Math Education for America?

Introduction Research in physical education has been significantly shaped in recent decades by work on Models-based Practice (MbP). However, while the concept has gained substantial theoretical its translation into everyday teaching practice remains limited. This reinforces the importance of examining the underlying concerns that shape MbP in practice. Consequently, in this paper, I draw on Ireland’s example of a national physical education curriculum, structured around multiple pedagogical models, to explore three key MbP’s contemporary concerns: viability, diversity and quality. Methodology The study adopts an instrumental case study design with an ethnographic orientation. Data were primarily generated from observations (registered as field notes) and curriculum documentation. Data were analysed using a reflexive thematic approach, combining deductive and inductive orientations. Three theoretically informed categories related to the contemporary concerns guided the analysis, while iterative engagement with the data allowed sub-themes and patterns to emerge inductively. Findings Three themes were developed: (1) If it’s in writing, it’s binding: The embedding of MbP within a national curriculum as a way to support its viability, (2) Diverse Needs, Diverse Responses: Flexibility in MbP enactment to embrace diversity, a key feature of the SCPE, and (3) Beyond one Body, Beyond one Model: Towards quality PE through MbP in the SCPE. Findings reveal that the SCPE has enhanced the viability of MbP by providing structural support for its enactment, that its flexibility allows for the consideration of diverse contexts, and that the inclusion of a range of models promotes a more inclusive and high-quality physical education experience. Discussion The integration of MbP within a national curriculum highlights its potential to move beyond theoretical discourse into practical application. The SCPE curriculum illustrates how MbP can be adapted to different educational contexts while maintaining coherence with national philosophies. By offering flexibility in model selection and enactment, it supports teacher agency while ensuring a comprehensive and holistic physical education experience. Conclusion (1) including MbP in the curriculum can be a strategy to integrate MbP into teacher’s real-world practice, (2) MbP should be seen as something flexible, to be adaptable to diverse contexts, and (3) MbP can contribute to quality physical education for every-body when a variety of models are employed. Impact Statement The significance of this paper for the educational community lies in the practical insights of how a viable, diverse, and high-quality future for physical education might look like.

Community detection is an effective approach to unveil relationships among individuals in online social networks. In the literature, quite a few algorithms have been proposed to conduct community detection by exploiting the topology of social networks and the attributes of social actors. In practice, community detection is usually conducted by third parties, such as advertisement companies and hospitals, with access to social networks for different purposes, which can easily lead to a privacy breach. In this paper, we investigate community detection in social networks aiming to protect the privacy of both the network topology and the users' attributes. We show that with additional prior knowledge, community detection can be performed by querying the information of only a fraction of instead of the entire population. In particular, we first propose a new scheme called differentially private community detection (DPCD). DPCD detects communities in social networks via a probabilistic generative model, which can be decomposed into subproblems solved by individual users. The private social relationships and attributes of each user are protected by objective perturbation with differential privacy guarantees. Then, we propose a parsimonious node affiliation recovery (NAR) algorithm, which is also differentially private, to unveil the community affiliation information of the whole population based on that of the limited number of queried individuals by solving a sparse optimization problem. Through both theoretical analysis and experimental validation using synthetic and real-world social networks, we demonstrate that the proposed DPCD scheme detects social communities under the modest privacy budget. In addition, we show the effectiveness of NAR to perform community detection by querying a limited number of individuals in social networks.

Identifying the k most individuals in a social network is a well-studied problem. The objective is to detect k individuals in a (social) network who will influence the maximum number of people, if they are independently convinced of adopting a new strategy (product, idea, etc). There are cases in real life, however, where we aim to instigate instead of individuals to trigger network diffusion. Such cases abound, e.g., billboards, TV commercials and newspaper ads are utilized extensively to boost the popularity and raise awareness. In this paper, we generalize the influential nodes problem. Namely we are interested to locate the most influential groups in a network. As the first paper to address this problem: we (1) propose a fine-grained model of information diffusion for the group-based problem, (2) show that the process is submodular and present an algorithm to determine the under this model (with a precise approximation bound), (3) propose a coarse-grained model that inspects the network at group level (not individuals) significantly speeding up calculations for large networks, (4) show that the diffusion function we design here is submodular in general case, and propose an approximation algorithm for this coarse-grained model, and finally by conducting experiments on real datasets, (5) demonstrate that seeding members of selected to be the first adopters can broaden diffusion (when compared to the individuals case). Moreover, we can identify these much faster (up to 12 million times speedup), delivering a practical solution to this problem.

This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.

This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.

While global citizenship education (GCE) becomes increasingly popular, the concept is still contested in definition and assumes different meanings in various contexts. Many countries have started including GCE-related concepts in national educational policies and school curriculum. However, not much empirical research has been conducted on GCE in the curriculum in non-Western countries, particularly how GCE interacts with the existing citizenship education in national or local contexts. This article explores the possibility of educating global citizens in the formal curriculum in Chinese secondary schools dominated by nationalism. Utilizing a multiple case study design, data were collected from six high schools in Beijing and Shanghai, China. The study identified explicit and implicit elements related to global citizenship in the textbooks of a GCE-related subject and in teachers’ conceptions. The curriculum aims to develop qualified citizens with global awareness and global competence as defined in the Chinese discourse. The global elements in the curriculum reflect a tendency to cultivate global awareness derived from Confucianism, which contains a deep sense of collectivism, intertwined with China’s educational requirement to meet the need for building a modern country in the globalized world.

Islamic education is oriented not only towards the acquisition of knowledge but also towards the formation of the whole person through the integration of knowledge, adab, and akhlak, making the study of classical–modern thinkers and the relevance of their ideas to the national education curriculum crucial for addressing contemporary educational challenges. This study aimed to discuss the concept of Islamic education according to KH. Hasyim Asy’ari and analyse its relevance to the Kurikulum Pendidikan Nasional (National Education Curriculum) in Indonesia. A qualitative approach was employed using a literature study method of the works of KH. Hasyim Asy’ari, particularly Adab al-‘Ālim wa al-Muta‘allim, as well as various other relevant sources that examine educational thought and Islamic values. The findings show that KH. Hasyim Asy’ari views education as a process sof forming individuals who are faithful, pious, and possess noble character through the principles of prioritising adab before knowledge, sincerity in seeking and teaching knowledge, teacher exemplarity, and the integration of knowledge and practice. This concept of Islamic education is strongly aligned with the aims and direction of the National Education Curriculum, particularly in strengthening character education, developing teacher professionalism, mainstreaming religious moderation, and fostering students in a holistic manner. The study concludes that integrating KH. Hasyim Asy’ari’s Islamic educational values into the national education system is a strategic step to address modern educational challenges, especially in building students’ character, morality, and spirituality in a sustainable way.

This article aims to analyze the integration of religious moderation values within Indonesia’s national education curriculum, both in general education institutions under the Ministry of Education and Culture and in religious institutions under the Ministry of Religious Affairs. This study is motivated by the need to strengthen moderate religious character in response to the rising threat of radicalism and intolerance in educational environments. Employing a qualitative method through a descriptive-analytical approach of curriculum policy documents and institutional practices, this article finds that the Merdeka Curriculum and its projects—Pancasila Student Profile (P5) and the Rahmatan lil ‘Alamin Student Profile (PPRA)—have incorporated religious moderation values. These include tolerance, civility, balance, and openness to diversity. The findings show that although the curriculum accommodates these values, challenges remain in its implementation, particularly regarding teacher competence, teaching resources, and the influence of digital information. Therefore, the article recommends strengthening teacher training, regulating digital religious content, and fostering synergy between government, schools, and communities to embed inclusive and moderate religious values in the curriculum. Keywords: Religious Moderation; National Curriculum; Character Education; Pancasila Student Profile; Islamic Education

This paper deals with the extensively documented crisis regarding present transnational education and curriculum policy and leadership practices from a curriculum theory point of view. This crisis, which the Finnish education policy analyst Pasi Sahlberg has characterized with the acronym GERM (Global Education Reform Model), “the virus that is killing education”, is considered through the lenses of two major curriculum theory paradigms, Anglo-American Curriculum and Northern European Bildung/Didaktik traditions. Bluntly stated, the Anglo-American curricular perspective reflects an (obsolete) image of natural science through behaviorist and cognitivist theories, which has led to administrative and political transformations based on the principles of accountability, standardization and privatization. In contrast, the Bildung tradition conceives of education and educational science as explicitly political rather than camouflaging politics by positioning science as neutral. This tradition of thought, however, has been experiencing an intellectual extinction in even its home ground of Germany. Astonishingly similar education policy outcomes to those that followed the Sputnik shock in the USA have also occurred following the German PISA shock of 2001. Since then, the Northern European Bildung camp has adopted accountability, standardization, and privatization as key drivers of their respective education reforms, with Finland, thus far, the solitary exception. The powerful reductionism of the current political tenet “economic thought is coterminous with rationality,” adopted by neoliberal education and curriculum policy makers, may be corroding our images of democratic society and education as a vehicle of and for democracy. This paper presents examples and implies a further need for critical reactivation of the symbolic legacy of Bildung as an educational springboard for a democratic project that would identify broader social visions and moral and political considerations beyond the instrumentality of “raising test scores” and would recognize these as essential elements of sound education policy making. Dr. Tero Henrik Autio has served as Professor of Curriculum Studies and Teacher Education at the University of Tampere, Finland and as invited International Professor of Curriculum Theory at Tallinn University, Estonia. Most recently, he has worked with the European Union to enhance PhD studies in education in post-Soviet Baltic countries. Autio has previously worked as classroom teacher in Finland specializing in math education, as a special education teacher in a child and youth psychiatric ward in Tampere University Hospital, and as a teacher educator in a vocational teacher education college in Jyväskylä, Finland. He is Vice President of the European Association for Curriculum Studies and co-chaired the Second IAACS Conference in Tampere in 2006. During his years as a student, he worked as a certified car mechanic and long distance truck driver. He loves architecture, theater, classical, pop and crossover music, interesting discussions, and curriculum theory.

With its recent entry into the European Union (EU) and the adoption of multiethnic democracy as a national policy, a key challenge for Poland is to transform its education policy and practice in ways that are consistent with multicultural and pluralist values. This paper examines Poland's efforts to address these issues by exploring changes in the national education policy, school curricula and history textbooks. The author argues that despite greater representation of minority languages and cultures in schools in Poland, a disjunction exists between the policy discourse of multicultural education and the reality of education practice that conforms to traditional Polish conceptions of interethnic relations. The study further shows that history textbooks sustain a discourse promoting the existence of Poland as an ethnically defined nation state, exclusive of minority identities and cultures. Ethnic minority integration continues to be associated primarily with a one-sided process of minority adaptation, rather than a process of interactivity and mutual recognition.

Curriculum is an important element in an education. Because the curriculum provides direction and purpose where education will be brought. Therefore, changes and changes in curriculum are routines that are adapted to the demands of changing times. Similarly, the national education curriculum in school s has undergone several changes. The last is the 2013 curriculum. But in reality, most teachers are not ready for the curriculum changes. Because some teachers are not involved in the 2013 curriculum socialization and the information obtained comes from mass media and electronics. Therefore, the purpose of this study is to describe the professional competencies of PAI teachers in the fields of planning, implementing, and evaluating learning. The survey method was chosen as the methodology of this study, with a sample of 62 PAI teachers in East Aceh. The results showed that 1) PAI teachers in East Aceh did not have competencies in the field of learning planning; 2) however, they are able to understand and implement PAI learning with a scientific approach; and 3) PAI teachers are also competent in conducting evaluations with authentic assessments. The results of this study are expected to be used as a reference for efforts to improve learning planning and the development of PAI teacher professionalism in a better direction so that the objectives of national education especially PAI subjects can be achieved optimally. Keywords : Teacher professionalism, 2013 curriculum, and Islamic religious education

In the changes that have occurred in western education in the last two decades we have seen national education systems moving from what would have been called a liberal education, to what is, essentially, a technocratic and entrepreneurial education, preparing the young for work in the knowledge economy. As an exemplar, previously, in New Zealand technology education was done in science departments in the universities, in industry and in polytechnics and technical institutions, under day release or as part of an apprenticeship schemes. Now polytechnics have either become universities or offer university studies approved by the National Committee on Educational Achievements (the national degree awarding authority). Whereas, prior to the late 1980s, industry shared the cost of qualification, this has mainly been abandoned, and the cost of acquiring qualifications has been placed more fully upon educational institutions, including schools, and upon the learner.1 As a result the problems of entering the knowledge economy – knowledge and professional skills – have also been pushed back upon secondary, and perhaps primary education. This is part of the educationalisation of national, economic and social difficulties, if not problems. In this chapter my concern is with the strategies employed to initiate these changes in education rather than specifically with the content of such changes. As a premise the writings of Jean-Francois Lyotard (1984) characterized the type of knowledge that would be required in the emerging knowledge economies. It would be that of useful and saleable knowledge, and that the criteria for success across institutions would be that of performativity. These criteria will not be elaborated upon here but assumed in what follows. Returning to New Zealand, initially the new subject of technology was introduced into the national educational curriculum (1993) and what were known as practical subjects like sewing and cooking become, in the new terminology, fabric technology and food technology. As my late wife, a domestic science teacher, commented on such curriculum changes, children may not be able in future to sew

Facilities provided by social network sitesallow individuals to use social networks for various purposes such ascommunication, entertainment and information sharing. These purposes varydepending on the social networks individuals use and on their personalitytraits. The present study examined preservice teachers’ social network usepurposes with respect to their personality traits. The participants of thestudy were 660 preservice teachers attending a Turkish university. For datacollection in the study “Scale of Social Network Use Purposes” and “BasicPersonality Traits Inventory” were used. The research data were analyzed using PearsonCorrelation Analysis and Multi-Linear Regression Analysis. The findingsrevealed that among the personality traits, conscientiousness, openness to experienceand negative valence were predictors of the sub-factors of social network usepurposes. As for other personality factors, neuroticism and extraversion werenot significant predictors of the total social network use purpose score or itssub-factors.

A década em curso testemunhará, muito provavelmente, uma atenção sem precedentes sobre nos EUA. A adopção dos Common Core State Standards for Mathematics (CCSSM) por todos os estados, com poucas excepções, representa uma grande mudança na administração curricular. Pela primeira vez nos EUA, a grande maioria das escolas, professores e estudantes vão concentrar-se em objectivos de aprendizagem comuns específicos e estabelecidos por ano de escolaridade. Esta iniciativa, associada com as exigidas avaliações anuais comuns, também em cada ano de escolaridade, alinhadas com os CCSSM, poderá ter impacto em outros sistemas e factores importantes para a aprendizagem dos alunos, como o ensino e os materiais curriculares, a formação de professores e as políticas de escolha de cursos e graduação. Este artigo apresenta um resumo das iniciativas correntes de reforma curricular nos EUA, proporcionando um breve panorama do movimento actual tendo em vista as normas curriculares comuns (a nível nacional) nos EUA. Analisamos alguns dos procedimentos utilizados na elaboração de manuais, discutimos alguns dos desafios que os autores e editores enfrentam e apresentamos uma reflexão sobre o importante papel que os manuais de Matemática desempenham na determinação do conteúdo matemático que os alunos têm oportunidade de aprender. Por fim, especulamos sobre o futuro dos materiais curriculares e sobre o impacto dos CCSS nos programas da Matemática escolar.

The Internet and the World Wide Web have become two key components in today's technology based organizations and businesses. As the Internet is becoming more and more popular, it is starting to make a big impact on people's day-to-day life. As a result of this revolutionary transformation towards the modern technology, social networking on the World Wide Web has become an integral part of a large number of people's lives. Social networks are websites which allow users to communicate, share knowledge about similar interests, discuss favorite topics, review and rate products/services, etc. These websites have become a powerful source in shaping public opinion on virtually every aspect of commerce. Marketers are challenged with identifying influential individuals in social networks and connecting with them in ways that encourage viral marketing content movement and there has been little empirical research study about of this website to diffuse of viral marketing content. In this article, we explore the role of social network websites which has influence on viral marketing, and the characteristics of the most influential users to spread share viral content. Structural equation modeling is used to examine the patterns of inter-correlations among the constructions and to empirically test the hypotheses.