Graduate School of Education
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This community provides open access to material created by faculty, staff, and students of the Graduate School of Education. All material in the repository is also harvested by search engines (such as Google Scholar) and Open Archives Initiative data harvesters.
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Publication The sustainable development goals and education, achievements and opportunities(Elsevier BV, 2024-01) Reimers, Fernando M.Publication Education purposes for a sustainable future(Springer Science and Business Media LLC, 2023-12-20) Reimers, Fernando M.Publication Exploring teachers perceptions and a priori needs for designing smart classrooms: A case from Brazil(Springer Science and Business Media LLC, 2024-07) Ferreira, Andreza; Lima, Danielli Araújo; Oliveira, Wilk; Bittencourt, Ig Ibert; Dermeval, Diego; Reimers, Fernando; Isotani, SeijiPublication The Quest for Educational Equity in Mexico(MIT Press, 2024) Reimers, Fernando M.Abstract I examine the dynamics of implementing at-scale reforms to provide meaningful educational opportunities to disadvantaged students in Mexico. To effectively reduce social inequality and exclusion, education policies need a mix of system-wide and targeted efforts that are implemented at scale and sustained long enough to become institutionalized. The resiliency of those policies requires an elusive balance between system-wide and targeted efforts, alignment between federal and state initiatives, and supportive politics. However, the politics of implementing system-wide reforms are more contentious than those involving targeted efforts because they disrupt entrenched interests, making such efforts harder to sustain. Targeted policies, while easier to implement, reinforce the segregation of students into different educational tracks of varying quality.Publication Education and the challenges for democracy(Mary Lou Fulton Teacher College, 2023-09-19) Reimers, Fernando M.This introductory essay for the special issue, “Education and the Challenges for Democracy,” proposes challenges to democracy call for a reexamination of the relationship of democracy to democratic education. The essay describes the challenges to democracy, how those challenges impact democratic education and how education can address those challenges, followed by a summary of six peer reviewed papers that examine the relationship of education to democracy in Japan, Singapore, South Africa and the United States. The essay concludes with a discussion of the significance of these papers to understand the dialectical relationship between education and democracy, and their implications for research, policy and practice.Publication Educating Students for Climate Action: Distraction or Higher-Education Capital?(MIT Press, 2024) Reimers, Fernando M.Abstract This essay examines how universities are responding to demands to educate students for climate action. I argue for a whole-of-university approach, in which sustainability becomes part of the mission of the university, and translates into reimagined forms of education, research, outreach, and management of the university operations. This approach runs counter to the most common response of universities, incremental to new demands, and is likely to take place only in institutions with greater capacity for innovation. Strategy and knowledge are key resources to support such innovation, drawing on the comparative analysis of the global experience of higher education, as there are already high rates of institutional innovation globally in educating for climate action.Publication The Right to Education(Oxford University Press, 2021-06-09) Dryden-Peterson, Sarah; Mariën, HaniaAbstract This chapter examines the right to education of refugees. International human rights instruments, including the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the Refugee Convention, provide a framework for the right to education for refugees. As a social right, and as reflected in the ICESCR, the right to education is to be progressively realized and requires positive action and allocation of funding. Like all human rights, it is dependent on action by government, the availability of public resources, and enforcement mechanisms. The devolution of responsibility for the education of refugees to States through recent policy further entrenches the role of the State in respecting, protecting, and fulfilling refugees’ right to education. The chapter then explores the intersection of global and national frameworks for the right to education for refugees and its realization in the form of access to schools. Despite the widely embraced global articulation of the right to education for all refugee children, the realization of the right to education is highly variable, being largely dependent upon their State of asylum.Publication Education for Refugees: Building Durable Futures?(Oxford University Press (OUP), 2023) Horst, Cindy; Dryden-Peterson, SarahAbstract Education is one of the key tools of nation-building, as it aims to create future citizens. Yet what happens in seemingly ‘futureless’ contexts where refugees cannot access even social membership, let alone legal citizenship? In this introduction to our special issue on education for refugees, we explore the aspirations and conceptions of possible futures that students, teachers, governments, international non-governmental organizations (INGOs), and funders have when they promote and pursue education as the solution to the liminal position that refugees in protracted refugee situations find themselves in. Based on insights from the articles, we analyse disconnects between aspirations for education and realities of access to quality education and to opportunities after completing education. We argue that to address these disconnects requires us to move beyond temporal and spatial binaries—present vs. future, here vs. there—that are so common in refugee education discourse and policy. Our suggestion is to draw on and support stakeholders’ work, powerfully exemplified in this special issue, to contribute to improved conditions through pedagogies, practices, and policies that address these binaries.Publication Understanding Implementation: Street-Level Bureaucrats' Resources for Reform(Oxford University Press (OUP), 2003-07-01) Hill, H. C.Publication Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative(American Educational Research Association (AERA), 2007-06) Hill, Heather C.This article explores middle school teachers’ mathematical knowledge for teaching and the relationship between such knowledge and teachers’subject matter preparation, certification type, teaching experience, and their students’ poverty status. The author administered multiple-choice measures to a nationally representative sample of teachers and found that those with more mathematical course work, a subject-specific certification, and high school teaching experience tended to possess higher levels of teaching-specific mathematical knowledge. However, teachers with strong mathematical knowledge for teaching are, like those with full credentials and preparation, distributed unequally across the population of U.S. students. Specifically, more affluent students are more likely to encounter more knowledgeable teachers. The author discusses the implications of this for current U.S. policies aimed at improving teacher quality.