Uddannelsessystemer og uddannelsesstruktur

En esta investigación se estudia la evolución curricular, pedagógica y didáctica de la formación para la ciudadanía en Costa Rica durante el periodo 1886-2015 desde una perspectiva que reconoce la transnacionalidad de los procesos educativos que en apariencia se muestran como si fuesen procesos simplemente nacionales. El análisis ha sido ectuado tomando en cuenta la politicidad nacional es decir, las distintas coyunturas, actores, tendencias y tensiones político educativas en torno a la articulación curricular y didáctica de la Educación Cívica tanto como asignatura escolar, como campo en disputa y tensión, y también como un campo de desarrollo académico y de política curricular. Se asume también la perspectiva de la internacionalización político educativa para observar distintos momentos, agentes y procesos transnacionales en la articulación de la educación para la ciudadanía en Costa Rica desde 1886 hasta el año 2015.

This book explores the complexities of cultivating ¿Confucian individuals¿ through classics study in contemporary China by drawing on the individualization thesis and its implications for the Confucian education revival. Based on ethnographic fieldwork conducted at a Confucian classical school, three topics are investigated: parents¿ narratives and actions related to ¿dis-embedding¿ their children from mainstream state education and transferring them to Confucian education as an alternative; the specific discourses and practices of teaching and learning the classics in everyday school life, guided by the aim of training students to become autonomous learners; and the institutional and subjective dilemmas that arise when parents and students seek to ¿re-embed¿ themselves in either the state education system or further Confucian studies at an advanced academy for the next stage of education. The research presented in this book contributes to understanding the hidden dynamics of individualization in the Confucian education revival and the intricacies of subject-making through Confucian teaching and learning in the socialist state of China.

This contributed volume focuses on understanding the educational strengths and weaknesses of mediated content (including media as a learning supplement), in comparison to traditional face-to-face learning.  Each chapter includes research on, and a broad-brush summary of, approaches to combining life sciences education with educational technologies. The chapters are organized into four main sections, each of which focuses on a key question regarding the consequences of incorporating media into education. In this regard, the authors highlight how educational technology is both a bridge and barrier to student access and inclusivity. Further, they address the ongoing discussion as to whether students need to be present for lectures, and on how having agency in their own learning can improve both retention and conceptual understanding. To link the content to current events, the authors also shed light on the impact that the COVID-19 pandemic is having on the continuity of educational programs and on the growing importance of educational technologies. Consequently, the book offers life science educators valuable guidance on the technologies already available, and an outlook on what is yet to come.

This book takes a comprehensive look at community engagement strategies in education to demonstrate the diverse nature of school-community relations and their value to promote their effective development. The author brings twenty years of experience in various educational settings in Ontario and California to examining community involvement policies and their interpretation, as well as school-community collaboration in practice. Chapters include recent research on school-community collaboration from the perspective of teachers, school district leaders, administrators, and support staff within two school districts in a low-income and culturally diverse urban community. The book also includes perspectives from community members involved in organizations across the city with a mandate to work with youth. In a time where students¿ academic, social, and emotional support needs are on the rise, this book offers a valuable resource for strengthening school-community relations and demonstrating the power of collaboration.

The chattering classes, whispering classes, bully-victims and cancel-culture: life and education in the politically correct eraMark LopezOf Life and of Leadership by Brendan NelsonReviewed by Aniello IannuzziSt Cardinal John Henry Newman College, BrisbaneKenneth CrowtherF is for FailColleen HarkinDiscipline Of Mind:An Address To The Evening ClassesJohn Henry NewmanThey're Your Children: Take the Lead on Their EducationCheryl Lacey

Global migration movements are also reflected in classrooms. However, the professional re-entry of migrant teachers with and without a refugee background has been neglected for a long time. This publication, which was developed in the European project "International Teachers for Tomorrow's School" (ITTS), is dedicated to this question. In seven country contributions, the opportunities and challenges of returning to work in Belgium, Germany, Greece, Iceland, Poland, Slovenia and Türkiye are examined - for some of the countries, new ground was broken. It is shown which conditions favour, challenge or prevent a new professional start. In addition, the results of the cross-national ITTS study are presented, in which high satisfaction values are reflected among those teachers who succeeded in re-entering the profession despite many hurdles. Finally, the findings of the project are condensed into a Series of hints and recommendations.

This book delves into how Japanese schools evaluate and enhance education quality through lesson study, curriculum management, and school self-evaluation. It explores the concept of ¿understanding by design¿ in the context of the historical background and the challenges of the present, providing practical methods of educational evaluation for the future.Through in-depth case studies of two primary schools, readers gain a comprehensive understanding of educational evaluation and improvement. The book proposes a new theoretical framework for a comprehensive quality care process that links lesson study, curriculum management, and school evaluation. Based on authentic assessment, the strategies and examples presented can be applied to any quality system. The conclusion offers core ideas for successful implementation of educational evaluation and improvement. This book is essential reading for teachers and school leaders seeking tobuild their schools¿ quality systems, and for researchers and graduate students interested in improving educational evaluation.

In diesem Open-Access-Buch gibt eine Evaluationsstudie Auskunft, wie teilnehmende Lehrkräfte Fortbildungen erleben, die auf die KulturSchul-Entwicklung zielen. Welche Perspektiven bauen diese auf? Und welche internen Unterstützungsmaßnahmen trifft die Schule, damit sich die Lernkultur ändern kann? Die Fortbildungsreihen im Landesprogramm «KulturSchule Hessen» legen die Grundlage dafür, dass Lehrkräfte über eindrückliche ästhetische Erfahrungen ein leibhaftiges Verständnis dieses Querschnittsthemas Kulturelle Bildung entwickeln. Sie erfahren in kreativen Prozessen, wie sich eine neue Sicht auf das Selbst, die Welt und Dinge, die uns umgeben, ergibt. Zugleich erweitert sich ihr bisheriges Unterrichtsrepertoire und Lernverständnis. Ihr Blick richtet sich stärker auf die Lernprozesse ihrer Schülerinnen und Schüler und die Lernumgebung: ¿Das ist tatsächlich für beide ¿ also für Pädagogen als auch für Schüler ¿ ein irres Erlebnis, wenn man Dinge anders angeht, als man esvorher gemacht hat¿, so ein Fortbildungsteilnehmer am «Fachforum».

This edited book provides an overview of unstructured and structured play scenarios crucial to developing young children's awareness, interest, and ability to learn Science, Technology, Engineering and Mathematics (STEM) in informal and formal education environments. The key elements for developing future STEM capital, enabling children to use their intuitive critical thinking and problem-solving abilities, and promoting active citizenship and a scientifically literate workforce, begins in the early years as children learn through play, employing trial and error, and often investigating on their own.Forty-seven STEM experts come together from 16 countries (Argentina, Australia, Belgium, Canada, England, Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico, Russia, Sweden, and the USA) and describe educational policies and experiences related to young learners 3-4 years of age, as well as students attending formal-nursery school, early primary school, and the early years classes post 5 years of age.The book is intended for parents seeking to provide STEM activities for their children at home and in playgroups, citizen scientists seeking guidance to provide children with quality educational activities, daycare practitioners providing educational structures for young children from birth to formal education, primary school teachers and preservice teachers seeking to teach preschool, kindergarten or children typically aged 5-8 years old in grades 1-3, as well as researchers and policy makers working in science didactics with small children.

Active and Transformative Learning in STEAM Disciplines is a unique reference volume for the new student-centric and objectives-oriented learning environment where individual and team learning paths enhance problem solving capabilities.

Lifelong Learning and the Roma Minority in the Western Balkans examines the education situation of Roma in the Western Balkans, providing an overview of the education policies for Roma in 5 EU-candidate and potential candidate countries: Albania, Bosnia-Hercegovina, Kosovo, Montenegro and Serbia.

This book adopts a qualitative research methodology to explore novice teachers¿ professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth, semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be reading material for courses such as Qualitative Research Methodology and would be beneficial for undergraduate and postgraduate students learning qualitative research.In addition, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions that developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. Third, more development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts.

Zuhörkompetenz zählt für die erfolgreiche Bewältigung kommunikativer Situationen in unserer Gesellschaft zu den Schlüsselqualifikationen. In Lernzusammenhängen hat sie eine besondere Relevanz, da die meisten Informationen im Unterricht mündlich vermittelt werden. Allerdings belegen die Ergebnisse der letzten drei Bildungstrendstudien eine negative Entwicklung der Zuhörleistungen von Schülerinnen und Schülern der 4. Jahrgangsstufe in Deutschland. Um diesem Prozess entgegenwirken zu können, wird ein entsprechendes Lernaufgabenangebot im Deutschunterricht benötigt. Die vorliegende Sprachbuchuntersuchung beantwortet mit Hilfe einer quantitativ-qualitativen Aufgabenanalyse die Frage nach dem Potenzial von Lernaufgaben in Sprachunterrichtswerken zur Förderung der Zuhörkompetenz.

Group work is a staple of the modern classroom, but it can be difficult to get students engaged and working together effectively. Connie Hamilton provides 11 proven strategies for designing and managing student collaborative teams, including:Design student groups so they are all engaged and contribute to the team's learning. Use a variety of grouping strategies to ensure that all students have the opportunity to participate and contribute.Accommodate lessons to help introverts be more comfortable in social learning tasks. Give introverts opportunities to contribute in ways that are comfortable for them, such as writing or presenting their work individually.Foster productive listening and questioning to elevate student talk. Teach students how to listen attentively and ask clarifying questions.Develop activities that encourage self-awareness and allow students to learn from resources and each other and depend less on you. Give students opportunities to reflect on their own learning and to learn from each other.Set up protocols that support interdependence and student ownership of their learning. Create a culture of collaboration in your classroom and teach students how to work together effectively.Accurately assess individual student's content knowledge, group communication and collaboration skills. Use a variety of assessment strategies to track student progress and to provide feedback on their group work.With these strategies, you can create a classroom where students are engaged, accountable, and cooperative.

This book develops the challenges that history teaching must face as a curricular subject at the beginning of the 21st century. These challenges are related, both to new epistemological approaches in history education, and also to the development of new activities, active-learning methodologies, and historical thinking competencies. In terms of new approaches, this book suggests activities regarding invisible topics such as social and economic impacts in history, inequalities, church and science, gender equality, power and violence, prosecuted by justice, peasantry and the urban world, family and daily life, terror or travelers and their cross-currents. Regarding the activities, the incidence of new technologies in social relations and the effects of globalization is very remarkable for our students. The authors highlight the need for changes in teaching and learning history.

This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict.

This book focuses on English as a Medium of Instruction practices in higher education in Vietnam, addressing institutional, practitioner and student perspectives. It presents theoretical standpoints and empirical experiences of how institutional policies are enacted in the offering of English as a Medium of Instruction programs in universities in Vietnam, and how the disciplinary content is taught and learned through English. The book showcases the enactment of curricular and pedagogical practices in the classroom, drawing on a range of different disciplines central to university education. It also explores the roles of mother tongues in the construction of disciplinary knowledge in English as a Medium of Instruction programs and courses. This book provides guidance and practical information for university English as a Medium of Instruction policy makers, lecturers and student support teams in English for academic purposes across disciplines, as well as to the theoretical framing of the English as a Medium of Instruction field itself.

People spend a lot of time in the work environment. Therefore, it is important to understand that working together with health and being with the family are the most important issues in the lives of adults, followed by leisure time and human relationships. Today's professional life is challenged in different ways. For example, job knowledge has increased, job life demands have become more and more competitive, and technological advances have made it possible to work anywhere and anytime (Hama,2006). Borderless work is a metaphor that is often used to describe today's jobs and tasks that are not governed by traditional organizational rules such as regular office hours, individual work environments, work methods, and specific responsibilities. Therefore, rejuvenation is a process that allows people to replenish their lost resources and energy. The researches that have been conducted so far on health and well-being have mostly emphasized on the negative aspects of well-being such as illness, health, stress and job burnout at the workplace.

Das Buch bestimmt die Verhältnisse von Schule und Transnationalisierung angesichts globaler Migrations- und Fluchtbewegungen sowie vor dem Hintergrund zunehmender Internationalisierungs- und Digitalisierungsprozesse. Grenzüberschreitende Beziehungen und Verflechtungen von Schule und schulischen Akteuren sind in der Folge Bestandteil des schulischen Alltags. Mit Blick auf die Verknüpfung mit Bildung lassen sich zwei ungleichheitsrelevante Diskurse unterscheiden: Mobilität und Migration. Während Mobilität im Kontext Schule als erstrebenswerte Norm gilt, wird Migration vielfach als problematisch betrachtet.

The education process is inextricably linked to the context of socio-cultural needs, and the concept of the profession and the professional role of the teacher are subject to definitional changes. The complex issues of how the school and the teacher function are examined by the authors. Central themes include: How do the school and the teacher function? What social changes is 21st century society undergoing, both in terms of modernization and globalisation? What does the figure of the teacher look like in the 21st century with reference to the historical outline of the institution of school and the teaching profession? To what extent can teachers be subjective? This book is a reflection on the school institution and the person of the teacher, it has been created to highlight the essence of the pedagogical dimension of education, socio-cultural changes, and pedagogical innovations.

This book examines dominant discourses in social justice education globally. It presents cutting-edge research on the major global trends in education, social justice and policy research. Using diverse paradigms, ranging from critical theory to discourse analysis, the book examines major social justice and equity education reforms and policy issues in a global culture, with a focus on the ambivalent and problematic relationship between social justice education discourses, ideology and the state. The book discusses democracy, ideology and social justice, which are among the most critical and significant factors defining and contextualising the processes surrounding social justice education reforms globally. It critiques current social justice education practices and policy reforms, illustrating the shifts in the relationship between the state, ideology, and social justice education policy.Written by authors from diverse backgrounds and regions, this book examines current developments in research concerning social justice education. It enables readers to gain a more holistic understanding of the nexus between social justice education, and dominant ideologies, both locally and globally. It also provides an easily accessible, practical, yet scholarly insights into local and global  trends in the field of social justice education. Discourses of Globalization, Ideology and Social Justice, with contributions from key scholars worldwide, should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

This book contains the history of India, it contains the facts of the present, it imagines the future of India and there are many visions to see all of them. Even after calling the book a story literature, this book will certainly appear in the original discussion on many topics and presenting new principles, some new fabricated words may also appear, but it is clear in its purpose. This book has been written for the directionless and purposeless society of India so that every person who believes in Indian culture can work for the future of India by putting some purpose in their consciousness. Therefore, the place of this book is not in the library of any big historian or intellectual. Its place is in the hands of common people of India. I cannot reach this book to everyone who believes in the culture of India, so the readers will have to take the responsibility to reach its message to every person in India.