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Hofbauer, Susann; Kelly, Peter; Beck, Anna – Global Education Review, 2023
In current educational research communications, especially in English and increasingly also in German publications, the term "evidence" refers to international homogenizing gold standards and is often linked to European evidence policies, large scale assessments and justified and proven knowledge. Against the background of international…
Descriptors: Educational Research, Evidence, Translation, Evidence Based Practice
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Cooper, Maria; Siu, Carrey Tik-Sze; McMullen, Mary Benson; Rockel, Jean; Powell, Sacha – Global Education Review, 2022
Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies…
Descriptors: Cultural Differences, Caring, Infants, Toddlers
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Watts, Tansy – Global Education Review, 2022
A contemporary concern about children's loss of contact with the natural world accompanies an ongoing urbanization and their reduced independent mobility. Children are becoming increasingly reliant on adults in accessing outdoor play and this is giving rise to more such experiences being shared. This research has explored the contemporary…
Descriptors: Teaching Methods, Educational Philosophy, Ethnography, Activism
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Josephidou, Joanne; Kemp, Nicola – Global Education Review, 2022
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 paper explores the contemporary relevance of this thinking to babies and toddlers in early childhood education and care (ECEC) settings.…
Descriptors: Foreign Countries, Infants, Toddlers, Early Childhood Education
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Mikuska, Éva; Fairchild, Nikki – Global Education Review, 2020
Technocratic accountability, which is impacting ECEC practices in England, is where the government favors evidence-based knowledge to work with children. As a result, the emotional aspect of ECEC work and emotional labor have become increasingly complex and are sometimes unrecognized. In this paper we highlight the importance of more relational,…
Descriptors: Early Childhood Education, Child Care, Teaching Methods, Young Children
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Morley, Alyssa; Braun, Alisha M. B.; Rohrer, Lodi; Lamb, David – Global Education Review, 2019
This article applies a postcolonial analytical framework to critically review empirical literature on study abroad for preservice teachers (PSTs). Our systematic search of scholarly databases identified 47 empirical studies of study abroad programs for PSTs in the 2000-2019 time period. Our analysis of these 47 studies is driven by the objectives…
Descriptors: Preservice Teachers, Study Abroad, Research Reports, Program Content
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Ingersoll, Marcea; Sears, Alan; Hirschkorn, Mark; Kawtharani-Chami, Lamia; Landine, Jeff – Global Education Review, 2019
Within the research literature and in public discourse on higher education, attention has focused on the need for new graduates to develop 21st century skills for success in an increasingly globalized world. Calls for institutions of higher education to support student mobility abound, with intentions that some have categorized as neoliberal and…
Descriptors: Study Abroad, Teacher Education Programs, Preservice Teachers, Individual Development
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McGregor, Ian M.; Marcus, Alan S.; Moss, David M. – Global Education Review, 2019
This article presents a qualitative case study of U.S. social studies pre-service teachers (PSTs) interning in England. We explore how these experiences influence their teaching and their orientation towards culture and cultural difference, and how the structure of education abroad programs are designed to support growth in cultural competence and…
Descriptors: Intercultural Communication, Cultural Awareness, Study Abroad, Social Studies
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Heuser, Brian L.; Wang, Ke; Shahid, Salman – Global Education Review, 2017
We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions,…
Descriptors: Comparative Education, Gifted, Special Education, Educational Policy
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Brown, Elissa F.; Wishney, Leigh R. – Global Education Review, 2017
Divisive rhetoric and heated political discourse surround the identification and education of gifted students and lead to opposing philosophical issues of egalitarianism versus elitism. Researchers have long chronicled the ambivalence in the United States over the concepts of giftedness and intellectual talent (Benbow & Stanley, 1996; see also…
Descriptors: Equal Education, Excellence in Education, Gifted, Political Influences