41-60 of 766 Results

Article

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by levels of inattention or hyperactivity and impulsivity that are developmentally inappropriate. ADHD affects approximately 3–12% of children, with more boys being diagnosed than girls. The Diagnostic and Statistical Manual of Mental Disorders classifies ADHD as (1) combined inattention and hyperactivity/impulsivity; (2) predominantly inattention; and (3) predominantly hyperactivity/impulsivity. Conversely, the International Classification of Diseases requires the presence of inattention, hyperactivity, and impulsivity for a diagnosis of hyperkinetic disorder, the European label for ADHD. ADHD is a complex disorder that requires a rigorous diagnostic process that typically begins with a detailed family, developmental, medical, psychiatric, academic, and behavioral history. The next step involves a variety of assessments in areas including but not limited to neurological, intellectual, academic achievement, memory, attention, concentration, executive functioning, response inhibition, and behavior. One of the challenges in diagnosing ADHD is ruling out the nature of any comorbid conditions and ascertaining the primary condition should more than one secondary condition be identified. A variety of treatment and intervention approaches exist for children and youth with ADHD. The most common and most evidence-based approaches include the use of cognitive behavioral interventions, psychostimulant medication, or a combination of the two. In addition, a variety of instructional strategies have been found to be effective, particularly when combined with self-regulatory strategies, executive control, and active learner participation with a teacher or adult mediator. There is continuing debate as to whether learners with ADHD are better served in general classrooms or in more specialized settings. However, the solution is not to use one approach instead of the other. An effective program should meet the needs of learners using the appropriate combination of specialized supports and general classroom practices. Implementing such programs can place a lot of demand on individual teachers. The Universal Design for Learning (UDL) approach is designed to support teachers in responding to diverse learning needs and to focus on the limitations of the classroom environment rather than on the limitations of the learner has been developed and is demonstrating promise. UDL incorporates differentiated instruction to focus on curricular design techniques that emphasize setting motivational factors pertinent to learning, finding alternative and interesting ways to represent the material to be learned, and enabling alternative ways for learners to express their knowledge. Combined with creating safe and supportive classrooms for all learners, UDL affords a more planful approach, so responding to learning differences is not seen as an add-on but as an integral component of the teaching/learning process that combines various tiers of instruction aimed at meeting a wider range of learner strengths and needs.

Article

Melisa Cahnmann-Taylor and Lynn Sanders-Bustle

There are several interrelated themes in arts-informed pedagogies and teacher preparation: (1) the arts as tools to improve students’ academic achievement in other content areas such as math, science, social studies, language arts, and foreign language; (2) the arts as holistic and dynamic process for meaning-making; (3) the arts for teachers’ own professional identity and satisfaction (e.g., for teacher reflection, teacher retention, job satisfaction, and relationship-building); and (4) the arts for social change, social justice, and education advocacy work. There are a series of key questions and concerns regarding where, how, and why arts-informed teacher education practices are used, who uses them, and to what end.

Article

Natalie LeBlanc and Rita L. Irwin

Since its conception, a/r/tography has been described as an interdisciplinary, dynamic, and emergent practice, blending visual, narrative, performative, poetic, and other modes of inquiry with qualitative methodologies such as ethnography, auto-ethnography, autobiography, and participatory or educational action research. Although some a/r/tographers utilize traditional modes of data-gathering methods, such as interviews, transcripts, and field notes, not all practices of a/r/tography refer to the recording or collection of ideas as “data,” and if they do, they are used in combination with, or in relation to, art-making, creative writing, or performance. As an arts-based methodology grounded in the physicality of making and creating, a/r/tography is situated outside traditional research structures. It is framed by a continual process of questioning where understandings are not predetermined and where artistic contexts, materials, and processes create transformative events, interactive spaces in which the reader/viewer/audience can co-create in meaning-making. In short, a/r/tography is an arts-based form of inquiry that disrupts standardized criteria of research while evoking and provoking alternate possibilities for understanding.

Article

Mary Ann Hunter and Cynthia E. Cohen

The arts have long been associated with social transformation and peacebuilding. In conflict-affected settings, the arts can serve to raise awareness of the impacts of violence, enable distinctive expressions of culture, offer opportunities for intercultural collaboration, and embody affective and aesthetic means of engaging with trauma and healing. Conversely, the arts also have the potential to harm, when they are used in the name of propaganda, for example, or result in re-traumatizing victims of conflict in an aestheticization of experience. An emerging interdisciplinary field of arts and peacebuilding is researching the arts’ potential to restore capacities that might have been eclipsed by violence and long-standing oppression—that is, arts practice at the nexus of reconciliation, community development, and social justice. As the field grows, scholarship in peace studies, applied arts, conflict resolution, and peace education is contributing to a productive troubling of definitions of peace and is drawing attention to the role of affect, cultural diversity, and coloniality in such work. Future scholarship in which the arts are conceptualized beyond the instrumental benefits to their multiple legitimate purposes as a “way of knowing” will more appropriately capture the complexities, uncertainties, and paradoxes of imagining and building peace through the arts in diverse contexts. Key international projects continue to decolonize universalizing definitions and practices of the arts by documenting and investigating a range of aesthetic practices in peacebuilding. This work is being generated and disseminated broadly across disciplinary scholarly communities, government and nongovernment agencies, and professional networks of educators and artists. The nexus of arts and peacebuilding theory has much to offer the mobilization of new directions in peacebuilding practice and an integration of arts-based peace education.

Article

The art-based action research (ABAR) method has its roots in action research, particularly in participatory action research (PAR) and action research in education and is clearly linked with international artistic research (AR) and art-based educational research (ABER). The ABAR methodology was developed collaboratively by a group of art educators and researchers at the University of Lapland (UoL) to support the artist-teacher-researcher with skills and professional methods to seek solutions to recognized problems and promote future actions and visions in the changing North and the Arctic. On the one hand, the need for decolonizing cultural sustainable art education research was identified in multidisciplinary collaboration with the UoL’s northern and circumpolar network. On the other hand, the participatory and dialogical approach was initiated by examining the pressures for change within art education stemming from the practices of relational and dialogical contemporary art. ABAR has been developed and completed over the years in doctoral dissertations and art-based research projects on art education at UoL that are often connected to place-specific issues of education for social and cultural sustainability. The multi-phased and long-term Winter Art Education project has played a central role in the development of the ABAR methodology. During the Winter Art Education project, ABAR has been successfully used in reforming formal and informal art education practices, school and adult education, and teacher education in Northern circumstances and settings. Winter art developed through the ABAR method has supported decolonization, revitalization, and cultural sustainability in schools and communities. In addition, the ABAR method and winter art have had a strong impact on regional development and creative industries in the North.

Article

Janinka Greenwood

Arts-based research encompasses a range of research approaches and strategies that utilize one or more of the arts in investigation. Such approaches have evolved from understandings that life and experiences of the world are multifaceted, and that art offers ways of knowing the world that involve sensory perceptions and emotion as well as intellectual responses. Researchers have used arts for various stages of research. It may be to collect or create data, to interpret or analyze it, to present their findings, or some combination of these. Sometimes arts-based research is used to investigate art making or teaching in or through the arts. Sometimes it is used to explore issues in the wider social sciences. The field is a constantly evolving one, and researchers have evolved diverse ways of using the communicative and interpretative tools that processes with the arts allow. These include ways to initially bypass the need for verbal expression, to explore problems in physically embodied as well as discursive ways, to capture and express ambiguities, liminalities, and complexities, to collaborate in the refining of ideas, to transform audience perceptions, and to create surprise and engage audiences emotionally as well as critically. A common feature within the wide range of approaches is that they involve aesthetic responses. The richness of the opportunities created by the use of arts in conducting and/or reporting research brings accompanying challenges. Among these are the political as well as the epistemological expectations placed on research, the need for audiences of research, and perhaps participants in research, to evolve ways of critically assessing the affect of as well as the information in presentations, the need to develop relevant and useful strategies for peer review of the research as well as the art, and the need to evolve ethical awareness that is consistent with the intentions and power of the arts.

Article

Benjamin Jörissen, Leopold Klepacki, and Ernst Wagner

Research in arts education is characterized by a tension between presupposed theoretical concepts about “arts” and “education,” on the one hand, and the global field of untheorized arts education practices, on the other hand. This complexity is greatly magnified by the various historical and cultural understandings that characterize both the institutionalization of the arts as well as arts education itself. The fact that research traditions are themselves closely connected to a particular field of arts education adds an additional dimension to this complex question: according to our meta-studies relating to arts education-research, it is particularly evident that (1) Western and Eurocentric biases are quite dominant in this research field and that (2) well-established (Western, highbrow) art genres are dominating the research landscape, tying specific research styles, research interests, and objectives toghether. To avoid normative and potentially hegemonial biases resulting from this situation, we analyze various arts education research approaches according to their the ontological, epistemological, and methodological anchorings. Based upon this, we develop a general meta-model of arts education research, combining a typology of perspectives defining arts education research and a set of dispositive dichotomies constitutive for this field.

Article

Most of the millions of teachers in public and private schools have gone through teacher preparation programs. Preparing a person to teach is a centrally important, complicated, and many-layered process that carries deep responsibilities for the people who prepare those teachers, namely, teacher educators. So, it is not surprising that, even in the face of over 1,400 research studies about its effectiveness, there are still ongoing debates about the impact of teacher preparation on teachers in classrooms. It is not uncommon to see claims that teacher preparation is vitally important and, at the same time, claims that teacher preparation makes little difference. Because of myriad philosophies and varied desired outcomes, experts who design the pedagogy and content have varying touchstones for excellence that are put into programs along with variation in courses, admission, and degree requirements. How is it possible to get to the “heart” of preparing knowledgeable and caring teachers? There seems to be no one curriculum for the thousands of people entering the classrooms across America, so how can educators design and implement the methods that will best serve students in classrooms all across the country? Many underlying philosophies and values, as well as research, steer this enterprise—which leads to more confusion and angst. There has always been the quest for a “one shoe fits all” model for definitive curriculum, so epochs in teacher preparation can be traced back to when ideas and practices shifted. Other, varied sources contribute to the implementation and goals of teacher education: state and federal governments, education college research faculty, and local Boards of Education. The necessary professional credentials should be a factor (and ideally the same in all states), but ways to obtain teaching credentials are currently multiplying as alternative pathways are being created at a rapid pace. Then, there is the central question: Who is speaking for the welfare of the children in a united voice? Certainly, everyone in this endeavor should never forget that the purpose of a free and public education, both in the United States and other countries, is to create a literate population who can support and sustain a democracy. The ongoing quest is to discover what constitutes the heart of teacher preparation.

Article

Benjamin Chang

The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.

Article

Late 20th-century and early 21st-century social movement toward gender equality in society has been significant. Parents and educators commonly expect that all youngsters should have the same life opportunities regardless of gender. In education, girls and young women are excelling, often equaling and even surpassing boys and men in academic performance and in earning college degrees and graduate degrees. Further, women are more frequently assuming traditionally “masculine” professional roles (doctor, lawyer, manager, legislator, governor, and others) while men more frequently assume traditionally “feminine” roles, successfully taking on more child care and housework, and working in nursing and other traditionally “feminine” fields. At the same time, preferences for gender hierarchy are still strongly expressed in many areas of society. At the top of leading social institutions including government and business, men still possess far more political, economic, and intellectual leadership power and authority in comparison to women; and in reaction to political and economic power imbalances, women’s rights activists sometimes express the idea of female superiority instead of arguing for gender equality. In the area of socialization, girls and women continue experiencing high levels of gender-specific pressure to conform to narrow ideals of physical beauty and emotional supportiveness, while boys and men continue experiencing pressure to avoid communicating about their vulnerabilities and emotions, possibly stunting their emotional development and impairing their mental health. In this context, gender equality emerges as a vital, early-21st-century educational imperative that is essential in actualizing what the Universal Declaration of Human Rights has designated the right of all people to an education for the “full development of the human personality.” In the gender equality imperative’s emergence in the late 20th and early 21st centuries, the following elements are all interrelated: philosophical perspectives and sociopolitical developments indicating a need for gender equality, thinking and practices opposed to gender equality, and the development of pro-gender-equality educational understandings and practices.

Article

Wilma C. M. Resing, Julian G. Elliott, and Bart Vogelaar

Dynamic assessment and dynamic testing are aspects of an umbrella concept, denoting a variety of different assessment and testing forms that incorporate feedback, hints, or training in the assessment process, and aim to measure a child’s progress when solving cognitive tasks and in doing so provide an indication for his or her cognitive potential for learning. Psychological and psychoeducational assessment is often applied in educational settings. Most of the instruments used in such assessments have a static nature; instruction is mainly restricted to telling a child what he or she has to do, and the main focus is on the outcomes of testing. The principal characteristic of dynamic assessment and testing, on the contrary, is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Where in static assessment the test outcomes are considered to measure that which a child already knows and has acquired so far, dynamic assessment procedures focus both upon potential learning progression and, in some cases, the underlying cognitive processes. Dynamic measures are developed to assess developing or yet-to-develop abilities in a setting in which the assessor helps the child to solve the tasks and teaches the child how to solve these tasks more independently. Consequently, dynamic assessment measures are primarily focused on a child’s potential for learning, rather than on past learning experiences, and likely provide a better indication of a child’s level of cognitive functioning than conventional, static test scores do separately or in combination with other instruments. Dynamic assessment formats can be very different from each other, ranging from individually based forms of mediation, often called dynamic assessment, to active scaffolding and highly standardized procedures, offered to groups or individuals, often called dynamic testing. Dynamic assessment and testing can be applied in very different settings and be influenced by many factors. In an educational setting, outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during these forms of intervention.

Article

U.S. federal law prohibits discrimination on the basis of sex in education. U.S. case law also applies the prohibition of sex discrimination to incidents motivated by a person’s sex or gender, including gender identity and expression. Enumerated nondiscrimination, school-based policies that include gender identity and expression are among the foundational policies advocated for by researchers and practitioners who aim to make schools safer for transgender and gender nonconforming students. These policies serve as a foundation for all other interventions or policies that may be implemented in schools to increase safety for transgender and gender nonconforming students. Further, enumerated nondiscrimination policies provide students with a clear understanding of their rights at school, and they provide school personnel with grounding to prevent and intervene in gender-based discrimination. Research finds that transgender and gender nonconforming students experience high levels of stigma in schools (manifested as discrimination, stigma-based bullying), and that these school-based experiences are associated with compromised educational outcomes in addition to disparities in behavioral, physical, and psychological health. Students in schools that have enumerated nondiscrimination policies report less bias stigma-based bullying attributed to gender identity and expression compared to students in schools with nonenumerated policies. Further, students are more likely to report that teachers intervene in stigma-based bullying attributed to gender identity and expression in schools that have enumerated nondiscrimination policies compared to those that do not. Finally, studies find that nondiscrimination policies that include gender identity and expression attenuate the negative consequences of stigma for students.

Article

John R. Kirby and Stefan Merchant

Self-regulated learning (SRL) refers to how learners adapt their learning processes to achieve academic goals. SRL is a complex construct that includes cognitive, metacognitive, and affective components. Research has consistently demonstrated a positive association between SRL and academic achievement. Current models of SRL show the cognitive and motivational processes required for effective SRL: how SRL develops, how SRL has been measured, and how assessment for learning can improve students’ SRL. This research has implications for teaching and assessment, in K–12 school and higher education contexts, including potential barriers for teachers and learners. Further research is required to develop and validate measures of SRL, establish that the effects of SRL are independent of other factors, examine longitudinal relationships, and test the long-term effects and generalizability of instruction in SRL. Just as learners need to change their thinking about learning to become effective SRL students, educators need to change their thinking and practices to become more effective teachers and assessors of SRL.

Article

Assessment needs to be a positive experience that can incite learners to progress their learning, understand themselves as learners, become excited about what they learn, and acknowledge that learning is more than the specified and often prescribed curriculum. Educational assessment typically requires students to demonstrate their knowledge, understanding, or application of their skills as a way to demonstrate their learning or, more specifically, their learning outcomes. Often this is to attract an external grade or mark related to an externally identified “standard,” or to show their level of “need” and thereby access additional resources. Students generally have little say in when or what is assessed, and their experiences have largely not been taken into account. There is a distinct difference between what a student learns and how the assessment results reflect their learning. To incite learning, assessment practices and processes need to celebrate learning and provide learners with positive, encouraging messages that their efforts contribute to their own growth. When the assessment process enables learners to see their own culture and identity valued, and allows opportunities to showcase diversity of learning, it becomes a meaningful and authentic process. In educational contexts, the process of assessment is typically an approach to support, measure, initiate, monitor, and explain the learning of self or others. Assessment of student learning has complex social, emotional, and academic influences on learners and on their lives more generally. A key unintended consequence of these practices has been well documented with regards to negative social and emotional consequences for the student, and these must be weighed against the “good” any assessment will do in terms of knowing the student and their learning aspirations. However, while there are distracting elements associated with the assessment of students, there is also value in using appropriate methods and processes to enhance and incite learning. Ultimately the rights of the learner to be included in their own assessment practices is key, and therefore it is argued the young person must be an agentic and capable assessor of their own learning for any assessment to be educational, culturally relevant, and authentic.

Article

Schools, teachers, and students are increasingly able to access and apply assistive technology to enhance inclusion within mainstream classrooms. To ensure that a classroom is truly inclusive, the teacher and other professionals involved in supporting children with disability using assistive technology require appropriate knowledge and skills to bring potential to reality. There are many successful examples of assistive technology successfully embedding into the practices of inclusive setting, but there is still some way to go to ensure this is a seamless approach. There are many benefits and difficulties associated with adopting assistive technology to support students with disability, particularly in developing countries. While the challenges may be great, the potential for assistive technology to impact significantly on the educational, social, and recreational outcomes for students with disability in inclusive classrooms is immense.

Article

Gary Natriello

Students in danger of not completing a particular level of schooling have been termed “at-risk.” Reasons that students may be at risk include individual characteristics, family circumstances, poor school conditions, and lack of community resources. Studies of single factors, multiple factors, and programmatic interventions have all identified specific variables associated with greater risk of dropping out of school. The various factors associated with dropping out can offset one another to reduce the risk or reinforce one another to enhance the risk that students will leave school early.

Article

There has been a proliferation of studies examining attitudes toward the inclusion of students with special educational needs (SEN) in regular education settings. Most studies to date have focused on examining the attitudes regular teachers hold toward inclusion on the assumption that their acceptance of the policy of inclusion is likely to affect their commitment to implementing it. Other researchers have directed their attention to the attitudes held by typically developing children toward their peers with SEN and, to a lesser extent, to the attitudes of parents toward the inclusion of students with SEN in their children’s classroom. Teachers have been found to generally hold positive attitudes toward the notion of inclusion, which are largely affected by the severity of the child’s disability, the level of in-service training received, the degree of prior teaching experience with students with SEN, and other environment-related factors. Typically developing students have been found to hold neutral attitudes toward their peers with SEN. Age, prior experience of studying in inclusive settings, and parental influence seem to influence their attitudes. Studies on parents’ attitudes have revealed neutral-to-positive attitudes toward the general notion of inclusion. Several factors were found to influence parental attitudes, such as their socio-economic status and education level along with their child’s type of disability. Most attitudinal research to date has described static situations through the employment of single methodological research designs. Consequently, there is a need for mixed-method studies that employ coherent and, wherever possible, longitudinal research designs.

Article

Sandra Graham and Xiaochen Chen

Attribution theory is concerned with the perceived causes of success and failure. It is one of the most prominent theories of motivation in the field of education research. The starting point for the theory is an outcome perceived as a success or failure and the search to determine why that outcome occurred. Ability and effort are among the most prominent perceived causes of success and failure. Attribution theory focuses on both antecedents and consequences of perceived causality. Antecedents or determinants of attributions may be beneficial or harmful, and they include teacher behaviors such as communicated sympathy, offering praise, and unsolicited help that indirectly function as low-ability cues. Seemingly positive teacher behaviors can therefore have unintended negative consequences if they lead students to question their ability. Attributional consequences are grounded in three properties or dimensions of causes: locus, stability, and controllability. Each dimension is uniquely linked to particular psychological and behavioral outcomes. The locus dimension is related to self-esteem, the stability dimension is linked to expectancy for success or failure, and the controllability dimension is related to interpersonal evaluation. Research on self-handicapping is illustrative of the locus-esteem relation because that literature depicts how dysfunctional causal thinking about the self can undermine achievement. Attribution retraining programs focus on the stability-expectancy link to strengthen individuals’ awareness of how they can alter their causal thoughts and behavior. Changing maladaptive beliefs about the causes of achievement failure (e.g., from low ability to lack of effort) can result in more persistence and improved performance. And, stereotypes about stigmatized groups are grounded in the controllability-interpersonal evaluation attributional lens. Unlike other motivational theories, attribution theory addresses the antecedents and consequences of both intrapersonal attributions (how one perceives the self) and interpersonal attributions (how one perceives other people) with one set of interrelated principles Future research should devote more attention to identifying moderators of attributional effects, multipronged intervention approaches that include an attributional component, and stronger depictions of how race/ethnicity alters attributional thinking.

Article

Kim H. Koh

Authentic tasks replicate real-world challenges and standards of performance that experts or professionals typically face in the field. The term “authentic assessment” was first coined by Grant Wiggins in K‒12 educational contexts. Authentic assessment is an effective measure of intellectual achievement or ability because it requires students to demonstrate their deep understanding, higher-order thinking, and complex problem solving through the performance of exemplary tasks. Hence authentic assessment can serve as a powerful tool for assessing students’ 21st-century competencies in the context of global educational reforms. The review begins with a detailed explanation of the concept of authentic assessment. There is a substantial body of literature focusing on the definitions of authentic assessment. However, only those that are original and relevant to educational contexts are included.. Some of the criteria for authentic assessment defined by the authors overlap with each other, but their definitions are consistent. A comparison of authentic assessment and conventional assessment reveals that different purposes are served, as evidenced by the nature of the assessment and item response format. Examples of both types of assessments are included. Three major themes are examined within authentic assessment research in educational contexts: authentic assessment in educational or school reforms, teacher professional learning and development in authentic assessment, and authentic assessment as tools or methods used in a variety of subjects or disciplines in K‒12 schooling and in higher education institutions. Among these three themes, most studies were focused on the role of authentic assessment in educational or school reforms. Future research should focus on building teachers’ capacity in authentic assessment and assessment for learning through a critical inquiry approach in school-based professional learning communities or in teacher education programs. To enable the power of authentic assessment to unfold in the classrooms of the 21st century, it is essential that teachers are not only assessment literate but also competent in designing and using authentic assessments to support student learning and mastery of the 21st-century competencies.

Article

Lauren Bialystok

Authenticity is a concept with an impressive history in Western philosophy and a significant hold on the modern imagination. Inseparable from conceptions of truth and individual fulfillment, authenticity remains a powerful ideal, even as it eludes precise definition. Recently it has also become an organizing principle for many educational initiatives. Education, like authenticity, is opposed to dissimulation, ignorance, manipulation, and related states of misalignment between truth and experience. There is widespread enthusiasm for the promotion of authenticity across different types of education and in the personal identity of educators and students. Most of the scholarly literature pertaining to authenticity in education falls outside the scope of philosophical inquiry. But in all cases, the pursuit of authenticity in education rests on various philosophical assumptions about the nature of truth, reality, ethics, and, ultimately, the aims of education. With the influence of Dewey and 20th-century progressive movements in education, authenticity entered the vernacular of educational theory and practice. Attention to the relationship between learning environments and the “real” world has generated pervasive commitments to authentic learning, authentic pedagogies, authentic curriculum, and authentic assessment practices. Here, “authenticity” is used to track the verisimilitude of an educational practice with respect to some external reality. It constitutes an ontological claim about levels of “reality,” as well as an epistemological attitude toward learning as the construction of knowledge. In this respect, authenticity intersects debates about constructivism and relativism in education. Likewise, teachers are exhorted to be authentic qua teachers, elevating their true selves above institutional anonymity as a key part of effective teaching. This phenomenon trades on the values of truthfulness and autonomy that are prized in Western modernity but also problematized in the personal identity and ethics literature. The authenticity of students has also been championed as an educational aim, even as the methods for eliciting authenticity in others have been criticized as self-defeating or culturally limiting. Personal authenticity stands in a contested relationship to autonomy, which has been promoted as the key aim of liberal education. The project of creating authentic people through education remains an intense site of research and debate, with important implications for educational ethics and liberal values.