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Thematische Bibliographien / Other Education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Other Education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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1

Takayama, Keita. „Other Japanese educations and Japanese education otherwise“. Asia Pacific Journal of Education 31, Nr. 3 (September 2011): 345–59. http://dx.doi.org/10.1080/02188791.2011.616025.

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2

Hongcheng, Shen, und Qian Minhui. „The Other in Education“. Chinese Education & Society 43, Nr. 5 (September 2010): 47–61. http://dx.doi.org/10.2753/ced1061-1932430503.

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3

Heros, Roberto C. „Neurosurgical education: the “other” competencies“. Journal of Neurosurgery 99, Nr. 4 (Oktober 2003): 623–29. http://dx.doi.org/10.3171/jns.2003.99.4.0623.

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✓ In his 2003 Presidential Address to the American Association of Neurological Surgeons, Dr. Heros discusses his personal additions to the six basic competencies for which all neurosurgical residents must be tested. The basic competencies are as follows: 1) patient care; 2) medical knowledge; 3) practice-based learning and improvement; 4) interpersonal and communication skills; 5) professionalism; and 6) system-based practice. To these, Dr. Heros proposes to add six supplemental competencies: 1) intellectual honesty, which involves frank discussions about patient complications and admissions of the physician's frailties; 2) scholarship—the art and science of medicine, which recognizes the value of evidence-based medicine but does not discount knowledge derived from experience; 3) practicing in a hyperlegalistic society, which involves tailoring informed consent to fit individual patients' circumstances; 4) time- and cost-efficient practices, in which the physician strives to conserve time and resources by forgoing testing that is not strictly necessary, doing only what is needed to return patients to wellness; 5) approach to patients, which entails acknowledging and respecting the dignity of all patients; and 6) pride in being a neurosurgeon, which carries a sense of elitism without arrogance.

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4

Sitlington, Patricia L. „Postsecondary Education: The Other Transition“. Exceptionality 11, Nr. 2 (Juni 2003): 103–13. http://dx.doi.org/10.1207/s15327035ex1102_05.

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5

Schuwirth, Lambert. „Medical education and other disciplines“. Medical Education 44, Nr. 1 (Januar 2010): 13–14. http://dx.doi.org/10.1111/j.1365-2923.2009.03538.x.

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6

Moloney, Darren Patrick, Ronan Kearney, Matthew Cosgrave und Christina Le. „Education from other journals #12“. British Journal of Sports Medicine 54, Nr. 8 (11.02.2019): 493–94. http://dx.doi.org/10.1136/bjsports-2018-100283.

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7

MAIN, SHIHO. „‘The Other Half’ of Education: Unconscious education of children“. Educational Philosophy and Theory 44, Nr. 1 (Januar 2012): 82–95. http://dx.doi.org/10.1111/j.1469-5812.2010.00643.x.

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8

Reback, Randall. „Tales from the Other Side of Education Finance: Other Districts' Schools, Other Pathways into Teaching, and Other People's Preferences“. Education Finance and Policy 2, Nr. 3 (Juli 2007): 301–17. http://dx.doi.org/10.1162/edfp.2007.2.3.301.

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9

barkani, Zahava. „The Intervention Program "The Voice of the Other"“. American Journal of Educational Research 2, Nr. 12 (22.11.2014): 1260–66. http://dx.doi.org/10.12691/education-2-12-21.

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10

Stewart, Georgina. „Other forms of leadership in education“. Leadership for justice 41, Nr. 2 (10.12.2021): 22–25. http://dx.doi.org/10.46786/ac21.9633.

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I observe a split in the field of education today between two academic sub-tribes: those who champion ‘practice’ and are suspicious of ‘theories’ on the one hand, and those who insist on ‘theory and philosophy’ on the other. But philosophical commitments are implicit in our use of language and all our ways of being and acting in the world. This recognition points towards other concepts and forms of educational leadership. Below, I explore if and how philosophy and writing lead to another kind of educational leadership.

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11

Stockton, Carol M. „Webinars and Other Online Gemmological Education“. Journal of Gemmology 38, Nr. 1 (2022): 3–4. http://dx.doi.org/10.15506/jog.2021.38.1.3b.

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12

Stockton, Carol M. „Webinars and Other Online Gemmological Education“. Journal of Gemmology 38, Nr. 1 (2022): 3–4. http://dx.doi.org/10.15506/jog.2022.38.1.3b.

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13

Tarc, Aparna Mishra. „Education as Humanism of the Other“. Educational Philosophy and Theory 37, Nr. 6 (Januar 2005): 833–49. http://dx.doi.org/10.1111/j.1469-5812.2005.00161.x.

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14

REISKIN, HELEN. „Alcohol and Other Drug Education Videos“. MCN, The American Journal of Maternal/Child Nursing 17, Nr. 4 (Juli 1992): 210–13. http://dx.doi.org/10.1097/00005721-199207000-00016.

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15

Stockton, Carol M. „Webinars and Other Online Gemmological Education“. Journal of Gemmology 38, Nr. 4 (2022): 309–10. http://dx.doi.org/10.15506/jog.2022.38.4.309a.

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16

YOSHII, Takaaki. „Engineering Education and Technical Education Must Cooperate with Each Other“. Journal of JSEE 64, Nr. 6 (2016): 6_149. http://dx.doi.org/10.4307/jsee.64.6_149.

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17

Otynshiyeva, M., G. Sarzhanova und N. Stanciu. „Differentiating education in learning foreign language by students of other majors“. Bulletin of the Karaganda University. Pedagogy series 97, Nr. 1 (29.03.2020): 69–75. http://dx.doi.org/10.31489/2020ped1/69-75.

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18

Nair, Deepa. „The “Imagined Other”“. Journal of Educational Media, Memory, and Society 13, Nr. 2 (01.09.2021): 72–94. http://dx.doi.org/10.3167/jemms.2021.130204.

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In 2014, the National Democratic Alliance, led by the Bharatiya Janata Party (BJP), won the general election with the highest number of seats won by any party since 1984 and went on to win a second term victory in 2019. Since the rise of the BJP, Hindu nationalist interventions into education have increased. Their agenda has been to “indigenise, nationalise and spiritualise” education in India. To this end, textbooks were written to promote a Hindu majoritarian idea of India that sees Hindus as the primary citizens of India and categorizes Muslims as the “other”. This article outlines the political context in which Hindu nationalists have recently attempted to rewrite Indian history by focusing on the period of Muslim rule in India. It looks at textbooks published by the National Council of Educational Research and Training (NCERT) and media reports about regional history rewriting in India.

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19

Langer-Osuna, Jennifer M., und Na’ilah Suad Nasir. „Rehumanizing the “Other”“. Review of Research in Education 40, Nr. 1 (März 2016): 723–43. http://dx.doi.org/10.3102/0091732x16676468.

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20

van Rensburg, Wilhelm. „An (other) translation“. Education as Change 8, Nr. 2 (Dezember 2004): 1–3. http://dx.doi.org/10.1080/16823200409487088.

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21

Moran, Paul. „Matthew Clarke, Lacan and education policy: The other side of education“. Power and Education 12, Nr. 3 (25.10.2020): 295–300. http://dx.doi.org/10.1177/1757743820969009.

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22

Weinstein, Jack Russell. „Neutrality, Pluralism, and Education: Civic Education as Learning About the Other“. Studies in Philosophy and Education 23, Nr. 4 (Juli 2004): 235–63. http://dx.doi.org/10.1023/b:sped.0000028333.81199.8e.

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23

Yeo, Sang Hee. „The Aims of Education and Other Essays“. Korean Journal of Medical Education 25, Nr. 1 (31.03.2013): 57–58. http://dx.doi.org/10.3946/kjme.2013.25.1.57.

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24

Ullian, Michael E. „Nephrin in medical education and other stories“. Medical Education 41, Nr. 2 (Februar 2007): 218. http://dx.doi.org/10.1111/j.1365-2929.2006.02678.x.

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25

Roy, Loriene, Greg Argo und Rae Berg. „Legacy Reference Education: Learning from Each Other“. Reference Librarian 55, Nr. 3 (01.07.2014): 247–51. http://dx.doi.org/10.1080/02763877.2014.910738.

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26

Lee, S. „Education, Other Socioeconomic Indicators, and Cognitive Function“. American Journal of Epidemiology 157, Nr. 8 (15.04.2003): 712–20. http://dx.doi.org/10.1093/aje/kwg042.

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27

Hanushek, Eric A., Charles Ka Yui Leung und Kuzey Yilmaz. „Redistribution through education and other transfer mechanisms“. Journal of Monetary Economics 50, Nr. 8 (November 2003): 1719–50. http://dx.doi.org/10.1016/j.jmoneco.2003.01.004.

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28

Ahlburg, Dennis A. „Higher Education a Market Like Any Other?“ Political Quarterly 89, Nr. 4 (20.08.2018): 679–86. http://dx.doi.org/10.1111/1467-923x.12567.

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29

Kearney, Ronan, Christina, Y. Le, Josh Heerey und Aoife O’Callaghan. „Education from other sports medicine journals #11“. British Journal of Sports Medicine 53, Nr. 24 (18.09.2018): 1562–63. http://dx.doi.org/10.1136/bjsports-2018-099892.

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30

Howe, Kenneth R. „Philosophy of education and other educational sciences“. Theory and Research in Education 12, Nr. 1 (16.01.2014): 77–87. http://dx.doi.org/10.1177/1477878513517339.

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31

Alfano, Michael C. „Connecting Dental Education to Other Health Professions“. Journal of Dental Education 76, Nr. 1 (Januar 2012): 46–50. http://dx.doi.org/10.1002/j.0022-0337.2012.76.1.tb05233.x.

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32

Tatnall, Arthur. „Online education, social media and other topics“. Education and Information Technologies 17, Nr. 4 (27.03.2012): 361–64. http://dx.doi.org/10.1007/s10639-012-9196-x.

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33

Jackson, Liz. „Education as Finding the Other in Self“. Philosophy of Education 71 (2015): 445–47. http://dx.doi.org/10.47925/2015.445.

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34

Mardonov, Ravshan. „Eastern Philosophy Of Education And Educational Policy: Features And Priorities“. American Journal of Social Science and Education Innovations 03, Nr. 02 (28.02.2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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35

Britzman, Deborah P. „Other Positions: A Rejoinder“. Curriculum Inquiry 20, Nr. 1 (1990): 79. http://dx.doi.org/10.2307/1179867.

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36

De, Prithwijit. „The Other Way Round“. Resonance 27, Nr. 6 (Juni 2022): 1089–93. http://dx.doi.org/10.1007/s12045-022-1399-x.

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37

Schmidt, Julia, und Brian Lockwood. „Love and Other Grades“. Journal of College Student Retention: Research, Theory & Practice 19, Nr. 1 (16.11.2015): 81–97. http://dx.doi.org/10.1177/1521025115611614.

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Of the few studies that have examined the effects of romantic relationships on academic performance, most have been concerned with adolescent students. This study analyzes a data set of more than 300 students at a midsized, private University in the northeast United States to determine if participating in a romantic relationship predicts grade point average or course attendance. The results of multivariate analyses indicate that being in a romantic relationship while in college is significantly associated with class absences, but not with grade point average. Specifically, logistic regression models show that participation in a romantic relationship more than doubles the odds of failing to attend three or more class meetings per course in a semester. Practical implications of these findings include the consideration of romantic relationships among the undergraduate student body by university administrators and faculty when attempting to address course attendance concerns. Additionally, this study suggests that future researchers examine the characteristics of romantic relationships and romantic partners in order to more fully understand how such relationships might affect the academic performance of university students.

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38

Fraser, Susan. „Play in Other Languages“. Theory Into Practice 46, Nr. 1 (März 2007): 14–22. http://dx.doi.org/10.1080/00405840709336544.

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39

Fradkin, Hillel. „Properly understanding other peoples“. Academic Questions 16, Nr. 3 (September 2003): 71–75. http://dx.doi.org/10.1007/s12129-003-1081-z.

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40

Iannone, Carol. „Islam and Other Challenges“. Academic Questions 24, Nr. 1 (11.02.2011): 4–10. http://dx.doi.org/10.1007/s12129-011-9213-3.

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41

Robottom, Ian. „Teacher Education in Environmental Education: The ‘Grip of Print’ & Other Lessons from Distance Education“. Australian Journal of Environmental Education 5 (August 1989): 9–14. http://dx.doi.org/10.1017/s081406260000210x.

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This paper focuses on teacher education in environmental education. In seeking alternatives and improvements in EE teacher education, it is instructive to see what lessons might be learnt from efforts at distance education in this field. The paper will outline the structure and context of a teacher education course in environmental education -- a course that is part of an off-campus (distance education) Bachelor of Education program -- and then consider a number of curriculum issues that have arisen in the history of this course.The course itself is located in a Bachelor of Education program at Deakin University and is available for practising teachers throughout Australia who are interested in upgrading their education qualifications without having to travel physically to the host institution offering the degree. The B.Ed, program comprises a number of ‘generic’ curriculum courses in such areas as curriculum design and development, educational enquiry and action research, and a number of ‘specialist’ curriculum courses in such areas as mathematics education, language education and art and music education. The environmental education course takes its place among the ‘specialist’ curriculum courses.

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42

Volk, Terese M. „"Charts and Other Paraphernalia"“. Journal of Research in Music Education 55, Nr. 4 (Dezember 2007): 302–12. http://dx.doi.org/10.1177/0022429408317512.

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Materials to assist instruction have a long history in music education. Charles H. Congdon was the director of music education in St. Paul, Minnesota, from 1885 to 1898. He ceased classroom teaching and began his own music publishing company around 1900. He remained active in music education and was one of the charter members of MENC. Congdon is best known for the six songbooks in The Congdon Music Readers series. To assist the classroom teacher, he devised a series of large song scrolls to accompany his textbooks. He later developed a system to store and display these scrolls, and designed the first chromatic pitch pipe for school use. Congdon's texts, scrolls, scroll holders, storage cabinets, and pitch pipes all led the way for the commercialization of music materials today.

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43

Gornikowska, Elzbieta, und B. John Elliott. „Special education in Poland and the education of teachers and other professionals“. European Journal of Special Needs Education 11, Nr. 1 (März 1996): 1–16. http://dx.doi.org/10.1080/0885625960110101.

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44

Friedman, Alan J. „Explaining the Universe: Why Arts Education and Science Education Need Each Other“. American Art 11, Nr. 3 (Oktober 1997): 2–7. http://dx.doi.org/10.1086/424301.

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45

JOLLIFFE, FLAVIA R., und IDDO GAL. „OTHER FORTHCOMING CONFERENCES“. STATISTICS EDUCATION RESEARCH JOURNAL 3, Nr. 1 (29.05.2004): 86–90. http://dx.doi.org/10.52041/serj.v3i1.545.

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46

JOLLIFFE, FLAVIA R., und IDDO GAL. „OTHER FORTHCOMING CONFERENCES“. STATISTICS EDUCATION RESEARCH JOURNAL 3, Nr. 2 (29.11.2004): 110–12. http://dx.doi.org/10.52041/serj.v3i2.550.

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47

Boldt, Gail. „Oedipal and other Conflicts“. Contemporary Issues in Early Childhood 3, Nr. 3 (Oktober 2002): 365–82. http://dx.doi.org/10.2304/ciec.2002.3.3.5.

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In this article, the author offers a reading of the psychoanalytic concept of the Oedipal conflict, taking into account a post-structural or cultural studies' theorizing of subjectivity and the constructed nature of childhood. It is taken for granted that what are typically seen as natural gendered behaviors or natural sexual preferences are instead performative expressions of dominant discourses. Working from this stance, it is proposed that it likewise makes sense to understand the psychoanalytic perspectives on a child's gender and sexual development as tremendously instructive descriptions of how adults work through dominant discourses about normal development to bring children into being as gendered and sexualized subjects. The author argues that a major facet of parenting for most contemporary, heterosexual Western parents involves the demand that our children experience the Oedipal conflict. Using stories of the author's own parenting, she describes some of the ways that she participated in provoking outcomes that at least consciously she thought she did not intend.

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48

Harding, Carol Gibb, Lorna H. London und L. Arthur Safer. „Teaching Other People’s Ideas to Other People’s Children“. Urban Education 36, Nr. 4 (September 2001): 505–17. http://dx.doi.org/10.1177/0042085901364004.

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49

Yuldashov, Ikromjon. „PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 04 (01.04.2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.

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50

Petyt, Malcolm, und Linguistic Minorities Project. „The Other Languages of England“. British Journal of Educational Studies 34, Nr. 3 (Oktober 1986): 288. http://dx.doi.org/10.2307/3121018.

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