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Thematische Bibliographien / Education Studies / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Education Studies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. März 2023

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1

White, Cameron. „Internationalizing Education: Critical Qualitative Case Studies in Social Education“. American Journal of Educational Research 3, Nr. 2 (07.02.2015): 211–19. http://dx.doi.org/10.12691/education-3-2-15.

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2

Mohammad, Noor. „Environmental studies in higher education in Bangladesh: a case study“. International Journal of Academic Research 6, Nr. 2 (30.03.2014): 274–81. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.41.

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3

Sysoieva, S. „Interdisciplinary studies in education“. Неперервна професійна освіта: теорія і практика. Серія: Педагогічні науки, Вип. 3/4 (52/53) (2017): 7–11.

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4

Robinson, Deborah Wilburn, Elaine Day und Stan Shapson. „Studies in Immersion Education“. Modern Language Journal 82, Nr. 2 (1998): 266. http://dx.doi.org/10.2307/329215.

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5

NICHOLS, T. PHILIP, und ANTERO GARCIA. „Platform Studies in Education“. Harvard Educational Review 92, Nr. 2 (01.06.2022): 209–30. http://dx.doi.org/10.17763/1943-5045-92.2.209.

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In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their users to competing social, technical, and political-economic imperatives. It also highlights connections to related education research that demonstrates the impact of these conflicting imperatives for equitable student learning, teacher education, and policy making. The authors conclude by reflecting on the critical interventions that greater attention to platform relations in education might offer and the forms of coalitional work, across disciplinary and geographic borders, needed to realize these potentials.

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6

장은아. „Korean education assessment studies“. Bilingual Research ll, Nr. 47 (Oktober 2011): 351–82. http://dx.doi.org/10.17296/korbil.2011..47.351.

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7

Bottery, Mike. „Book Review: Education Studies“. Educational Management Administration & Leadership 32, Nr. 4 (Oktober 2004): 459–60. http://dx.doi.org/10.1177/1741143204046498.

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8

Baglieri, Susan, Jan W. Valle, David J. Connor und Deborah J. Gallagher. „Disability Studies in Education“. Remedial and Special Education 32, Nr. 4 (05.03.2010): 267–78. http://dx.doi.org/10.1177/0741932510362200.

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9

Sefton-Green, Julian. „CULTURAL STUDIES AND EDUCATION“. Cultural Studies 25, Nr. 1 (Januar 2011): 55–70. http://dx.doi.org/10.1080/09502386.2011.534581.

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10

Hampden-Thompson, Gillian. „Introduction to education studies“. Evaluation & Research in Education 23, Nr. 2 (Juni 2010): 143–44. http://dx.doi.org/10.1080/09500791003637923.

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11

Jończyk, Rafał. „Studies in bilingual education“. International Journal of Bilingual Education and Bilingualism 15, Nr. 3 (Mai 2012): 375–77. http://dx.doi.org/10.1080/13670050.2011.621348.

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12

Tubbs, Nigel, und Janice Grimes. „What is Education Studies?“ Educational Studies 27, Nr. 1 (März 2001): 3–15. http://dx.doi.org/10.1080/03055690020002080.

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13

Velasco, Patricia. „Studies in bilingual education“. International Review of Education 58, Nr. 3 (24.02.2012): 435–37. http://dx.doi.org/10.1007/s11159-012-9271-y.

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14

Jarvis, Daniel H. „Introduction to education studies“. International Review of Education 60, Nr. 4 (03.07.2014): 583–85. http://dx.doi.org/10.1007/s11159-014-9428-y.

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15

McKay, Elaine. „Asian studies and education“. Asian Studies Association of Australia. Review 11, Nr. 3 (April 1988): 37–38. http://dx.doi.org/10.1080/03147538808712508.

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16

Gunter, Helen, und Peter Ribbins. „Leadership Studies in Education“. Educational Management & Administration 30, Nr. 4 (Oktober 2002): 387–416. http://dx.doi.org/10.1177/0263211x020304003.

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17

Kolodnyi, Anatolii M. „Religious studies science and religious studies education“. Ukrainian Religious Studies, Nr. 40 (24.10.2006): 47–69. http://dx.doi.org/10.32420/2006.40.1772.

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Science and education are different phenomena, but they must be closely interconnected. It is impossible to say that we currently have it in Ukraine. They are practically the process of their formation in parallel. What do we have here?

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18

Kucich, John. „CULTURAL STUDIES, VICTORIAN STUDIES, AND GRADUATE EDUCATION“. Victorian Literature and Culture 27, Nr. 2 (September 1999): 477–80. http://dx.doi.org/10.1017/s1060150399272099.

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LIKE MANY OTHER PEOPLE these days, I’m concerned about the speed-up in graduate education. The chief cause of our students’ premature professionalization is, of course, the terrible job market — which John Guillory has faulted for propagating intellectual shallowness among our students, by forcing them to become active scholars too soon. Guillory remarks, incidentally, that the social marginalization of literary studies reflected in the job crisis coincides with its strident politicization, which he reads as symptomatic of — and by no means a solution to — the decreased relevance of the discipline itself in contemporary society. What Guillory doesn’t mention, however, is the obvious role that cultural studies plays in the speed-up of graduate studies, and the way its simplistic political imperatives contribute to that speed-up. But it seems to me that the vast new territories cultural studies opens up to scholarship, along with the pressures it creates in all of us to find a hot new cultural topic (in Don DeLillo’s White Noise, one cultural studies professor to another: “I want to do with Elvis what you did with Hitler”), require a reductive politics to enable the quick consumption of knowledge that makes rapid professionalization possible. Our students are no longer surprised by our “commodify or die” ethos.

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19

BOZKURT, Mahmut, und Sefik YASAR. „Primary School Teachers’ Views About Global Education in Social Studies Courses“. Eurasian Journal of Educational Research 16, Nr. 65 (01.09.2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.08.

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20

Lasauskiene, Jolanta. „Peculiarities of developing intercultural competence in music education Master’s degree studies“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 1 (28.06.2017): 166–74. http://dx.doi.org/10.18844/gjhss.v3i1.1764.

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21

Er, Zeynep Karakus. „Simulation based cardiovascular system education in nursing: What recent studies say?“ New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 2 (28.08.2017): 100–103. http://dx.doi.org/10.18844/prosoc.v4i2.2470.

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22

Çalışkan, Hüseyin, und Halil İbrahim Sağlam. „Turkish social studies teachers’ opinions about performance tasks in elementary education“. International Journal of Psychology and Educational Studies 4, Nr. 1 (01.01.2017): 1–12. http://dx.doi.org/10.17220/ijpes.2017.01.001.

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23

AGARI, Masuhiro, und Yuji MIZOUE. „STUDIES ON ARCHITECTURAL PROGRAMMING IN ARCHITECTURAL EDUCATION(Education)“. AIJ Journal of Technology and Design 9, Nr. 17 (2003): 507–10. http://dx.doi.org/10.3130/aijt.9.507.

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24

Bulut, Yilmaz. „Multiculturalism and Education (Contemporary Issues in Education Studies)“. Journal of Ethnic and Cultural Studies 2, Nr. 1 (30.06.2015): 55. http://dx.doi.org/10.29333/ejecs/23.

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25

Lee, Mi-Sik. „Studies of Moral Education Through Human Rights education“. Journal of Curriculum and Evaluation 7, Nr. 1 (Juni 2004): 131–52. http://dx.doi.org/10.29221/jce.2004.7.1.131.

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26

Schiller, Marjorie. „Teacher Education and Graduate Studies in Art Education“. Arts Education Policy Review 94, Nr. 1 (Oktober 1992): 23–26. http://dx.doi.org/10.1080/10632913.1992.9940920.

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27

Hoge, John Douglas. „Character Education, Citizenship Education, and the Social Studies“. Social Studies 93, Nr. 3 (Mai 2002): 103–8. http://dx.doi.org/10.1080/00377990209599891.

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28

Asman, Asman, Suyadi Suyadi und Miftachul Huda. „Character Education as Brain Education: Spiritual Neuroscience Studies in Islamic Education“. Jurnal Tarbiyatuna 12, Nr. 2 (29.12.2021): 77–86. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.4278.

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Islamic education has been dogmatic because it emphasizes a behavioral approach, where the environment shapes the students' character. This contradicts neuroscience, where students have the potential to change their environment. Therefore, this literature study aimed to analyze character education as brain education from a neuroscience perspective using a qualitative approach. Data were then obtained manually and digitally from books and journals on neuroscience and Islamic education on the Sinta database and analyzed using content analysis. The results showed that character education using a behavioral approach does not produce students with good habits in the community. In contrast, the neuroscience approach allows them to develop a permanent good character identity with a transformative impact on the environment. These findings challenge a new direction of studies on Islamic education using a neuroscience approach with implications for shifting learning theory and practice.

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29

Albury, Kath. „Pornandsex education, pornassex education“. Porn Studies 1, Nr. 1-2 (02.01.2014): 172–81. http://dx.doi.org/10.1080/23268743.2013.863654.

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30

Rolston, Holmes. „SCIENCE EDUCATION AND MORAL EDUCATION“. Zygon� 23, Nr. 3 (September 1988): 347–55. http://dx.doi.org/10.1111/j.1467-9744.1988.tb00639.x.

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31

Cox, Edwin, und John M. Hull. „Studies in Religion and Education“. British Journal of Educational Studies 34, Nr. 1 (Februar 1986): 104. http://dx.doi.org/10.2307/3120970.

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32

Sullivan, Gail M. „Writing Education Studies for Publication“. Journal of Graduate Medical Education 4, Nr. 2 (01.06.2012): 133–37. http://dx.doi.org/10.4300/jgme-d-12-00044.1.

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33

Shipman, Marten, und Thomas S. Popkewitz. „Critical Studies in Teacher Education“. European Journal of Education 23, Nr. 4 (1988): 361. http://dx.doi.org/10.2307/1503122.

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34

Pérez-Latre, Francisco Javier. „Citizenship, education and communication studies“. Comunicar 11, Nr. 22 (01.03.2004): 27–30. http://dx.doi.org/10.3916/c22-2004-05.

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Contemporary democratic societies are interested in citizens with a high level of education. This fact is especially relevant since we observe that democracies have not stopped violence, racism and other human rights violations. Media have influenced in t Contar con ciudadanos con niveles aceptables de educación interesa a las sociedades democráticas modernas. Esto sucede de manera especial cuando se detecta que las democracias no han conseguido detener la violencia, el racismo, la xenofobia y otros ataques contra los derechos humanos. Los medios influyen en la construcción de una ciudadanía responsable y juegan un papel esencial en el desarrollo de las sociedades democráticas. El riesgo que afrontan los medios está en la posibilidad de difundir una cultura de contenido superficial y convertirse así en una amenaza para el diálogo social en lugar de «facilitadores» del debate. Este trabajo procura sugerir ideas para educar profesionales responsables para los medios que puedan estar en la situación idónea para contribuir al desarrollo de sociedades más sabias y democráticas.

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35

KANEKO, Motohisa. „Higher Education Studies in Japan“. Educational Studies in Japan 5 (2010): 11–20. http://dx.doi.org/10.7571/esjkyoiku.5.11.

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36

Jagow, Shelley. „Case Studies in Music Education“. Music Educators Journal 92, Nr. 4 (März 2006): 18–19. http://dx.doi.org/10.2307/3401099.

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37

MURAYAMA, Tomoko. „Geographic Education in Social Studies“. E-journal GEO 7, Nr. 1 (2012): 11–18. http://dx.doi.org/10.4157/ejgeo.7.11.

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38

Colvin, Robert E. „Leadership Studies and Liberal Education“. Journal of Leadership Education 2, Nr. 2 (01.12.2003): 28–36. http://dx.doi.org/10.12806/v2/i2/ab1.

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39

van de Wiel, H. B. M., und J. C. Wouda. „Evaluative studies in (medical) education“. Journal of Psychosomatic Obstetrics & Gynecology 29, Nr. 1 (Januar 2008): 1–2. http://dx.doi.org/10.1080/01674820701860433.

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40

Khetarpal, Abha, und Satendra Singh. „Disability Studies in Medical Education“. International Journal of User-Driven Healthcare 2, Nr. 2 (April 2012): 44–51. http://dx.doi.org/10.4018/ijudh.2012040105.

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Uncompassionate attitudes of doctors can have adverse impact on the already shattered emotional health of a person with disability. The medical conditions or disabilities are seen in isolation from their daily lives. The quality health care is thus compromised. Disability Studies can increase the understanding of the disabled population. The curriculum offered to medical students has an impact on their learning potential. Medical practice influences social conditions and is also influenced by society. The social background of diseases and their causation must be understood within a holistic framework. Disability studies can bring together various disciplines dealing with human pain, pathology treatment, rehabilitation, and coping skills. Medical students must have comprehensive training about complex human behaviour, ethics, and social justice. They must learn the relationships among disease, distress, and disability. Co-existence of disability studies with medicine can transform medical practice, leading to high quality healthcare. Including Disability Studies in medical curriculum would bring Medical Humanities into classrooms.

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41

Young, Joan W. „Disability Studies in Medical Education“. International Journal of User-Driven Healthcare 2, Nr. 2 (April 2012): 89–90. http://dx.doi.org/10.4018/ijudh.2012040114.

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This commentary discusses the paper by Khetrapal and Singh (2012). The author expands on the current reality of disheveled care, an organ-by-organ approach to “cure,” and a disregard for the emotional and social context of disability and shares her own experiences in trying to push victim-hood aside and take some control of the situation. The author lauds Khetrapal and Singh’s (2012) consideration of a program for disability studies in Medical Education.

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42

Romová, Hana. „Language Education in Business Studies“. ACC Journal 22, Nr. 3 (31.12.2016): 71–77. http://dx.doi.org/10.15240/tul/004/2016-3-008.

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43

KAMER, ALBERT. „Studies in mother tongue education“. Multilingua - Journal of Cross-Cultural and Interlanguage Communication 5, Nr. 1 (1986): 41–42. http://dx.doi.org/10.1515/mult.1986.5.1.41.

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44

Craddock, P. „Microelectronics Education Programme Computer Studies“. British Journal of Educational Technology 18, Nr. 3 (Oktober 1987): 262–65. http://dx.doi.org/10.1111/j.1467-8535.1987.tb00656.x.

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45

Reynolds, Richard. „Foundational Studies in Teacher Education“. Journal of Teacher Education 44, Nr. 5 (November 1993): 346–51. http://dx.doi.org/10.1177/0022487193044005004.

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46

Brantlinger, Ellen, Robert Jimenez, Janette Klingner, Marleen Pugach und Virginia Richardson. „Qualitative Studies in Special Education“. Exceptional Children 71, Nr. 2 (Januar 2005): 195–207. http://dx.doi.org/10.1177/001440290507100205.

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47

Volkmann, Christine. „Entrepreneurial studies in higher education“. Higher Education in Europe 29, Nr. 2 (Juli 2004): 177–85. http://dx.doi.org/10.1080/0379772042000234802.

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48

McGowan, Alan H. „Education: Challenges for Environmental Studies“. Environment: Science and Policy for Sustainable Development 46, Nr. 2 (März 2004): 10–12. http://dx.doi.org/10.1080/00139150409604791.

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49

Adolf, Daniel. „Security Studies and Higher Education“. Journal of Applied Security Research 6, Nr. 1 (30.12.2010): 124–34. http://dx.doi.org/10.1080/19361610.2010.507597.

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50

Gibson, Susan, und Norma Nocente. „Computers in Social Studies Education“. Computers in the Schools 15, Nr. 2 (30.09.1999): 73–81. http://dx.doi.org/10.1300/j025v15n02_08.

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