocco got the lowest score among OIC countries. Keywords: countries; crs; drs; education; efficiency; income; oic; oic countries; percent; scale; science; table; timss; vrs

• Family Literacy Provides an Effective Response to the U.N. SDGs and Peacebuilding Architecture by Taylor, Denny (2019) - Family Literacy Provides an Effective Response to the U.N. SDGs and Peacebuilding Architecture Denny Taylor This article is grounded in: 1) forty years of successful family literacy initiatives academia; 2) a meta-analysis of these initiatives that has identified connections between the U.N. Peacebuilding Architecture and the global impact of family literacy on peacebuilding and the SDGs. The concept of “family literacy” originates in my 1970s research and is supported by four decades of peer-reviewed family literacy research. Keywords: family; initiatives; literacy; programs; u.n

• Researchers Experience Multiple Embodiments in a Cross-Cultural, Intergenerational Event to Support Girls Challenging Gender-Based Violence by Lamb, Pamela; Vanner, Catherine; Raissadat, Haleh; Nyariro, Milka; Sadati, S. M. Hani (2020) - More unexpected, but ultimately as beneficial in developing other forms of knowing, was the sensations of rupture we experienced in relation to our own identities as researchers and facilitators, particularly when working with Indigenous girls. We felt that we could relate to many of the GBV issues raised throughout the CWC event but were self-conscious engaging in dialogues among Indigenous girls and young women around GBV, wanting to avoid taking up space. Keywords: canada; communities; cwc; education; event; gbv; girls; participants; research; researchers; self; studies; university; violence; women; youth

• 2014-2015 Board of Reviewers by ., . (2014) - Ms Alexandra Draxler-Morsy, Formerly education specialist at UNESCO, Paris Curt Dudley-Marling, Lynch School of Education, Boston College William Dwyer, Stephen F. Austin State University, Texas Cavwell R. Edwards, Indiana University of Pennsylvania Dr. Aramina Vega Ferrer, Mercy College Danielle Forbes, University of Illinois at Urbana Champaign Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University Neal Gallagher, Socrates Preparatory School, Florida Jessica Gallo, University of Montana Terri L Germain-Williams, Mercy College Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Dr. Amy Larrison Gillan, Saint Mary's College at Notre Dame Dr. Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H Greenberg, The Children’s Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University 2014-2015 Board of Reviewers 173 Amanda M. Gunning, Mercy College Douglas Ray Hainline, University of London, United Kingdom Mark Hamilton, Education Development Center, United States Dr. Nancy Heilbronner, Mercy College Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Ms. Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College Bobby Kabuto, Queens College, City University of New York Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Ravi Kumar, Davanagere University, India Jayne C. Lammers, University of Rochester Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The GeorgeWashington University Lawry V. Mahon, Victoria University, Australia Gaurav Malik, University of East London, United Kingdom Meghan E. Marrero, Mercy College Eric Martone, Mercy College Nicole Martone, Naugatuck Community College Patrick McCabe, Mercy College Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas Ezella McPherson, Wayne State University Jung Kang Miller, Mercy College Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University David Morrison-Love, The University of Glasgow, United Kingdom Maroun Naser, STEM Academy, Canada Newhouse, Erica, Mercy College Nitecki, Elena, Mercy College Victoria Nunez, Mercy College Aki Ohseki, Mercy College Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman, Mercy College Mustafa Ozmusul, Harran University, Turkey Melissa Parenti, St. John’s University Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University 2014-2015 Board of Reviewers 174 Eugenia Paulus, North Hennepin Community College, Minnesota Kari F. Pawl, Concordia University, Chicago Diana Payne, University of Connecticut Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University Kevin G. Pollock, Health Protection Scotland, United Kingdom Sudha Ramaswamy, Mercy College Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Jessica F. Riccio, Teachers College, Columbia Merethe Roos, Telemark University College, Norway Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Susan Marie Schultz, St. John Fisher College, New York Scott Schuth, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Good Day John Ezinwa Silas, Nnamdi Azikiwe University Awka, Nigeria Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Sherri Dessirea Tapp, Oral Roberts University Zoila Tazi, Mercy College Patisepa Tuafuti, University of Auckland, New Zealand Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University Elaine Marie Walker, Seton Hall University Sabrina L. Walthall, Mercer University Helge Wasmuth, Mercy College Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Angela Webb, Louisiana State University Melvin Wermuth, Mercy College Jim Wharton, Seattle Aquarium Vemitra Mornit White, Mississipi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University Sandra Williamson-Leadley, University of Otago, New Zealand Dr Gloria Lodato Wilson, Hofstra University Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Jie Zhang, The College at Brockport State University of New York Yuan Zhang, University of Pittsburgh Keywords: college; education; john; kingdom; mercy; mercy college; new; new york; state; state university; united; university
• 2015-2016 Board of Review by Wermuth, Melvin (2015) - 2014-2015 Board of Review 61 2015-2016 Board of Reviewers Nicole Taylor Abera, University of Maryland, College Park Mahmoud Al-Odeh, Bemidji State University, Minnesota Faye Antoniou, National and Kapodistrian University of Athens, Greece Noelle Witherspoon Arnold, University of Missouri-Columbia Marsha Denise Baumeister, University of Delaware Mojdeh Bayat, DePaul University Paula Jeanette Beckman, University of Maryland Fiona Benson, McGill University, Canada Alpana Bhattacharya, Queens College, City University of New York Krishna Bista, University of Louisiana at Monroe Caitlin Block, Drexel University Cendrine Bomboko, George Washington University Caroline M. Brackette, Mercer University, Atlanta Alisha Brown, Michigan State University Jon Callow, The University of Sydney, Australia Hoyun Cho, Capitol University, Ohio Lea Ann Christenson, Towson University Pamela M Christian, Azusa Pacific University, California Mi-Hyun Chung, Mercy College, New York Ross Collin, Manhattanville College Arthur Francis Corvo, Loyola University of Maryland Jen Scott Curwood, The University of Sydney, Australia Robin L. Danzak, Sacred Heart University, Connecticut Thomas Edward Davis, University of Maryland Monimalika Day, Ambedkar University in Delhi, India Yolanda De La Cruz, Arizona State University Indra Dedze, University of Latvia Julie Delkamiller, University of Nebraska at Omaha Margo Delli Carpini, Morehead State University Jodi Lynn Denyszyn, University of Texas at Austin Jacqueline M. DeSanto, Hostos Community College, New York Anton Dobart, Austrian Ministry of Education Alexandra Draxler-Morsy, Formerly education specialist at UNESCO, Paris David D. Dry, Asheville-Buncombe Technical Community College Nancy Dubetz, Lehman College, City University of New York Curt Dudley-Marling, Lynch School of Education, Boston College William Dwyer, Stephen F. Austin State University, Texas Cavwell R. Edwards, Indiana University of Pennsylvania Dr. Aramina Vega Ferrer, Mercy College, New York Danielle Forbes, University of Illinois at Urbana Champaign Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University Neal Gallagher, Socrates Preparatory School, Florida 62 Global Education Review 2(1) Jessica Gallo, University of Montana Terri L .Germain-Williams, Mercy College, New York Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Heather Gould, Eugene Lang College, TheNew School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Mark Hamilton, Education Development Center, United States Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Ravi Kumar, Davanagere University, India Jayne C. Lammers, University of Rochester, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Lawry V. Mahon, Victoria University, Australia Gaurav Malik, University of East London, United Kingdom Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind,United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Ezella McPherson, Indiana University South Bend 2014-2015 Board of Review 63 Claudia Mewald, University College of Teacher Education in Lower Austria Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York David Morrison-Love, The University of Glasgow, United Kingdom Maroun Naser, STEM Academy, Canada Bekisizwe S. Ndimande, University of Texas, San Antonio Newhouse, Erica, Mercy College, New York Nitecki, Elena, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Mercy College, New York Mustafa Ozmusul, Harron University, Turkey Scott Schuth, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Harun Serpil, University of Wisconsin-Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Good Day John Ezinwa Silas, Nnamdi Azikiwe University, Awka, Nigeria Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Melissa Parenti, St.John's University Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Karl F. Pawl, Concordia University, Chicago Diana Payne, University of Connecticut Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Sudha Ramaswamy, Mercy College, New York Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Jessica F. Riccio, Teachers College, Columbia Merethe Roos, Telemark University College, Norway Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Susan Marie Schultz, St. John Fisher College, New York Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Patisepa Tuafuti, University of Auckland, New Zealand Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University Elaine Marie Walker, Seton Hall University Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Angela Webb, Louisiana State University Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium 64 Global Education Review 2(1) Keywords: city; community college; education; indiana; john; mercy college; new york; new zealand; state; state university; united; united kingdom; university
• 2015-2016 Board of Review by Wermuth, Melvin (2016) - Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University Neal Gallagher, Socrates Preparatory School, Florida Jessica Gallo, University of Montana Terri L. Germain-Williams, Mercy College, New York Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Charles Gleek, Lynn University Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University, New York Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama William Kyle Ingle, University of Louisville Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Emmanuel Jean Francois, Ohio University Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Stephen Lewis Johnson, University of North Dakota Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Ute Kaden, University of Fairbanks, Alaska Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Amy Lachuk, Hunter College, City University of New York Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Roseanne Vallice Levy, Mercy College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India 2015-2016 Board of Reviewers 169 Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Gaurav Malik, University of East London, United Kingdom Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Ezella McPherson, Indiana University South Bend Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York David Morrison-Love, The University of Glasgow, United Kingdom Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Maroun Naser, STEM Academy, Canada Ilham Nasser, George Mason University Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Jessica F. Riccio, Teachers College, Columbia Merethe Roos, Telemark University College, Norway Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schittesser, University of Vienna Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Patisepa Tuafuti, University of Auckland, New Zealand Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University, New York Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh 2015-2016 Board of Reviewers 1 2015-2016 Board of Reviewers 2 2015-2016 Board of Reviewers 3 Keywords: board; city; education; john; kingdom; maryland; mercy college; new york; reviewers; state; state university; united; united kingdom; university
• 2015-2016 Board of Reviewers by Wermuth, Melvin (2016) - Neal Gallagher, Socrates Preparatory School, Florida Jessica Gallo, University of Montana Candace Gann, University of Texas at San Antonio Terri L. Germain-Williams, Mercy College, New York Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Charles Gleek, Lynn University Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University, New York Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Laura Boynton Hauerwas, Providence College Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Brian Lloyd Heuser, Peabody College, Vanderbilt University Lora Kulakowski Hine, Cornell University Franz Alexander Hoffmann, Paris Lodron University of Salzbburg, Austria Janie D. Hubbard, University of Alabama Amoy Kito Hugh-Pennie, Hong Kong Association for Behavior Analysis Christine Hunt Hjorth, Rockaway, New Jersey William Kyle Ingle, University of Louisville Flavia Iuspa, Florida International University Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Stephen Lewis Johnson, University of North Dakota Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Ute Kaden, University of Fairbanks, Alaska Fethi Kayalar, Erzincan University, Turkey Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Allyson Krupar, The Pennsylvania State University Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College 2015-2016 Board of Reviewers 172 Roseanne Vallice Levy, Mercy College Sandhya Vishwas Limaye, Tata Institute of Social Sciences, India Sara Liviero, University of Exeter, United Kingdom Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Isolde Malmberg, University for Music and Performing Arts, Vienna Dominic Manuel, McGill University, Canada Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York T. Lee Morgan, University of Northern Colorado David Morrison-Love, The University of Glasgow, United Kingdom Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Ilham Nasser, George Mason University Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Gary Peters, University of Alabama Salvatore John Petrilli, Adelphi University, New York Mary Podsiedlik, Syracuse University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Sudha Ramaswamy, Mercy College, New York Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Merethe Roos, Telemark University College, Norway Katharina Rosenberger, University of Vienna, Austria Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schrittesser, University of Vienna, Austria Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Anita Summer, University of Vienna, Austria Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Mary Barbara Trube, Ohio University Agnes Turner, University of Klagenfurt, Vienna, Austria Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University, New York Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Brian L. Wright, University of Memphis Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York 2015-2016 Board of Reviewers 174 Yuan Zhang, University of Pittsburgh Umaru Mustapha Zubairu, Federal University of Technology, Nigeria Keywords: austria; california; city; city university; education; john; maryland; mercy college; new york; state; state university; united; united kingdom; university; vienna
• 2014-2015 Board of Review by Wermuth, Melvin (2014) - John Ezinwa Silas, Nnamdi Azikiwe University Awka, Nigeria Kenneth Simonson, University of Cincinnnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Sherri Dessirea Tapp, Oral Roberts University Zoila Tazi, Mercy College Patisepa Tuafuti, University of Auckland, New Zealand Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University Elaine Marie Walker, Seton Hall University Helge Wasmuth, Mercy College Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Angela Webb, Louisiana State University Melvin Wermuth, Mercy College Jim Wharton, Seattle Aquarium Vemitra Mornit White, Mississipi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University Sandra Williamson-Leadley, University of Otago, New Zealand Dr Gloria Lodato Wilson, Hofstra University Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Jie Zhang, The College at Brockport State University of New York Yuan Zhang, University of Pittsburgh 2014-2015 Board of Reviewers Mahmoud Al-Odeh, Bemidji State University, Minnesota Faye Antoniou, National and Kapodistrian University of Athens, Greece Noelle Witherspoon Arnold, University of Missouri-Columbia Marsha Denise Baumeister, University of Delaware Mojdeh Bayat, DePaul University Paula Jeanette Beckman, University of Maryland Fiona Benson, McGill University, Canada Alpana Bhattacharya, Queens College, City University of New York Krishna Bista, University of Louisiana at Monroe Caitlin Block, Drexel University Cendrine Bomboko, George Washington University Dr. Caroline M. Brackette, Mercer University-Atlanta Alisha Brown, Michigan State University Dr Jon Callow, The University of Sydney, Australia Hoyun Cho, Capitol University, Ohio Dr. Pamela M Christian, Azusa Pacific University, California Ross Collin, Manhattanville College Arthur Francis Corvo, Loyola University of Maryland Jen Scott Curwood, The University of Sydney, Australia Dr. Yolanda De La Cruz, Arizona State University Indra Dedze, University of Latvia Julie Delkamiller, University of Nebraska at Omaha Margo DelliCarpini, Morehead State University Jodi Lynn Denyszyn, University of Texas at Austin Anton Dobart, Austrian Ministry of Education Ms Alexandra Draxler-Morsy, Formerly education specialist at UNESCO, Paris Curt Dudley-Marling, Lynch School of Education, Boston College William Dwyer, Stephen F. Austin State University, Texas Cavwell R. Edwards, Indiana University of Pennsyl vania Dr. Aramina Vega Ferrer, Mercy College Danielle Forbes, University of Illinois at Urbana Champaign Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University Neal Gallagher, Socrates Preparatory School, Florida Terri L Germain-Williams, Mercy College Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Dr. Amy Larrison Gillan, Saint Mary's College at Notre Dame Dr. Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H Greenberg, The Children’s Institute of Hong Kong Dr. E. Francine Guastello, St. John’s University Amanda M. Gunning, Mercy College Douglas Ray Hainline, University of London, United Kingdom Mark Hamilton, Education Development Center, United States Dr. Nancy Heilbronner, Mercy College Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Ms. Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama Cheryl James-Ward, San Diego State University Jordan H Jay, Lincoln University of Missouri Yves M Jeanrenaud, Technishe Universitat Munchen, Germany Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College Bobby Kabuto, Queens College, City University of New York Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Ravi Kumar, Davanagere Univeristy, India Jayne C. Lammers, University of Rochester Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J Lenski, Portland State University Cathy Leogrande, Le Moyne College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Gaurav Malik, University of East London, United Kingdom Meghan E. Marrero, Mercy College Eric Martone, Mercy College Patrick McCabe, Mercy College Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas Dr. Ezella McPherson, Wayne State University Mr Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University David Morrison-Love, The University of Glasgow, United Kingdom Maroun Naser, STEM Academy, Canada Newhouse, Erica, Mercy College Nitecki, Elena, Mercy College Victoria Nunez, Mercy College Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Mustafa Ozmusul, Harran University, Turkey Melissa Parenti, St. John’s University Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Kari F. Pawl, Concordia University, Chicago Dr. Diana Payne, University of Connecticut Emily Pendergrass, Vanderbilt University Dr. Salvatore John Petrilli, Adelphi University Kevin G. Pollock, Health Protection Scotland, United Kingdom Sudha Ramaswamy, Mercy College Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Dr. Jessica F. Riccio, Teachers College, Columbia Andrew Sanfratello, Borough of Manhattan Community College Ms Pooja Saxena, Indiana University, Bloomington Dr. James B. Schreiber, Duquesne University Susan Marie Schultz, St. John Fisher College Scott Schuth, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Mr. Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Good Day Keywords: college; columbia; george washington; mercy college; new york; new zealand; state; state university; united; united kingdom; university

• Using Functional Analysis and Conditioning Play Procedures to Increase Play and Decrease Stereotypy in a Student with Autism Spectrum Disorder by Greenberg, Jeremy H.; So, Jamie Lok Lam (2024) - Using Functional Analysis and Conditioning Play Procedures 13 Koegel, Firestone, Kramme, & Dunlap (1974) provided one of the earliest applied studies on replacing self-stimulatory behaviors with play behaviors. Our study aimed to test for the effects of the conditioning treatment package on the increase in play behavior and reduction of stereotypy behaviors as well as to extend the eternal validity of Tsai & Greer’s (2006) treatment package on stereotypy behaviors with one student with ASD aged 13 using a single case experimental design. Keywords: analysis; behavior; conditioning; greer; play; procedure; stereotypy

• A "Colored Girl" in the World by Martone, Eric (2014) - [Review of the book American Cocktail: A “Colored Girl” in the World, by Anita Reynolds with Howard Miller]. Book Review A “Colored Girl” in the World “American Cocktail” by Anita Reynolds with Howard M. Miller By Eric Martone American Cocktail is the memoir of Anita Reynolds (1901-1980) emphasizing her life during the 1930s. Keywords: african; american; anita; cocktail; family; memoir; reynolds; world
• Teaching about World War I during Its Centennial by Martone, Eric (2016) - Book Review Teaching about World War I during Its Centennial “World War I for Kids: A History with 21 Activities” by R. Kent Rasmussen By Eric Martone The years of 2014 to 2018 mark the 100th anniversary of World War I. While often overshadowed in history courses by World War II, the war concluded an era and is often used as a benchmark to signal the end of the chain of events initiated by the French Revolution and the beginning of the contemporary era, since it set up many of the conflicts and events that characterized the later twentieth century.1 Several films, publications, and teaching resources have been released to coincide with and commemorate World War I’s centennial, including World War I for Kids.2 Marketed toward students ages 9 to 12 (grade levels 4 and up), the book is useful for educators seeking a supplemental source for teaching upper elementary- and lower secondary-level students about this seminal event in world history. Teaching about World War I during Its Centennial 181 _______________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy College, New York. Keywords: activities; chapter; christmas; films; france; french; history; new; war; world; world war; york
• The Concept of Education (Bildung) as a Cultural Heritage: Transcultural Traditions and Perspectives by Sander, Wolfgang (2019) - Bonn: Bundeszentrale für politische Bildung. Bundeszentrale für politische Bildung (2017). Keywords: bildung; concept; confucius; consensus; education; humboldt; society; study; traditions; understanding; university; world
• Varieties of Bildsamkeit by Kivelä, Ari (2023) - Although the notion of plasticity might encourage us to think that human Bildsamkeit means passivity (Langewand, 1995) These are the very essence of human Bildsamkeit as a natural phenomenon. Keywords: bildsamkeit; education; flitner; human; individual; life; mollenhauer; self; species; subjectivity; world

• 2015-2016 Board of Review by Wermuth, Melvin (2015) - 124 Global Education Review 2(2) 2015-2016 Board of Reviewers Nicole Taylor Abera, University of Maryland, College Park Mahmoud Al-Odeh, Bemidji State University, Minnesota Faye Antoniou, National and Kapodistrian University of Athens, Greece Noelle Witherspoon Arnold, University of Missouri-Columbia Marsha Denise Baumeister, University of Delaware Mojdeh Bayat, DePaul University Paula Jeanette Beckman, University of Maryland Fiona Benson, McGill University, Canada Alpana Bhattacharya, Queens College City University of New York Caroline Adele Bligh, Leeds Beckett University, United Kingdom Caitlin Block, Drexel University Cendrine Bomboko, George Washington University Caroline M. Brackette, Mercer University, Atlanta Maria-Luise Braunsteiner, University College of Teacher Education in Lower Austria Alisha Brown, Michigan State University Erik Jon Byker, University of North Carolina, Charlotte Jon Callow, The University of Sydney, Australia Hoyun Cho, Capitol University, Ohio Lea Ann Christenson, Towson University Pamela M. Christian, Azusa Pacific University, California Mi-Hyun Chung, Mercy College, New York Ross Collin, Manhattanville College Arthur Francis Corvo, Loyola University of Maryland Jen Scott Curwood, The University of Sydney, Australia Robin L. Danzak, Sacred Heart University, Connecticut Thomas Edward Davis, University of Maryland Monimalika Day, Ambedkar University in Delhi, India Yolanda De La Cruz, Arizona State University Indra Dedze, University of Latvia Julie Delkamiller, University of Nebraska at Omaha Margo Delli Carpini, Morehead State University Jodi Lynn Denyszyn, University of Texas at Austin Jacqueline M. DeSanto, Hostos Community College, New York Anton Dobart, Austrian Ministry of Education Alexandra Draxler-Morsy, Formerly Education Specialist at UNESCO, Paris David D. Dry, Asheville-Buncombe Technical Community College Nancy Dubetz, Lehman College, City University of New York Curt Dudley-Marling, Lynch School of Education, Boston College William Dwyer, Stephen F. Austin State University, Texas Cavwell R. Edwards, Indiana University of Pennsylvania Huma Zia Faran, Annual Status of Education Report, Pakistan Dr. Aramina Vega Ferrer, Mercy College, New York Danielle Forbes, University of Illinois at Urbana Champaign 2014-2016 Board of Review 125 Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University Neal Gallagher, Socrates Preparatory School, Florida Jessica Gallo, University of Montana Terri L. Germain-Williams, Mercy College, New York Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University, New York Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Mark Hamilton, Education Development Center, United States Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Stephen Lewis Johnson, University of North Dakota Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Ute Kaden, University of Fairbanks, Alaska Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Ravi Kumar, Davanagere University, India Amy Lachuk, Hunter College, City University of New York Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma 126 Global Education Review 2(2) Mercy College, New York Mustafa Ozmusul, Harron University, Turkey Mary-Lou Pagano, Mercy College, New York Melissa Parenti, St.John's University, New York Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Karl F. Pawl, Concordia University, Chicago Diana Payne, University of Connecticut Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University, New York Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Sudha Ramaswamy, Mercy College, New York Matthew Reames, University of Virginia 2014-2016 Board of Review 127 Leila Ansari Ricci, California State University, Los Angeles Jessica F. Riccio, Teachers College, Columbia Merethe Roos, Telemark University College, Norway Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schittesser, University of Vienna Susan Marie Schultz, St. John Fisher College, New York Scott Schuth, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Good Day John Ezinwa Silas, Nnamdi Azikiwe University, Awka, Nigeria Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Patisepa Tuafuti, University of Auckland, New Zealand Roseanne Vallice, Mercy College, New York Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University, New York Elaine Marie Walker, Seton Hall University Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Angela Webb, Louisiana State University Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Arlene Zimny, Mercy College, New York Keywords: california; city; city university; community college; education; george; john; mercy college; new york; new zealand; state; state university; united kingdom; university
• 2015-2016 Board of Review by Wermuth, Melvin (2015) - 102 Global Education Review 2(3) 2015-2016 Board of Reviewers Nicole Taylor Abera, University of Maryland, College Park Mahmoud Al-Odeh, Bemidji State University, Minnesota Faye Antoniou, National and Kapodistrian University of Athens, Greece Noelle Witherspoon Arnold, University of Missouri-Columbia Marsha Denise Baumeister, University of Delaware Mojdeh Bayat, DePaul University Paula Jeanette Beckman, University of Maryland Fiona Benson, McGill University, Canada Alpana Bhattacharya, Queens College City University of New York Caroline Adele Bligh, Leeds Beckett University, United Kingdom Cendrine Bomboko, George Washington University Caroline M. Brackette, Mercer University, Atlanta Maria-Luise Braunsteiner, University College of Teacher Education in Lower Austria Alisha Brown, Michigan State University Erik Jon Byker, University of North Carolina, Charlotte Jon Callow, The University of Sydney, Australia Hoyun Cho, Capitol University, Ohio Lea Ann Christenson, Towson University Pamela M. Christian, Azusa Pacific University, California Mi-Hyun Chung, Mercy College, New York Arthur Francis Corvo, Loyola University of Maryland Jen Scott Curwood, The University of Sydney, Australia Robin L. Danzak, Sacred Heart University, Connecticut Thomas Edward Davis, University of Maryland Monimalika Day, Ambedkar University in Delhi, India Yolanda De La Cruz, Arizona State University Indra Dedze, University of Latvia Julie Delkamiller, University of Nebraska at Omaha Margo Delli Carpini, Morehead State University Jodi Lynn Denyszyn, University of Texas at Austin Jacqueline M. DeSanto, Hostos Community College, New York Anton Dobart, Austrian Ministry of Education Alexandra Draxler-Morsy, Formerly Education Specialist at UNESCO, Paris Nancy Dubetz, Lehman College, City University of New York Curt Dudley-Marling, Lynch School of Education, Boston College Cavwell R. Edwards, Indiana University of Pennsylvania Dr. Aramina Vega Ferrer, Mercy College, New York Danielle Forbes, University of Illinois at Urbana Champaign Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University 2015-2016 Board of Review 105 Neal Gallagher, Socrates Preparatory School, Florida Jessica Gallo, University of Montana Terri L. Germain-Williams, Mercy College, New York Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University, New York Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Stephen Lewis Johnson, University of North Dakota Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Ute Kaden, University of Fairbanks, Alaska Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Amy Lachuk, Hunter College, City University of New York Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Gaurav Malik, University of East London, United Kingdom Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York 106 Global Education Review 2(3) Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Ezella McPherson, Indiana University South Bend Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York David Morrison-Love, The University of Glasgow, United Kingdom Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Maroun Naser, STEM Academy, Canada Ilham Nasser, George Mason University Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Mercy College, New York Mustafa Ozmusul, Harron University, Turkey Melissa Parenti, St.John's University, New York Do-Yong Park, Illinois State University Patrice LaVette Parker, Georgia State University Eugenia Paulus, North Hennepin Community College, Minnesota Karl F. Pawl, Concordia University, Chicago Diana Payne, University of Connecticut Emily Pendergrass, Vanderbilt University Salvatore John Petrilli, Adelphi University, New York Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Sudha Ramaswamy, Mercy College, New York Matthew Reames, University of Virginia Leila Ansari Ricci, California State University, Los Angeles Jessica F. Riccio, Teachers College, Columbia Merethe Roos, Telemark University College, Norway Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schittesser, University of Vienna Susan Marie Schultz, St. John Fisher College, New York Scott Schuth, Concordia University, Chicago 2015-2016 Board of Review 105 Beng Huat See, Durham University, United Kingdom Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Patisepa Tuafuti, University of Auckland, New Zealand Roseanne Vallice, Mercy College, New York Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University, New York Elaine Marie Walker, Seton Hall University Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Arlene Zimny, Mercy College, New York Keywords: city; city university; community college; education; george; john; mercy college; new york; new zealand; state; state university; united kingdom; university
• 2015-2016 Board of Reviewers by Wermuth, Melvin (2015) - 146 Global Education Review 2(4) 2015-2016 Board of Reviewers Nicole Taylor Abera, University of Maryland, College Park Olanike Adelakun-Odewale, Lead City University, Nigeria Mahmoud Al-Odeh, Bemidji State University, Minnesota Abulraman Alfaradi, University of Tabuk, Saudi Arabia Faye Antoniou, National and Kapodistrian University of Athens, Greece Noelle Witherspoon Arnold, Ohio State University Marsha Denise Baumeister, University of Delaware Mojdeh Bayat, DePaul University Paula Jeanette Beckman, University of Maryland Fiona Benson, McGill University, Canada Alpana Bhattacharya, Queens College City University of New York Caroline Adele Bligh, Leeds Beckett University, United Kingdom Cendrine Bomboko, George Washington University Caroline M. Brackette, Mercer University, Atlanta Maria-Luise Braunsteiner, University College of Teacher Education in Lower Austria Alisha Brown, Michigan State University Erik Jon Byker, University of North Carolina, Charlotte Jon Callow, The University of Sydney, Australia Hoyun Cho, Capitol University, Ohio Lea Ann Christenson, Towson University Pamela M. Christian, Azusa Pacific University, California Anne Marie Connor, Michigan State University Mi-Hyun Chung, Mercy College, New York Arthur Francis Corvo, Loyola University of Maryland Jen Scott Curwood, The University of Sydney, Australia Robin L. Danzak, Sacred Heart University, Connecticut Thomas Edward Davis, University of Maryland Monimalika Day, Ambedkar University in Delhi, India Yolanda De La Cruz, Arizona State University Indra Dedze, University of Latvia Julie Delkamiller, University of Nebraska at Omaha Margo Delli Carpini, Morehead State University Jodi Lynn Denyszyn, University of Texas at Austin Jacqueline M. DeSanto, Hostos Community College, New York Anton Dobart, Austrian Ministry of Education Alexandra Draxler-Morsy, Formerly Education Specialist at UNESCO, Paris Nancy Dubetz, Lehman College, City University of New York Sefa Dundar, Abant Izzet Baysal University, Turkey Curt Dudley-Marling, Lynch School of Education, Boston College Cavwell R. Edwards, Indiana University of Pennsylvania Dr. Aramina Vega Ferrer, Mercy College, New York Danielle Forbes, University of Illinois at Urbana Champaign 2015-2016 Board of Reviewers 147 Melissa Diane Fowler, The University of Alabama Wendy Helen Fox-Turnbull, University of Canterbury, New Zealand Daniel Komo Gakunga, University of Nairobi, Kenya Rebecca Ann Galeano, Florida State University Neal Gallagher, Socrates Preparatory School, Florida Jessica Gallo, University of Montana Terri L. Germain-Williams, Mercy College, New York Damiana Gibbons, Appalachian State University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Charles Gleek, Lynn University Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University, New York Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Sarah Elizabeth Hinshaw, George Mason University Janie D. Hubbard, University of Alabama William Kyle Ingle, University of Louisville Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Emmanuel Jean Francois, Ohio University Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Stephen Lewis Johnson, University of North Dakota Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Ute Kaden, University of Fairbanks, Alaska Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Amy Lachuk, Hunter College, City University of New York Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Roseanne Vallice Levy, Mercy College Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Using Student-Centric Technology for Educational Change 148 Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Gaurav Malik, University of East London, United Kingdom Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Ezella McPherson, Indiana University South Bend Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York David Morrison-Love, The University of Glasgow, United Kingdom Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Maroun Naser, STEM Academy, Canada Ilham Nasser, George Mason University Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Keywords: california; city; city university; community college; education; indiana; john; mercy college; new york; new zealand; state; state university; united kingdom; university

• Fragments of danning: A critical analysis of the current educational discourse in Norway by Jacobsen Evenshaug, Aurora; Lie, Elin Rødahl (2023) - Through an analysis of two Norwegian curricula, from 1997 and 2017, we find changes in the perception of danning and in its role as an educational concept in Norwegian education. In addition 1 A key difference from Koselleck and his colleagues’ project is that while they studied changes in the use and understanding of certain key concepts to subject curricula, there is a core curriculum, which, according to the Norwegian Education Act, outlines the fundamental values of Norwegian education and its most important aims. Keywords: allmenndannelse; concept; core; curriculum; danning; education; l97; norwegian; process; society

• Bildung to dannelse: A historical analysis of an educational concept in motion from Fichte’s “Addresses to the German Nation” to Grundtvig’s “Nordic Mythology,” 1808 – 1832 by Waterman-Evans, Louis (2023) - Second, the freedom of mind and expression Grundtvig experienced on visits to England can be seen in his conception of dannelse, in contrast to the stability and moral order emphasized in Fichte’s (1808/ 1922) Bildung. Regarding Grundtvig (1832/ 2011), Broadbridge (2011) notes the difficulty in understanding, since “almost all of his prose sentences are between 100-150 words, his syntax is convoluted, his language often obscure, and his numerous references go largely unheeded nowadays” (p. 8). Keywords: addresses; bildung; danish; dannelse; education; fichte; german; grundtvig; mythology; nation; people; work
• Destiny or Decision: Revealing the Change of the Concept of Ming命 and Its Pedagogical Implications by Liu, Jia; Chen, Yueling (2023) - However, since the Kongzi (Confucius) period, the focus of Ming命 has shifted to people themselves and how they should live their lives. Furthermore, Ming命 has been recognized by people as human life as well as the survival of one’s life journey. Keywords: command; education; heaven; human; king; kongzi; life; meaning; ming命; mission; people; text

• How to Explain Subject Matter While Teaching All Learners to Think, Read, and Write Critically by Tobin, Kathleen A. (2018) - It has become increasingly important to include critical instruction in the classroom and devise ways to assess critical thinking among students, so any assistance from experts is appreciated. ISBN: 978-1-4758-2541-1 About the Author Victor P. Maiorana earned his doctorate in curriculum and instruction at New York University, for which he won a scholarship and leadership award, and a research award, for his work on critical thinking and subject matter comprehension. Keywords: instruction; maiorana; subject

• 2015-2016 Board of Reviewers by Wermuth, Melvin (2016) - University Nancy P. Gibson, Concordia University, Chicago Amy Larrison Gillan, Saint Mary's College at Notre Dame Charles Gleek, Lynn University Heather Gould, Eugene Lang College, The New School for Liberal Arts Jeremy H. Greenberg, The Children's Institute of Hong Kong Costel Grigoras, The Sorbonne University, Paris E. Francine Guastello, St. John’s University, New York Amanda M. Gunning, Mercy College, New York Douglas Ray Hainline, University of London, United Kingdom Laura Boynton Hauerwas, Providence College Helen M Hazi, West Virginia University Nancy Heilbronner, Mercy College, New York Stephen J. Hernandez, Hofstra University Lora Kulakowski Hine, Cornell University Franz Alexander Hoffmann, Paris Lodron University of Salzbburg, Austria Janie D. Hubbard, University of Alabama William Kyle Ingle, University of Louisville Flavia Iuspa, Florida International University Cheryl James-Ward, San Diego State University Jordan H. Jay, Lincoln University of Missouri Emmanuel Jean Francois, Ohio University Yves M. Jeanrenaud, Technishe Universitat Munchen, Germany Bjorg Johannsdottir, California State University, Stanislaus Stephen Lewis Johnson, University of North Dakota Sue Johnston-Wilder, University of Warwick, United Kingdom Kathy Anne Jordan, Mercy College, New York Bobby Kabuto, Queens College, City University of New York Ute Kaden, University of Fairbanks, Alaska Fethi Kayalar, Erzincan University, Turkey Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Allyson Krupar, The Pennsylvania State University Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Roseanne Vallice Levy, Mercy College Sandhya Vishwas Limaye, Tata Institute of Social Sciences, India Sara Liviero, University of Exeter, United Kingdom Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey 2015-2016 Board of Reviewers 131 Christine Morano Magee, The George Washington University Gaurav Malik, University of East London, United Kingdom Isolde Malmberg, University for Music and Performing Arts, Vienna Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Nancy Morabito, St. John's University, New York David Morrison-Love, The University of Glasgow, United Kingdom Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Ilham Nasser, George Mason University Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schittesser, University of Vienna Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Kenneth Simonson, University of Cincinnati Robin M. Smith, State University of New York at New Paltz Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University, New York Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Umaru Mustapha Zubairu, Federal University of Technology, Nigeria Keywords: california; city; city university; community college; education; john; mercy college; new york; new zealand; state university; texas; united kingdom; university; university college
• 2015-2016 Board of Reviewers by Wermuth, Melvin (2016) - Alaska Fethi Kayalar, Erzincan University, Turkey Hayriye Kayi-Aydar, University of Arkansas, Fayetteville Manuela B. Keller-Schneider, Zurich University of Teacher Education, Switzerland Shenila Khoja-Moolji, Teachers College, Columbia University Namsook Kim, State University of New York at Buffalo Kara Louise Kirby, Kent State University Matthijs Koopmans, Mercy College, New York Allyson Krupar, The Pennsylvania State University Jayne C. Lammers, University of Rochester, New York Christine Lang, Mercy College, New York Kerry Maree Lee, University of Auckland, 2015-2016 Board of Reviewers 191 New Zealand Carole K. Lee, University of Maine at Farmington Susan J. Lenski, Portland State University Cathy Leogrande, Le Moyne College Roseanne Vallice Levy, Mercy College Sandhya Vishwas Limaye, Tata Institute of Social Sciences, India Sara Liviero, University of Exeter, United Kingdom Pradeep Kumar Logeswaran, Madurai Kamaraj University, India Dina Lopez, City College, City University of New York Tamara Newport Love, University of Oklahoma Dr. Lauren Madden, The College of New Jersey Christine Morano Magee, The George Washington University Isolde Malmberg, University for Music and Performing Arts, Vienna Dominic Manuel, McGill University, Canada Jillian Marchant, James Cook University, Australia Meghan E. Marrero, Mercy College, New York Eric Martone, Mercy College, New York Nicole Martone, Naugatuck Community College, Connecticut Lee L. Mason, University of Texas at San Antonio Patrick McCabe, Mercy College, New York Jennifer C. McCain, Morehead State University, Ashland, Kentucky Carmen L. McCrink, Barry University Becky McDowell, ETA Hand2Mind, United States David McGeary, Harris County Department of Education, Texas John William McKenna, St. John’s University, New York Claudia Mewald, University College of Teacher Education in Lower Austria Lois M. Meyer, University of New Mexico Evan Michael Mickey, Indiana University, Bloomington Mary Lou Miller, Oral Roberts University Jung Kang Miller, Mercy College, New York Marina Milner-Bolotin, The University of British Columbia, Canada Mohd Nahar Mohd Arshad, International Islamic University, Malaysia Maria Boeke Mongillo, Central Connecticut State University Nancy Morabito, St. John's University, New York T. Lee Morgan, University of Northern Colorado David Morrison-Love, The University of Glasgow, United Kingdom Tabitha Grace Mukeredzi, Durban Univerisity of Technology, South Africa Sara Murdock, University of California Los Angeles Ilham Nasser, George Mason University Bekisizwe S. Ndimande, University of Texas at San Antonio Erica Newhouse, Mercy College, New York Elena Nitecki, Mercy College, New York Victoria Nunez, Mercy College, New York Aki Ohseki, Mercy College, New York Carlos Ornelas, Universidad Autonoma Metropolitan, Mexico Bahar G. Octu-Grillman,. Community College, Minnesota Karl F. Pawl, Concordia University, Chicago Diana Payne, University of Connecticut Emily Pendergrass, Vanderbilt University Gary Peters, University of Alabama Salvatore John Petrilli, Adelphi University, New York Christine Eva Plaimauer, University of Education Upper Austria Mary Podsiedlik, Syracuse University Kevin G. Pollock, Health Protection Scotland, United Kingdom Patricia Prinz, Mercy College, New York Sibylle Rahm, Otto-Friedrich-University of Bamberg, Germany Sudha Ramaswamy, Mercy College, New York Priya Ramaswamy, Wilkenfeld Speech, Language, and Learning Center, Houston Matthew Reames, University of Virginia Johannes Reitinger, Private University College of Teacher Education of Linz, Austria Konstantina Rentzou, European University of Cyprus, Nicosia, Cyprus Leila Ansari Ricci, California State University, Los Angeles Merethe Roos, Telemark University College, Norway Katharina Rosenberger, University of Vienna, Austria Thomas Sabella, University of Maryland Andrew Sanfratello, Borough of Manhattan Community College Pooja Saxena, Indiana University, Bloomington James B. Schreiber, Duquesne University Ilse Schrittesser, University of Vienna, Austria Susan Marie Schultz, St. John Fisher College, New York Scott Schuths, Concordia University, Chicago Beng Huat See, Durham University, United Kingdom Sandro Serpa, University of the Azores Harun Serpil, University of Wisconsin- Madison Saundra Louise Shillingstgad, University of Nebraska at Omaha Georgios Sideridis, Harvard Medical School Dale Snauwaert, The University of Toledo, Ohio Vicky Spencer, George Mason University Kris Stewart, University of Wisconsin, Madison Nick Stroud, Massachusetts College of Liberal Arts Anita Summer, University of Vienna, Austria Sherri Desirea Tapp, Oral Roberts University Zoila Tazi, Mercy College, New York Mary Barbara Trube, Ohio University Agnes Turner, University of Klagenfurt, Vienna, Austria Karen VanderVen, University of Pittsburgh Eugenia Villa-Cuesta, Adelphi University, New York Sabrina L.Walthall, Mercer University Helge Wasmuth, Mercy College, New York Amanda Watkins, European Agency for Development in Special Needs Education, Denmark Steven Weiland, Michigan State University Melvin Wermuth, Mercy College , New York Jim Wharton, Seattle Aquarium Vemitra Momit White, Mississippi State University Stephen Harry Whitehead, California University of Pennsylvania Carla Williams-Deazle, Adelphi University, New York 2015-2016 Board of Reviewers 191 Sandra Williamson-Leadley, University of Otago, New Zealand Gloria Lodato Wilson, Hofstra University Manuela Wipperfürth, Paris Lodron University of Salzbburg, Austria Brian L. Wright, University of Memphis Linlin Yang, State University of New York at Binghamton Gina Borgioli Yoder, Indiana University, Purdue University at Indianapolis Yong Yu, State University of New York at Plattsburgh Annettte M. Zehler, Westat, Rockville, MD Jie Zhang, The College at Brockport, State University of New York Yuan Zhang, University of Pittsburgh Umaru Mustapha Zubairu, Federal University of Technology, Nigeria Keywords: austria; california; community college; education; john; mercy college; new york; new zealand; state university; teacher education; united kingdom; university; university college; vienna

• Preparing Learners for the Future by DeJesus, Olga (2018) - Book Review Preparing Learners for the Future “Teaching in a Globally Connected World” by Ervin F. Sparapani and Pamela L. Ross McClain By Olga DeJesus Teaching in a Globally Connected World examines the current social, political, economic, and religious climate of the world. Edited by Ervin F. Sparapani and Pamela L. Ross McClain. Keywords: education; future; learners

• Strategies for K-12 Social Studies by Martone, Eric (2014) - These categories include: artifact and display-based museums (US Holocaust Museum in Washington, DC); state history museums (Minnesota History Center); historic forts (Fort at No. 4 in New Hampshire and Fort Ticonderoga in New York); historic house museums (Mark Twain House in Hartford, Connecticut and the Johnson County Historical Society’s properties in Iowa); living history museums (Colonial Williamsburg, the Jamestown Settlement, Yorktown); and memorials and monuments (911 memorials in Connecticut). However, the authors also focus on how museum trips can impact students’ dispositions toward history since they provide opportunities to develop not only more sophisticated understandings of the past, but also “habits of the mind,” or attitudes toward the past that are not easily learned or transferred within classroom walls. Keywords: history; museums; social; studies

• Open Educational Resources and MOOCs: Examining the Changing Face of Content Delivery in Higher Education by Miller, Howard; Jay, Jordan (2015) - Open educational resources and MOOCs: Examining the changing face of content delivery in higher education. Of course, back in 1948, no one was thinking about the application of this principle to higher education beyond the notion that it must be “equally accessible to all on the basis of merit.” Keywords: declaration; education; moocs; oer; resources; use

• Social Studies for the Twenty-First Century by Beilinson, Orel (2017) - Book Review Social Studies for the Twenty-First Century “Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach” by Alan J. Singer By Orel Beilinson       Accumulating in its pages over 30 years of experience in the classroom and in research, Social Studies for Secondary Schools is a masterpiece and true textbook for student- teachers and young teachers of social studies. The second section of Social Studies for Secondary Schools is about “preparing to teach social studies.” Keywords: chapter; education; studies
• Teaching Secondary Social Studies by Everett, Colin (2018) - As a guide for pre-service social studies teachers, this book is invaluable. While some books on the teaching of social studies focus on the mistakes of the profession as their starting point, Larson emphasizes getting the instruction correct from the beginning. Keywords: larson; studies

• Lessons on Whole-System Reform by Koopmans, Matthijs (2015) - Her work centers on educational change, whole system reform, expanded learning, and K-16 pathways. To describe such work, some chapters in this book focus on particular countries or regions (China, Latin America, United Kingdom), while others focus on a particular aspect of educational reform (technology, equity, student assessment). Keywords: book; chapter; reform

• Philosophies of Education from the Past and Present by Wasmuth, Helge (2015) - Regardless of the issues mentioned earlier, Classic and Contemporary Readings in the Philosophy of Education is an adequate choice as a first insight into the philosophy of education. Furthermore, since Classic and Contemporary Readings in the Philosophy of Education is a collection of primary source materials, it enables the reader to gain insight into the original work of some of the most significant thinkers in the philosophy of education, instead of providing some form of summary of their thinking. Keywords: authors; cahn; classic; education; philosophy; selections

• Practical Funding Strategies for Scholars and Professionals by Dwivedi, Amitabh Vikram (2016) - By Amitabh Vikram Dwivedi Grant Writing:Practical Strategies for Scholars and Professionals, written by Rekha S. Rajan and Daniel R. Tomal, provides a cohesive, comprehensive, and clear step-by-step process for understanding grant writing from beginning to end. The authors argue that “grant writing is perhaps the only time when repeating ideas is acceptable and expected” (p. 41). Keywords: authors; chapter; grant; proposal; writing

• Editor's Welcome to the Inaugural Issue by Wermuth, Melvin (2014) - Welcome to the New International Journal 8 Global Education Review 1(1) Global Education Review is a publication of The School of Education at Mercy College, New York. /about/editorialTeamBio/84') Editor’s Welcome 9 Global Education Review is a publication of The School of Education at Mercy College, New York. Keywords: education; ger; javascript
• Thank You, All by Wermuth, Melvin (2013) - Thanks, too, to the advisory board who graciously lent their names to this nascent journal, and who selflessly continue to provide support, advice, suggestions and access to their wealth of contacts: Dr. Maria-Luise Brownsteiner (University College of Teacher Education – Lower Austria), Dr. Bruce S. Cooper (Fordham University), Dr. Anton Dobart (Austrian Ministry of Education and Culture), Dr. Curt Dudley-Marling (Lynch School of Education, Boston College), Dr. Doris P. Fromberg ( Hofstra University), Dr. R. Douglas Greer (Teachers College, Columbia University), Dr. Ulrike Greiner (University College of Education - Upper Austria), Dr. Brigitte Rollett (University of Vienna), Dr. James B. Schreiber, (Duquesne University), Dr. Ilse Schrittesser javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/80') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/80') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/30') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/115') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/115') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/79') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/79') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/87') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/85') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger Welcome to the New International Journal 8 Global Education Review 1(1) Global Education Review is a publication of The School of Education at Mercy College, New York. Keywords: education; ger; javascript
• 2013-2014 Board of Reviewers by Wermuth, Melvin (2013) - Austria Ms Alexandra Draxler-Morsy, Formerly education specialist at UNESCO, France Dr. Curt Dudley-Marling, Lynch School of Education, Boston College, United States Dr. Cavwell R. Edwards, Indiana University of Pennsylvania, United States Mr. Daniel Komo Gakunga, University of Nairobi, Kenya Ms. Terri L Germain-Williams, Mercy College, United States Dr. Damiana Gibbons, Appalachian State University, United States Dr. Nancy P. Gibson, Concordia University Chicago, United States Dr. Amy Larrison Gillan, Saint Mary's College at Notre Dame, United States Dr. Heather Gould, Eugene Lang College, The New School for Liberal Arts, United States Dr. Jeremy H Greenberg, The Children's Institute of Hong Kong, Hong Kong Dr. E. Francine Guastello, St. John's University, United States Dr. Amanda M Gunning, Mercy College, United States Dr. Douglas Ray Hainline, Emeritus, University of London, United Kingdom Mr. Mark Hamilton, Education Development Center, United States Mr. Stephen James Hernandez, Hofstra University, United States Ms. Sarah Elizabeth Hinshaw, M.S., George Mason University, United States Dr. Janie Daniel Hubbard, University of Alabama, United States Dr. Cheryl James-Ward, San Diego State University, United States Dr. Jordan H Jay, Lincoln University of Missouri, United States Mr. Yves M Jeanrenaud, Technische Universität Dr. Jayne C Lammers, University of Rochester, United States Ms. Kerry Maree Lee, University of Auckland, New Zealand Dr. Susan J Lenski, Portland State University, United States Dr. Cathy Leogrande, Le Moyne College, United States Dr. Christine Morano Magee, The George Washington University, United States Dr. Meghan E Marrero, Mercy College, United States Dr. Patrick McCabe, Mercy College, United States Dr. Carmen L. McCrink, Barry University, United States Dr. Ezella McPherson, Wayne State University, United States Mr Evan Michael Mickey, Indiana University, United States Dr. Mary Lou Miller, Oral Roberts University, United States Mr. David Morrison-Love, University of Glasgow Pedagogy, Policy & Practice Research Knowledge Transfer Group, United Kingdom Dr. Erica Newhouse, Mercy College, United States Dr. Elena Nitecki, Mercy College, United States Mr. Carlos Ornelas, Universidad Autónoma Metropolitana, Mexico Dr. Melissa Parenti, St. John's University, United States Dr. Do-Yong Park, Illinois State University, United States Dr. Kari Pawl, Concordia University Chicago, United States Dr. Diana Payne, University of Connecticut, Connecticut Sea Grant, United States Dr. Emily Pendergrass, Vanderbilt Univeristy, United States Dr. Salvatore John Petrilli, Adelphi University, United States Dr. Sudha Ramaswamy, Mercy College, United States Dr. Leila Ansari Ricci, California State University, Los Angeles, United States Dr. Jessica F. Riccio, Teachers College Columbia University, United States Ms. Pooja Saxena, Indiana University, Bloomington, United States Dr. James B. Schreiber, Duquesne University, United States Dr. Susan Marie Schultz, St. John Fisher College, United States Mr. Scott Schuth, Concordia University Chicago, United States Dr. Beng Huat See, Durham University, United Kingdom Dr. Saundra Louise Shillingstgad, University of Nebraska at Omaha, United States Dr. Georgios Sideridis, Harvard Medical School Clinical Research Center Children's Hospital Boston, United States Dr. Robin M. Smith, SUNY New Paltz, United States Dr. Dale Snauwaert, The University of Toledo, United States Dr. Vicky Spencer, George Mason University, United States Mr. Kris Stewart, UW Madison, United States Dr. Sherri Dessirea Tapp, Oral Roberts University, United States Dr. Zoila Tazi, Mercy College, United States Ms Patisepa Tuafuti, Univeristy of Auckland, New Zealand Dr. Karen VanderVen, University of Pittsburgh, United States Dr. Elaine Marie Walker, Seton Hall University & Sametric Research, United States Dr. Helge Wasmuth, Mercy College, United States Dr. Amanda Watkins, European Agency for Development in Special Needs Education, United Kingdom javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/67') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/159') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/32') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/19') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/58') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/71') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/15') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/55') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/171') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/97') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/38') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/53') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/22') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/68') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/90') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/133') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/91') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/64') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/105') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/54') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/99') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/12') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/88') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/141') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/98') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/124') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/28') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/65') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/78') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/48') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/20') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/17') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/102') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/40') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/111') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/41') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/43') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/158') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/29') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/18') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/112') javascript:openRTWindow('http://ger.mercy.edu/index.php/ger/about/editorialTeamBio/56') Keywords: ger; javascript; mercy college; state university; states dr; states ms; united states; university

• Bridging the gap between theory and practice with the dual-focus approach of Design-Based-Research by Schmiedebach, Mario; Wegner, Claas (2024) - Description of the special issue The second part of the special issue aims at broadening the view on DBR research. Furthermore, the iterative feedback loops in DBR empower practitioners to continuously improve their strategies and approaches, fostering a culture of evidence-based practice and reflective improvement. Keywords: dbr; education; research

• Supporting Good Habits: The Rockefellers, the Sisters of Mercy, and Higher Education in New York State by Martone, Eric (2023) - Many Sisters, who came predominantly from working-class backgrounds, were amazed by the new “palace” next door. However, to be qualified to staff these institutions, young Sisters needed an education. Keywords: archives; box; folder; interests; interests series; mercy; new; omr; property; rac; rockefeller; rockefeller family; series; sisters

• The Quest for Educational Excellence by Tobin, Kathleen A. (2015) - The Second Way followed in the 1980s, when resources and salaries were confronted by austerity policies and public school teachers met with unprecedented criticism. The First Way of educational change they describe emerged in the late 1960s and early 1970s, when investment in public education was strong and faith in teachers to work autonomously was high. Keywords: education; hargreaves; shirley; way

• Using Data to Improve Educational Practice by Koopmans, Matthijs (2017) - Mary Ann Jacobs and Bruce S. Cooper By Matthijs Koopmans       There are many ways in which research can contribute to the improvement of educational practice, and action research is one of them. Action research bridges the gap that typically separates research from practice by having practitioners conduct specific projects to address their own questions and improve their effectiveness based on the answers they obtain. Keywords: action; book; research

• A Comparative Look at Citizenship Education in the Western World by Tobin, Kathleen (2016) - Some educators reach beyond concepts of governance and the electorate in their considerations of citizenship education and civic Citizenship, democracy, and higher education 167 preparation into areas of human rights and social justice. In contrast, a greater degree of conscious effort 166 Global Education Review 3 (3) may have influenced citizenship education in Western Europe, where it emerged from a long history of democratic evolution, and in Eastern Europe, where educators have worked in a post- socialist climate. Keywords: citizenship; democracy; education; europe

• Policies, Impacts, and Global Issues by Martone, Eric (2020) - Each chapter illuminates emerging market approaches in different countries and contexts used to develop education markets. Part III, “Established Market Models,” addresses the role of education markets. Keywords: education; market; privatization

• Recent Trends in Globalization Scholarship by Everett, Colin (2015) - Other than economics, globalization theories have been applied throughout the social sciences. While the field of economics, according to Axford, has sparing scholarship pertaining to globalization theory, theories regarding capitalism are numerous. Keywords: axford; globalization; theories

• Holocaust Education and Jewish Identity in Modern Poland by Everett, Colin (2015) - However, it would be helpful as Holocaust education and Jewish identity in modern Poland 95 an introduction to these concepts for undergraduates and those approaching the subject for the first time. Multiple authors also draw comparisons between Holocaust education and Jewish studies in Poland and North America and Western Europe. Keywords: education; holocaust; poland

• Embracing the Global, Ignoring the Local in the Persian Gulf by DeJesus, Olga (2016) - In this groundbreaking work, Education and the Reverse Gender Divide in the Gulf States, Natasha Ridge provides a close examination of the relationship between gender and education in the Gulf Cooperation Countries (GCC) and reveals that women’s participation and achievement in education is rapidly outpacing that of men’s. Her research focuses on secondary education in the GCC and examines topics such as boys' education, teacher quality, and the privatization of education. Keywords: education; gender; ridge

• The Monarch Who Was More Than a Warrior-King by Martone, Eric (2023) - Although Henry V reigned for only a relatively short amount of time, his underdog military success in the Hundred Years’ War against France propelled England’s status as a European military power. Henry ascended to the English throne as Henry V in 1413 upon his father’s death. Keywords: henry; king; vale

• A Confucian-Deweyan Learning Model by Everett, Colin (2017) - These reformers, however, were not the ones to shape Chinese education in the 20th-century during either the Maoist era or the era of modern educational reform. American education often emphasizes the betterment of the individual and empirical methodologies, while China has traditionally focused its education system on Confucian philosophy and preparation for civil service exams. Keywords: education; hale

• From Common Core to ESSA and Beyond by Everett, Colin (2018) - 211-212 Book Review From Common Core to ESSA and Beyond “Common Sense Education” by Ernest J. Zarra By Colin Everett “Common Sense Education: From Common Core to ESSA and Beyond.” Keywords: education; zarra

• The Making and Remaking of the British Elite: “Born to Rule” by Aaron Reeves and Sam Friedman by Martone, Eric (2024) - Their research delves into who comprises this elite, the pathways they traverse to attain their positions, and the pivotal role educational institutions play in this process. Reeves and Friedman's meticulous research illuminates the ways in which educational institutions serve both as gateways to opportunity and as gatekeepers of privilege. Keywords: education; elite

Epilogue

For more detail, about this study carrel, see the computed home page. For more detail about study carrels in general, see the read me file.

Created: 2025-12-24