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The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges

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ISBN: 9783319106854 9783319126883 Year: Pages: 648 DOI: 10.1007/978-3-319-12688-3 Language: English
Publisher: Springer
Subject: Mathematics --- Education
Added to DOAB on : 2015-07-24 16:34:55
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This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.

Keywords

mathematics --- education --- curriculum

The Education System in Mexico

Authors: --- --- ---
ISBN: 9781787350724 Year: Pages: 180 DOI: 10.14324/111.9781787350724 Language: English
Publisher: UCL Press
Subject: Education --- Social Sciences
Added to DOAB on : 2018-03-17 11:02:04
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Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.

Keywords

curriculum --- society --- mexico --- education --- assessment

A Connected Curriculum for Higher Education

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ISBN: 9781911576358 Year: Pages: 182 DOI: 10.14324/111.9781911576358 Language: English
Publisher: UCL Press
Subject: Education
Added to DOAB on : 2017-06-16 11:01:59
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Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.

Keywords

curriculum --- research --- education --- ucl --- higher education

Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education

Authors: ---
Book Series: Educational Governance Research ISSN: 2365-9548 / 2365-9556 ISBN: 9783319586489 9783319586502 Year: Pages: 474 DOI: https://doi.org/10.1007/978-3-319-58650-2 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2017-11-24 11:13:09
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This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

Higher Education Pathways

Authors: ---
Book Series: African Higher Education Dynamics Series ISBN: 9781928331902 9781928331919 9781928331926 Year: Pages: 308 DOI: 10.5281/zenodo.1920793 Language: English
Publisher: African Minds
Subject: Education
Added to DOAB on : 2019-01-15 13:33:11
License: African Minds

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"In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development?&#xD;These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. &#xD;Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa and is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. However, the precise extent and nature of these impacts remain unclear, particularly in light of contemporary global, social and economic challenges.&#xD;This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues."&#xD;

Opetussuunnitelmatutkimus

Authors: --- ---
ISBN: 9789520306359 Year: Language: Finnish
Publisher: Tampere University Press
Subject: Education
Added to DOAB on : 2018-01-09 11:01:56
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"Curriculum Studies (opetussuunnitelmatutkimus in Finnish) comprise an international, multidisciplinary academic approach to creating discursive spaces for restructuring of the historical, theoretical and organisational complexities and interdisciplinary intertwinements present in current education and curriculum practices. While critically registering the international trends, Curriculum Studies can provide an integrative and coordinative framework for national education policy making, curriculum reforms, teachers’ pre- and in-service education and the daily work of teachers. Curriculum Studies is an indispensable element in teacher education programs in order to expand the professional horizon of student teachers and make their tacit assumptions of education and teaching more explicit and articulate. The book consists of ten peer-reviewed articles, which are organised according to three main themes. The first theme, A history of Finnish curriculum theory, would render an effort to explicate and contextualise the historical trajectories embodied in today’s curriculum and education theories and ideals. The two traditional master narratives, the German-Scandinavian Bildung with the Anglo-American Curriculum, have provided the contested platform for Finnish education and curriculum theories and practices.&#xD;The second theme – The conflicting nature of prevailing teacher education discourses and the need for their more comprehensive and contextualised articulation – serves to juxtapose the dilemma between academic expectations and the actual working conditions of teachers. The role of teacher education is considered vital to dealing with these tensions. Another purpose of the theme is an attempt to expand and complicate the intellectual horizon of the taken-for-granted conception of the curriculum.&#xD;The third theme of the book, The teacher as a curriculum theorist and curriculum maker, examines how the teacher and the school are cross-pressured by the conflicting interests of school and teacher autonomy and external supervision and evaluation. In addition, the issues of educational leadership amid the ideological tensions of the curriculum and how this complex can be engaged with the role of the teacher is scrutinised to some extent. In particular, the focal point here is the 2014 Finnish basic education curriculum reform.&#xD;At best, Curriculum Studies can render the institutional education more transparent, vertically by exposing its historical trajectories and horizontally by revealing its present circumstances and political affiliations. As an academic field, the intellectual ambition of Curriculum Studies is to increasingly become aware of the normative, political and knowledge/power dynamics of education under constant negotiation with all its intended and unintended consequences. "

8 The Relevance of Samhandling in Military Doctrines (Book chapter)

Authors: --- --- ---
ISBN: 9788202535025 Year: Pages: 26 DOI: 10.23865/noasp.36.ch8 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Sociology --- Social Sciences
Added to DOAB on : 2019-01-15 13:34:09
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"Military leaders are faced with high expectations when it comes to handling&#xD;unforeseen situations in joint military operations. This chapter aims to present&#xD;a nuanced professional and pedagogical discussion of how an increased awareness&#xD;of the concept of samhandling in the use of military doctrines may contribute to&#xD;the professionalization of military higher education. Different doctrines reflect different&#xD;theoretical decisions. They are given relevance in education as a way to illustrate&#xD;formal examples of what is preferred and what is rejected. As doctrines are&#xD;built on experiences from real-life scenarios, as well as on predictions and strategies&#xD;for possible change, they may serve as a way of balancing the branch-specific “hidden&#xD;curriculum”, i.e. an established culture with a set of current values, behavior and&#xD;thinking that have been developed over time in the organization. The findings in&#xD;the current case study indicate that military doctrines are regarded as important in&#xD;leadership training at the Norwegian Military Academy, especially when it comes&#xD;to understanding and guiding samhandling in unforeseen and risk-oriented situations.&#xD;However, at the same time, the terms used to describe samhandling in military&#xD;doctrines found relevant in education at the Norwegian Military Academy are numerous,&#xD;vague and somewhat overlapping. It seems crucial to raise awareness of the&#xD;underlying processes and the relational ambition level that forms the basis of the chosen&#xD;term. It is advantageous to reach a collective understanding of the kind of skills&#xD;that need to be developed and trained. Another benefit of such analysis is to provide a&#xD;basis for clarified learning goals and practical scenario development through exercises&#xD;and other teaching plans in leadership education, as well as the evaluation of this,&#xD;both in terms of learning outcomes and education as a whole."&#xD;

Undergraduate Education for Public Health in the United States

Authors: --- --- ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889196111 Year: Pages: 81 DOI: 10.3389/978-2-88919-611-1 Language: English
Publisher: Frontiers Media SA
Subject: Medicine (General) --- Public Health
Added to DOAB on : 2016-08-16 10:34:25
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Undergraduate programs in public health are growing rapidly. At colleges and universities throughout the United States, both the number of programs and the number of students have expanded greatly in the past decade. In response to this trend, the Council for Education of Public Health (CEPH) has begun to accredit undergraduate public health programs, with the first programs approved in 2014. Around the country programs exhibit wide variation, from concentrations in liberal arts colleges to pre-clinical foundations at doctorate-granting universities to undergraduate programs in accredited schools of public health. Faculty, both new and seasoned, are fully aware of the need to integrate undergraduate education in public health with graduate education—but the roadmaps of exactly how to do so are still nascent. The purpose of this Research Topic is to gather articles describing this variation, with the intent that the collective body of work will facilitate analysis and discussion of what makes a quality education and builds a competent workforce.

Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education

Authors: ---
ISBN: 9781922064318 Year: Pages: 286 DOI: 10.1017/9781922064318 Language: English
Publisher: University of Adelaide Press
Subject: Education
Added to DOAB on : 2012-09-27 02:30:54
License: University of Adelaide Press

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This volume presents the diverse approaches and achievements of scholars of Asian cultures and languages in today’s global academy. Recent vast increases in student numbers and ethnic diversity have created pressing challenges for a higher education which engages with contemporary concerns for Asian societies as well as for Asian students involved in Western education. This collection of scholarly analyses demonstrates the centrality and significance of Asian Studies and languages for these globalising academic communities. Significantly, it demands a rethinking of traditional ‘intercultural’ education. In so doing, it brings empirical knowledge as well as multicultural interpretation and multilingual expertise to throw new light on the challenges in higher education today, and to open up new understandings of the demands of the future. - Professor John Makeham&#xD;&#xD;Head, Department of Chinese Studies, The Australian National University

Slowenische Texte aus dem 17. und 18. Jh

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Book Series: Specimina philologiae Slavicae ISBN: 9783876901923 Year: Pages: 125 Language: German
Publisher: Peter Lang International Academic Publishing Group
Added to DOAB on : 2019-01-15 13:32:01
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Das slowenische Volk war auch im 17. und 18. Jh. keine staatsbildende Nation und hat in kulturhistorischer Hinsicht eine nicht typische Entwicklung durchgemacht. Beides verursachte schwere Krisen und forderte von der Praxis des alltäglichen Lebens die Lösung weitgehender und verwickelter Probleme. Unter diesen Problemen stand die Frage der Schriftsprache an erster Stelle. Unter diesen Problemen stand die Frage der Schriftsprache an erster Stelle. Die protestantische Grundlage verblich mehr und mehr. Sie wurde nur noch von verschiedenen Ausgaben des Evangeliums und der Episteln am Leben erhalten. Während des Protestantismus und der Aufklärung erschienen ihrer acht. Ihre Verfasser verblieben in sprachlichen Fragen bei der Sprachtradition. Diese Bewahrung der Überlieferung war jene Kraft in der Sprache, die sie vor dem Eindringen verschiedener Tendenzen bewahrte.

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