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Journal articles on the topic 'Education context'

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Author: Grafiati

Published: 4 August 2023

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1

Haider, Md Shahrier, and Jannatul Ferdous. "A Review of Inclusive Education Contents included in Teacher Education Courses: Bangladeshi Context." International Journal of Science and Research (IJSR) 8, no. 9 (September 5, 2019): 175–81. http://dx.doi.org/10.21275/art2020794.

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2

Maudsley, R. F. "Content in context." Academic Medicine 74, no. 2 (February 1999): 143–5. http://dx.doi.org/10.1097/00001888-199902000-00013.

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3

Williamson, Peter, Xornam Apedoe, and Christopher Thomas. "Context as Content in Urban Teacher Education." Urban Education 51, no. 10 (August 3, 2016): 1170–97. http://dx.doi.org/10.1177/0042085915623342.

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Urban teacher residencies have emerged as an innovation for recruiting, preparing, and retaining teachers for high-need urban schools. Though residencies aim to prepare teachers for specific urban contexts, we know little about how context is conceptualized in the teacher education curriculum or what teachers learn about it. This study finds that participants in one residency in San Francisco came to see context as complex and layered, interrupting stigmas often associated with urban schools. Participants felt well prepared to teach in particular high-need settings, but their knowledge and skills did not necessarily transfer to other urban settings in the same city.

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ANGHEL, Gabriela Alina, and Mariana DOGARU. "School education in the context of inclusive education policies." ICOANA CREDINTEI 4, no. 8 (June 25, 2018): 71–78. http://dx.doi.org/10.26520/icoana.2018.8.4.71-78.

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5

Hammerness, Karen, and Kavita Kapadia Matsko. "When Context Has Content." Urban Education 48, no. 4 (August 22, 2012): 557–84. http://dx.doi.org/10.1177/0042085912456848.

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6

YUDKOWSKY, RACHEL, and ALAN SCHWARTZ. "Content, Culture, and Context." Academic Medicine 75, Supplement (October 2000): S99—S101. http://dx.doi.org/10.1097/00001888-200010001-00032.

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7

Zeldin, Michael. "Content and Context." Journal of Jewish Education 77, no. 1 (February 28, 2011): 1–3. http://dx.doi.org/10.1080/15244113.2011.552855.

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Levin, Dana S., and Amy C. Hammock. "School context and content in Canadian sex education." Canadian Journal of Human Sexuality 29, no. 3 (December 1, 2020): 323–38. http://dx.doi.org/10.3138/cjhs.2019-0046.

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9

Shields, David. "FRIENDSHIP: CONTEXT AND CONTENT OF CHRISTIAN RELIGIOUS EDUCATION." Religious Education 91, no. 1 (January 1996): 104–21. http://dx.doi.org/10.1080/0034408960910108.

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10

Dodge, Brian, Kristina Zachry, Michael Reece, Ellen D. S. López, Debby Herbenick, Kristin Gant, Amanda Tanner, and Omar Martinez. "Sexuality Education in Florida: Content, Context, and Controversy." American Journal of Sexuality Education 3, no. 2 (June 16, 2008): 183–209. http://dx.doi.org/10.1080/15546120802104443.

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11

KENNY, DENIS. "Context, Content and Social Responsibility in Professional Education." European Journal of Engineering Education 11, no. 1 (January 1986): 21–32. http://dx.doi.org/10.1080/03043798608939276.

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12

Demediuk, Peter. "Accounting Content and Education in an Indigenous Context." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/39870.

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13

Kenny, Denis. "Context, Content and Social Responsibility in Professional Education." Higher Education Research & Development 4, no. 1 (January 1985): 29–40. http://dx.doi.org/10.1080/0729436850040102.

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14

Shevalier, Rae. "Context Dissonance in Tobacco Education Literature." Journal of Drug Issues 30, no. 2 (April 2000): 407–33. http://dx.doi.org/10.1177/002204260003000209.

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Tobacco education has gained widespread popular and political support and Is incorporated into many public schools' curricula. However, evaluation studies indicate that such programs do not decrease adolescents' smoking rates because program content is often dissonant with adolescents' interpretations of smoking. This study uses social constructionism and content analysis to explore tobacco education literature used in an alternative high school for at-risk youths. Findings indicate that the content's construction of smoking and cessation is dissonant with adolescents' subcultural social contexts. Dissonance-generating elements include decontextualization of smoking; suggested alternatives that are Improbable in adolescents' social contexts; and image biases that reflect stereotypes of age, class, and gender. The conclusion suggests ways to eliminate context dissonance in order to increase adolescents' receptivity to intervention efforts.

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15

Jonathan, Ruth. "Education, Philosophy of Education and Context." Journal of Philosophy of Education 19, no. 1 (July 1985): 13–25. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00072.x.

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16

Nikolaeva, Tatyana Nikolaevna. "Ethnocultural Component of Content of Education in Intercultural Context." Ethnic Culture 3, no. 3 (September 25, 2021): 37–39. http://dx.doi.org/10.31483/r-99017.

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The work is devoted to the problem of co-learning of languages and cultures in a multiethnic region. Introduction. Addressing the problem of ethnocultural education in the context of the ongoing changes in the life of society is due to reasons that require timely response and adjustments to the process of education and upbringing, especially among young people. The purpose of the study is to generalize the theoretical and practical approaches to teaching a foreign (German) language, taking into account local ethnographic material. Methods. The work represents the author's reflections on the problems of ethnocultural education. Research results. To solve the problem of filling the content of ethno-oriented education based on knowledge of the elements of everyday culture, traditional culture, linguistic picture of the world, it is necessary to include in the process of teaching a foreign language topics, issues related to the sphere of everyday life of northerners, their living conditions, family relations, rules of behavior, traditions, rituals. Conclusions. Currently, educational institutions are changing the approach to teaching foreign languages towards the development of communicative and intercultural competence of students, which involves the co-learning of languages and cultures of both the country of the target language and the native land. This can be facilitated by a balanced selection of the content of the «Foreign language» subject at the expense of the ethnocultural component as a reserve that forms intercultural competence for socialization in the world space.

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17

Pittman, Von. "Context v. Content: An Enduring Battle in Distance Education." Journal of Continuing Higher Education 50, no. 2 (April 2002): 59–60. http://dx.doi.org/10.1080/07377363.2002.10846682.

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18

Sugarman, Stuart. "Family Therapy Training in Psychiatric Education: Content and Context." Academic Psychiatry 9, no. 2 (June 1985): 148–55. http://dx.doi.org/10.1007/bf03399957.

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19

Chmara, M. "Education Clusters:The Ukrainian Context." Наука та наукознавство, no. 4 (89) (2015): 73–79.

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20

Barab, Sasha, Marcia C. Linn, Elizabeth A. Davis, and Philip Bell. "Context in Science Education." American Journal of Psychology 119, no. 4 (December 1, 2006): 674. http://dx.doi.org/10.2307/20445372.

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21

Leitch, Claire, Shirley-Anne Hazlett, and Luke Pittaway. "Entrepreneurship education and context." Entrepreneurship & Regional Development 24, no. 9-10 (December 2012): 733–40. http://dx.doi.org/10.1080/08985626.2012.733613.

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22

Langness, L. L. "Special Education in Context." Journal of Nervous and Mental Disease 179, no. 9 (September 1991): 579. http://dx.doi.org/10.1097/00005053-199109000-00020.

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23

Barrow, Robin. "Context, Concepts and Content: Prescriptions for Empirical Research." Canadian Journal of Education / Revue canadienne de l'éducation 13, no. 1 (1988): 1. http://dx.doi.org/10.2307/1495161.

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24

Rasheed, Michelle. "Context and Content in Rural Gifted Education: A Literature Review." Journal of Advanced Academics 31, no. 1 (October 4, 2019): 61–84. http://dx.doi.org/10.1177/1932202x19879174.

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Understanding the nuances of the two individually specialized fields of rural education and gifted education is challenging for practitioners and education researchers. However, the combined field of rural gifted education has even more complexities. An examination of context and content in rural gifted education holds potential to elucidate facets of this specialized convergent field for advances in practice and research. This literature review systematically explores complexities in the individual fields of rural education and gifted education as they relate to the unique aspects of rural gifted education. This review provides an understanding of rurality as a context for gifted education; examines rural-specific questions about curricula content, particularly place-based curricula in gifted education; and identifies successes, challenges, and gaps in rural gifted education. The review can serve as the foundation for research exploring potential influences of place and achievement on what it means to be both rural and gifted.

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25

Petrulytė, Ala. "Education Psychologist Priorities in Inclusive Education Context." Pedagogika 118, no. 2 (June 10, 2015): 88–98. http://dx.doi.org/10.15823/p.2015.07.

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One of the most important European Union strategies is development and growth with a help of education, because investment in education is justified economically. Psychologists who work within an education system play an important role. In this article we describe the priorities of psychologists in education. Important priorities of a school psychologist today are: inclusive education conditions and mental health and well-being of a child. Inclusive education is a form of education, when using the curriculum, with different teaching methods and assistance, created optimal learning environment for children needs and skills. Inclusive education improves psychological well-being of a child. We present the findings of child’s psychological well-being strengthening, and psychological support in an inclusive education environment: to provide tools of improvement of mental health and learning environment; to monitor the learning conditions and factors, and predict their impact on a child’s psychological well-being; to develop a portfolio of intervention tools on an individual and institutional level of education; to perform evaluative research that evaluates an efficiency of various positive intervention. There is also important cooperation between psychologists, teachers and others specialists.

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26

Krystoň, Miroslav. "Leisure Education in Context of Informal Education." Lifelong Learning 1, no. 1 (2011): 33–43. http://dx.doi.org/10.11118/lifele2011010133.

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The concept of lifelong and lifewide learning creates a space for different types of educational activities. In consequences of social changes and life style, we put more importance to learning activities of informal character besides formal learning. One of the informal learning typical forms is the leisure education. The thesis analyses historical bases, system characters and specific character types of leisure education.

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27

Jeffers, Carol S. "Teacher Education: A Context for Art Education." Journal of Aesthetic Education 27, no. 3 (1993): 85. http://dx.doi.org/10.2307/3333250.

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28

Saukkonen, Juha, and Alexandros Kakouris. "Context-Aware Entrepreneurship Education: Exploring the Educators Perspective." European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 472–80. http://dx.doi.org/10.34190/ecie.17.1.406.

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The question that motivates the present study is whether entrepreneurship educators confront the context where entrepreneurship education is implemented. Recent studies indicate that homogenisation of entrepreneurial methods has occurred over time promoting a monolithic conception of innovation-driven start-ups, often technological, as a prototype for entrepreneurial courses’ outcomes. Nonetheless, entrepreneurship does not only accommodate ambitious start-ups for growth but also small firms that significantly contribute to employability and social inclusion. Social problems are also tackled. Innovation needs to be translated to different disciplines and social contexts of populations instead of the mere proliferation of a few innovative firms’ cases in classrooms. Concurrently, rapid changes in the business environment (crises) ask for reflections regarding the content of entrepreneurship from both educators and students. Thus, context and adjustment to contexts is a timely concern for the future of entrepreneurship education and its inclusive character. Given the previous considerations, the present study seeks for quantitative evidence from worldwide entrepreneurship educators on whether they adjust, or do not adjust, their teaching to the context. Contexts included in this study pertain to: political, economical, sociological, ecological/environmental and legal. Adjustment to context was also investigated for different entrepreneurial teaching tasks, such as idea generation, innovation, strategy, team formation, fundraising, social responsibility and others. The results indicate that educators take into account the context to an extent but there is a rising consensus that entrepreneurial teaching needs to be more context-aware in the future. The more the educators consider context in their current teaching the more they are willing to modify their teaching to different contexts in the future. The results show that there is room for future research regarding context-aware entrepreneurship whilst some research directions are derived in the last part of the article. This is a first attempt to quantitatively examine evidence for the role of the context in entrepreneurial teaching in order to obtain insights for a more precise confrontation of learning needs and educators’ perspectives that could render entrepreneurship education more inclusive and efficient.

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29

Zendler, Andreas, O. William McClung, and Dieter Klaudt. "A cross-cultural comparison of concepts in computer science education." International Journal of Information and Learning Technology 32, no. 4 (August 3, 2015): 235–56. http://dx.doi.org/10.1108/ijilt-05-2015-0014.

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Purpose – The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue. Design/methodology/approach – Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context. Findings – First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts. Practical implications – The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre- and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA. Originality/value – Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

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30

Brennan, Robert L. "The Context of Context Effects." Applied Measurement in Education 5, no. 3 (July 1992): 225–64. http://dx.doi.org/10.1207/s15324818ame0503_4.

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31

Hardy, Cynthia. "Using Content, Context, and Process to Manage University Cutbacks." Canadian Journal of Higher Education 17, no. 1 (April 30, 1987): 65–82. http://dx.doi.org/10.47678/cjhe.v17i1.183009.

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Funding and enrolment problems have led to recommendations for more strategic planning in universities. The traditional model of strategy making may not be appropriate, however, because it focuses on the content of strategies and ignores other elements in the strategy making process. Universities are very much constrained in terms of their choice of retrenchment strategy - they cannot fire tenured staff or close faculties in the way a business can shut down factories and lay off employees. A second problem is that the traditional model defines success purely in economic terms whereas universities can be effective only if they maintain morale and commitment. Thus, success involves a political component. Two Canadian universities faced with retrenchment are compared to show that, while the same cutback mechanisms were used, the process of implementing them was quite different. The result was similar economic outcomes but great variation in political terms. The article argues that the key to success is matching the content of the strategy with a process of implementation that is consistent with the particular university context. Thus, successful retrenchment strategy making may look different in different institutions.

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32

Bates, Richard. "On the future of teacher education: challenges, context and content." Journal of Education for Teaching 31, no. 4 (November 2005): 301–5. http://dx.doi.org/10.1080/02607470500280159.

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33

Little, Angela. "Development Studies and Comparative Education: Context, content, comparison and contributors." Comparative Education 36, no. 3 (August 2000): 279–96. http://dx.doi.org/10.1080/713656612.

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34

Krishnadas. T, Sindhu. "Privatisation of Education- A Study in Kerala Context." International Journal of Scientific Research 3, no. 6 (June 1, 2012): 101–3. http://dx.doi.org/10.15373/22778179/june2014/37.

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35

CURTIN, TIMOTHY. "CONTEXT AND CONTEST IN SOUTH AFRICAN EDUCATION POLICY: A REJOINDER." African Affairs 93, no. 371 (April 1994): 249–51. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098710.

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36

Meisel, Steven, Catherine Giapponi, and Barbara Ritter. "Context and Content: Four Ways to Learn about Management Education." Organization Management Journal 11, no. 1 (January 2, 2014): 15–16. http://dx.doi.org/10.1080/15416518.2014.907729.

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37

Hansen, Klaus-Henning. "Teachers' choices of content and context in computer-education courses." Computers & Education 21, no. 1-2 (July 1993): 17–23. http://dx.doi.org/10.1016/0360-1315(93)90043-i.

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38

Kelly, Caleb J. "Invigorating the Context and Content of Nutrition in Medical Education." Academic Medicine 86, no. 11 (November 2011): 1340. http://dx.doi.org/10.1097/acm.0b013e3182308cff.

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39

Tereshchenko, G. F., and O. V. Beskrovnaya. "ADULT EDUCATION IN THE CONTEXT OF CONTINUING EDUCATION." Psychological-Pedagogical Journal GAUDEAMUS 18, no. 4 (2019): 73–77. http://dx.doi.org/10.20310/1810-231x-2019-19-4(42)-73-77.

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40

OLKHOVIK, M. V., and O. YU KONOVALIUK. "CIVIC EDUCATION IN THE CONTEXT OF LEGAL EDUCATION." Law and Society, no. 3 (2022): 186–90. http://dx.doi.org/10.32842/2078-3736/2022.3.28.

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41

Rauhansalo, Tuomas, and Vytautas Kvieska. "Finnish Education System in Integrated Social Education Context." Socialinis ugdymas 46, no. 2 (November 20, 2017): 24–39. http://dx.doi.org/10.15823/su.2017.10.

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42

Kostić, Tatjana. "Education in the social context." Socioloski pregled 54, no. 1 (2020): 126–48. http://dx.doi.org/10.5937/socpreg54-25793.

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43

Rahmadi, Imam Fitri, Zsolt Lavicza, and Tony Houghton. "Defining Microgames in Education Context." International Journal of Emerging Technologies in Learning (iJET) 16, no. 22 (November 30, 2021): 4–16. http://dx.doi.org/10.3991/ijet.v16i22.20929.

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The concept of microgaming in education is relatively new and it has evident potential for supporting learning in various learning environments. However, there is little consensus in the education literature on how micro-games are defined. The present article proposes a conceptual definition of mi-crogames by considering related terms and learning approaches in education. Microgames in education context are defined as very small and short games that provide brief engagement and meaningful experience for players, support learning and instruction toward specific objectives, and integrate with existing resources. This article further elaborates the key definition elements to indicate microgame characteristics and provides some examples to demonstrate the kinds of games that fit this definition. The proposed definition acts as a fundamental starting point to study microgames for educational purposes in the future.

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44

Shore, Bruce M. "Context Matters in Gifted Education." Education Sciences 11, no. 8 (August 11, 2021): 424. http://dx.doi.org/10.3390/educsci11080424.

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Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education.

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45

Gray, Sylvia Sims, and Lynn M. Nybell. "Putting Field Education in Context." Journal of Teaching in Social Work 27, no. 1-2 (June 18, 2007): 213–32. http://dx.doi.org/10.1300/j067v27n01_14.

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46

Stangvik, Gunnar. "Special education and social context." European Journal of Special Needs Education 4, no. 2 (June 1989): 91–101. http://dx.doi.org/10.1080/0885625890040202.

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47

Choules, Kathryn. "Social Change Education: Context Matters." Adult Education Quarterly 57, no. 2 (February 2007): 159–76. http://dx.doi.org/10.1177/0741713606293912.

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48

Snadden, David. "Clinical education: context is everything." Medical Education 40, no. 2 (February 2006): 97–98. http://dx.doi.org/10.1111/j.1365-2929.2005.02385.x.

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49

Wilbanks, T. J. "Geography Education in National Context." Journal of Geography 93, no. 1 (January 1994): 43–45. http://dx.doi.org/10.1080/00221349408979685.

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50

Israel, Richard J. "THE CONTEXT OF INFORMAL EDUCATION." Jewish Education 54, no. 2 (June 1986): 27–30. http://dx.doi.org/10.1080/0021642860540208.

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