Relevant bibliographies by topics / Educational paradigm

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Educational paradigm'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 May 2022

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Journal articles on the topic "Educational paradigm"

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Batechko, Nina, and Mykola Mykhailichenko. "EVOLUTION OF EDUCATIONAL PARADIGMS IN MODERN SCIENTIFIC DISCOURSE." Osvitolohiya, no. 9 (2020): 29–37. http://dx.doi.org/10.28925/2226-3012.2020.9.4.

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The article analyzes the phenomenon of the educational paradigm as a philosophical and pedagogical category. The article states the importance of educational paradigms for the modernization and development of the educational sphere as a catalyst for shifts and qualitative transformations in it. The aim of the article is the methodological substantiation of the educational program in the context of modern transformations in society. Attention has been focused on the definitions «paradigm», «pedagogical paradigm», «educational paradigm». The discourse of scientists about these concepts has been provided and the general and distinctive shades between them have been clarified. Various types of educational paradigms have been highlighted and grouped depending on the goals they carry in their contents. Depending on the analysis carried out, it has been indicated that an educational paradigm always, in any historical era, acts as a paradigm idea of the development of education. It has been noted that the mission of pedagogy is in the change and dynamics of the educational paradigm as the one which provides the basis for innovative approaches to the development of education, the contents and organization of training and interaction among the main subjects of education. The synergetic paradigm has been indicated as a new and innovative educational paradigm. Education can be considered as a synergetic system whose self-organization processes can be fully described by such categories as bifurcations, fluctuations, attractors, dissipative structures, etc. This circumstance leads to a revision of the established, traditional ideas about education and makes the basis for qualitative changes in its development.
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Kivunja, Charles, and Ahmed Bawa Kuyini. "Understanding and Applying Research Paradigms in Educational Contexts." International Journal of Higher Education 6, no. 5 (September 5, 2017): 26. http://dx.doi.org/10.5430/ijhe.v6n5p26.

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The concept of research paradigm is one that many higher degree research students, and even early career researchers, find elusive to articulate, and challenging to apply in their research proposals. Adopting an ethnographic and hermeneutic methodology, the present paper draws upon our experiences as lecturers in Research Methods over many years, and upon pertinent literature to explain the meaning of research paradigm. The paper elucidates the key aspects of research paradigms that researchers should understand well to be able to address this concept adequately in their research proposals. It offers suggestions on how researchers can locate their research into a paradigm and the justification needed for paradigm choice. With the explicit purpose of helping higher degree research (HDR) students design effective research proposals, the paper also discusses the different research methodologies best suited to conduct research in each of the paradigms discussed.
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BOGLUŢ, Angela. "MODERN CONCEPTUALIZATION OF THE EDUCATIONAL MANAGEMENT PARADIGM." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 359–66. http://dx.doi.org/10.19062/2247-3173.2018.20.47.

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Костючков and S. Kostyuchkov. "Paradigmatic Characteristics of Education System in the Context of the Modern World Pluralism Получено: 02.02.2015 г. / Одобрено: 23.02.2015 г. / Опубликовано." Socio-Humanitarian Research and Technology 4, no. 2 (June 17, 2015): 42–48. http://dx.doi.org/10.12737/11937.

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This article deals with issues affecting philosophical, educational, cultural and social aspects of the study paradigm of modern education, given the fact that today educational polyparadigm of has actualized: existing scientific paradigms complement each other, converge and have cultural and historical continuity. The author emphasizes that the definition and justification of the modern educational paradigm certainly requires compliance with a number of requirements, the account of which effectively explains and predicts the processes of development of the education system which are themselves the principles of construction of educational paradigms. It is stated that the concept of the paradigm of educational revolutionis seen as very productive in the analysis of the state of education in the context of globalization and internationalization of the world. Stressing the paradigmatic education, more precisely, its poly-paradigm essence, the author emphasizes that a single, integrated educational paradigm relevant to this modernity and developed by scientific community is seen etiologically impossible; reason, in his opinion, lies in the pluralistic nature of our time – if it is plural, respectively, models and mechanisms of assimilation of modernity must be equally multiple and diverse. The author concludes that the existence of a pluralistic modernity requires the simultaneous co-existence of many modern paradigms of education, each of which provides the necessary unanimityof any of educational project in specific socio-political, national, cultural, material and economic, administrative and legal conditions.
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Bruzgelevičienė, Ramutė. "The Tendencies of Future Educators’ Identification with an Educational Paradigm." Pedagogika 109, no. 1 (March 26, 2013): 49–56. http://dx.doi.org/10.15823/p.2013.1833.

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The article focuses on the tendencies of future educators’ identification with an educational paradigm recognizable during educational philosophy studies at BA level. The article is founded on the analyses of scientific literature discussing correlation between educational philosophy and an educational paradigm as well as on the data from the empirical study, i.e. students’ argumentative essays on educational philosophy. The empirical study was performed at the Faculty of Lithuanian Philology and Social Communication Institute of Lithuanian University of Educational Sciences. Qualitative research method has been applied in the study along with the qualitative analyses of argumentative essays as well as SOLO taxonomy as a means of assessing the complexity of learning. The Research Question: to what extent can teaching of educational philosophy influence the future educators’ identification with an educational paradigm? Object: The tendencies of future educators’ identification with an educational paradigm. Goal: to highlight the tendencies of students’ identification with an educational paradigm determined by educational philosophy studies. The objectives: 1. To define the idea of identification with philosophical conceptions of education; 2. To justify the importance of identification with a philosophical conception of education; 3. To highlight, on the basis of empirical study, the tendencies among students as future educators towards identification with philosophical conceptions of education. The following conclusions are drawn in the article: As educational paradigms are considered to be variations of answers to the main questions of educational philosophy, the direct correlation between educational philosophy and educational paradigm is obvious. Therefore, by identifying themselves with an educational philosophy, educators also identify themselves with an educational paradigm. The subject of Educational Philosophy, taught at undergraduate level at Lithuanian University of Educational Sciences, has an effect on future educators’ identification with educational paradigms. Therefore, it is important for the lecturers to have a purposeful educational philosophy course program centering on cognition of educational paradigms and to adopt educational strategies oriented towards a student’s individuality. Future educators identify themselves with philosophical conceptions of education by comparing new knowledge to their present experience, such as professional teaching activities (in extramural studies) or school learning/teaching experience (in full-time studies). Therefore, there is a clear tendency that more extramural students than full-time students identify themselves with a classical educational paradigm, whereas more full-time students than extramural students identify themselves with a liberal educational paradigm. The qualitative analyses of educational philosophy course students’ final argumentative essays shows that nearly a half (48.06 percent) of the students who are making efforts to identify themselves with a philosophical conception of education have either reached or are approaching the third level of internalization of philosophical concepts of education, which is when they are acquiring individual believes and determination to act in accordance to these concepts and when the complete identity is developing. The subject of Educational Philosophy at BA level may positively influence the numbers of teachers adopting the free educational paradigm when teaching at school.
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Dudnik, L. V., and T. S. Putilovskaya. "Educational Paradigm of Academic Writing." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 1 (February 11, 2020): 88–97. http://dx.doi.org/10.31992/0869-3617-2020-29-1-88-97.

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Fromm, Eli. "The Changing Engineering Educational Paradigm." Journal of Engineering Education 92, no. 2 (April 2003): 113–21. http://dx.doi.org/10.1002/j.2168-9830.2003.tb00749.x.

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Biesta, Gert. "Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education." Policy Futures in Education 18, no. 8 (March 17, 2020): 1011–25. http://dx.doi.org/10.1177/1478210320910312.

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The question I address in this paper is to what extent the prevailing description of educational reality that can be found in contemporary research, policy and practice can be considered complete. The motivation for asking this question stems from an educational paradox to which I refer as the Parks-Eichmann paradox. This paradox has to do with the fact that what appears as educational success from one perspective is problematic when viewed differently, whereas what appears as educational failure may actually reveal something that is of crucial importance educationally. The paradox thus leads to the suggestion that the prevailing description of educational reality – to which I will refer as the ‘paradigm’ of education as cultivation – is insufficient or incomplete. I use the work of John Dewey to highlight key characteristics and key shortcomings of this ‘paradigm’ and argue that it needs to be supplemented by what I will refer to as an existential educational ‘paradigm’. I highlight the distinction between the two paradigms through the question whether it is possible to educate ‘directly’ – an option which Dewey explicitly denies. I turn to the German notions of Bildung and Erziehung in order to explore to what extent they provide us with a set of concepts for articulating the distinction between the two educational paradigms. I will show that this is not as straightforward as it may seem, as there is no agreement about the exact definitions of the terms. However, having two terms rather than just the word ‘education’ is important in order to be able to make the distinction I am after, and here the terms Bildung and Erziehung are helpful. I conclude the paper with a brief sketch of the ‘existential work’ of education in order to outline what the existential paradigm implies for educational practice.
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Teslinov, Andrey. "The characteristics of the educational paradigm of the near future: cultural context." Education & Self Development 16, no. 3 (September 30, 2021): 83–99. http://dx.doi.org/10.26907/esd.16.3.09.

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There are insufficient resources to continue with the existing educational paradigm. This article analyses the natural dynamics of educational paradigms and sets out an educational model for the near future. The research examined basic educational patterns and their current state of development, and investigated the barriers to improving the quality of education and how they may be overcome. It offers a criticism of existing educational paradigms and how they have changed over time, and then constructs proposals for a number of features of a new educational paradigm. This leads to the formulation of a new educational paradigm for the near future with a number of distinctive features. At its centre are ideas of transformation ‘gates’ of education and their functional invariants. The notions set out in the article are intended for developers of educational systems, environments, and programs for rapidly maturing students and adults. This will enable us to overcome the deficiencies in current approaches to education, and focus on advanced mastery of the future, in which the current educational standards are extremely out of date.
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Rakhmanov, Vitalii, Nataliia Vasylyshyna, Lesia Kozubtsova, Dmytro Kilderov, Anzhelika Kokarieva, and Viktoriia Zviekova. "Pedagogical paradigms of professional training of future engineers in the conditions of educational and information environment of technical university." LAPLAGE EM REVISTA 7, no. 3C (October 3, 2021): 584–94. http://dx.doi.org/10.24115/s2446-6220202173c1661p.584-594.

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The article identifies and analyzes the paradigm of educational information environment formation in the technical higher educational institutions. The authors presented the paradigm based on the humanitarization of higher education, which aims to provide valuable guidance and motivation to establish criteria for creating conditions for self-development and personal fulfillment of future engineers. The article argues that revealing of the integrity of education and regulating scientific, research and practical innovation of training activities and educational paradigm should be considered in conjunction. The pedagogical paradigms of professional training of future engineers in the educational and information environment of a technical university enable determining the content of academic disciplines. In general, the analysis of the dynamics of formation and development of the paradigm helps to preserve the principles of learning and a genetic nucleus of the national pedagogical science and practice.
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Dissertations / Theses on the topic "Educational paradigm"

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Bruzgelevičienė, Ramutė Teresė. "Lithuanian educational reform in terms of shift in educational paradigm. 1988-1997." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20091223_134330-53073.

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The summary of dissertation that studies the development of conceptual basis for the Lithuanian educational reform in terms of the shift in the educational paradigm, describes the importance of the research, its theoretical and practical significance as well as the scientific problem as to how the shift in the classical normative educational paradigm is implemented into the conceptual basis of the Lithuanian educational reform. The summary emphasizes the novelty of the research which consists in the fact that this work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose the processes of their development. The summary also presents the object, goals and methodological reference of the research as well as the content of dissertation and the conclusions, such as: the conceptual idea of the Lithuanian educational reform to implement the educational reform on the basis of shift in educational paradigm was determined by historical circumstances; the paradigmatic shift in education is systemic, the conceptual basis of the Lithuanian educational reform embeds the paradigm of humanistic education etc.
Disertacijos, kurios objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu, santraukoje aptariamas tyrimo aktualumas, teorinis ir praktinis reikšmingumas, pristatoma mokslinė problema – kaip klasikinės normatyvinės ugdymo paradigmos kaita humanistine ugdymo paradigma įtvirtinama Lietuvos švietimo reformos konceptualiaisiais pamatais. Pabrėžiamas darbo naujumas – pirmą kartą Lietuvos edukologijoje Lietuvos švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Pristatomas tyrimo objektas, tikslai, uždaviniai, metodologinis pagrindas, disertacijos turinys, pateikiamos išvados: Lietuvos švietimo reformos konceptualiųjų pamatų idėja vykdyti švietimo reformą ugdymo paradigmų kaitos pagrindu nulemta susiklosčiusių istorinių aplinkybių; švietimo kaita paradigminiu pagrindu yra sisteminė; Lietuvos švietimo reformos konceptualieji pamatai įtvirtina humanistinio ugdymo paradigmą ir kt.
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Becker, Stephen Lewis. "Re-thinking the educational production function paradigm /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Ryncevič, Jūratė. "Ugdymo paradigmų realizavimas pradinėse klasėse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_123522-77740.

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Baigiamajame magistro darbe analizuojami ugdymo paradigmų realizavimo pradinėse klasėse ypatumai. Lietuvos švietimo sistema šiandien išgyvena kaitos procesą: nuo mokymo paradigmos pereinama prie mokymosi paradigmos, kurios svarbiausias uždavinys - atsigręžti į žmogų kaip absoliučią vertybę, sudaryti sąlygas atsiskleisti jo individualybei, pažadinti siekimą per saviugdą tapti asmenybe. Darbo problema - vaiką ir į žinias orientuotų ugdymo paradigmų realizavimo aspektai pradinėse klasėse. Darbo objektas – ugdymo paradigmų realizavimas pradinėse klasėse. Darbo tikslas – išanalizuoti ugdymo paradigmų realizavimo pradinėse klasėse ypatumus. Darbo metodai: mokslinės literatūros analizė, anketinė apklausa. Mokslinės literatūros ir atlikto mokymo ir mokymosi paradigmų raiškos pradinėse klasėse tyrimas atskleidė, kad Vilniaus miesto ir rajono mokytojai ugdymo procese dar kartais remiasi mokymo paradigma, tačiau iš esmės jau dirba vadovaudamiesi mokymosi paradigma. Siekdami ugdyti bendruosius mokinių gebėjimus, mokytojai taiko ir tradicinius poveikio mokiniui metodus (aiškina, iliustruoja, vadovauja diskusijai), tačiau daugiau naudoja aktyvaus mokymo metodų ir būdų (darbas grupėse, darbas porose, projektai, bandymai, ekskursijos ir kt.). Siekdami ugdyti bendruosius mokinių gebėjimus, mokytojai taiko aktyvaus mokymo metodus ir būdus, naudoja priemones ir veiklas, skatinančias eksperimentuoti, tyrinėti ir spręsti iškylančias problemas. Ugdymo procesui naudojami ir už mokyklos sienų... [toliau žr. visą tekstą]
Final masterwork analyzes the features of realization of educational paradigms in primary classes. Lithuanian education system today is going through the process of change: from teaching paradigm shift to learning paradigm, which main task is to turn to someone as an absolute value, to allow one’s individuality to unfold, awaken the desire to become a personality. The object – the realization of aspects of education paradigm oriented to the child and the knowledge in primary of classes. The aim – to analyze the realization of features of educational paradigms in primary classes. The methods: analysis of scientific literature, a questionnaire survey. The research of scientific literature and teaching and learning paradigms resolution in primary classes revealed that primary school teachers refer on learning paradigm. To develop students' general skills, teachers use active teaching methods and techniques, use tools and activities that encourage experimentation, research and solving problems. Educational process uses training (learning) resources, which are outside the school. Students are more active participants in their learning than passive recipients of information. Assessment for learning in which students evaluate their own friends and evaluates learning outcomes is applied. The most common problems faced by teachers, realizing learning paradigm, there are instructional materials, lack of ICT, lack of... [to full text]
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Seaton, Andrew, and mikewood@deakin edu au. "Investing in intelligence : An inquiry into educational paradigm change." Deakin University. School of Social and Cultural Studies in Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.132538.

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In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of ‘authentic' human intelligence.
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Harfield, Antony James. "Empirical modelling as a new paradigm for educational technology." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2404/.

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Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated.
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White, David Philip. "Does collaboration matter? : a paradigm for practical educational research." Thesis, University of Plymouth, 2004. http://hdl.handle.net/10026.1/742.

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What is the virtue in collaboration among practitioners in practical educational research? And if collaboration as elaborated here matters enough for us to care, how will our lives as practitioner-researchers be different? This thesis argues that collaborative research is more than a way of distributing the research burden; it forms a paradigm of practice which requires new modes of conduct and thinking. I illustrate the transformation of my practice from a collaborative methodology to a collaborative ethics, in which changes in status and relationships between participants implied new forms and sources of knowledge. The context of the thesis is a police training college where I held responsibility for staff training and development. The police trainers' thinking was characterised by a means-end rationality and a coyness about public debate of their values. Their practices of both teaching and policing had taken-for-granted aims. underpinned by a faith in certain knowledge and a piecemeal, technical understanding of competence. My research became a critical praxis at the point of interaction with the training staff. I had to learn new skills, and to replace my methodological certainties with a practical and ethical complexity. My collaborative ethics sought to change trajners' relationships with their work. It engendered puzzlement about teaching and learning, and permitted new constructions of practice. An eclectic mix of critical and emancipatory action research, with an autoethnographic approach, points towards a research practice determined by a situated ethics rather than a technical methodology. I contribute to our understanding of 'collaboration' and 'positive freedom' by conceptualising them as qualities of human relationships, judged by their diversity rather than conformity to shared aims, I show how police training culture reproduces conformity, how it may be confronted, and how collaborative relationships can expand understanding of teaching and learning.
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Bruzgelevičienė, Ramutė Teresė. "Lietuvos švietimo reforma ugdymo paradigmų kaitos aspektu. 1988–1997." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20091223_134355-43353.

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Disertacinio tyrimo objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu. Nagrinėjant šį objektą, sprendžiama tyrimo problema, kaip klasikinės ugdymo paradigmos kaita laisvojo ugdymo humanistine paradigma įtvirtinama švietimo reformos konceptualiaisiais pamatais. Tyrimo problema konkretinama atsakant į probleminius klausimus – kaip, kada, kodėl, kokiame kontekste, kokiais būdais modeliuota paradigminė švietimo kaita, kokiomis idėjomis ji išreikšta. Tyrimo tikslas – atskleisti konceptualiųjų pamatų kūrimo procesą ir jų paradigminį pobūdį, aktualų šiuolaikinei švietimo situacijai bei tolesnei reformai. Šio darbo naujumas yra tai, kad pirmą kartą Lietuvos edukologijoje švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Teorinė reikšmė – metodologiškai pagrįstas ir empiriškai atskleistas Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmos kaitos pagrindu, susisteminta laisvojo ugdymo humanistinės paradigmos idėjas liudijanti medžiaga, traktuotina kaip metodologinė kitiems edukologiniams reformos tyrimams, metodologiškai pagrįstas ugdymo paradigmų kaitos sisteminis tyrimo instrumentas – dokumentinis tyrimas. Praktinis rezultatų reikšmingumas: apibendrinta medžiaga gali būti vertinga svarstant švietimo aktualijas, dėstant studentams naujausią Lietuvos švietimo istorijos laikotarpį, aiškinantis dabartinės švietimo reformos pamatus bei perspektyvą... [toliau žr. visą tekstą]
The object of the PhD theses research is the development of the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm. The problem of the research is defined as the transposition of the shift in the classical educational paradigm into the conceptual basis of the Lithuanian educational reform. The research problem is discussed by raising such problematic issues as to how, when, why, in what context and in what way the shift in the educational paradigm was generated as well as by defining the ideas of its expression. The research objective is to disclose the process of the development of the conceptual basis of the educational reform and its paradigmatic nature, which is relevant to the current situation in education and related future reforms. The novelty of this research lies in the fact that this scientific work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose related developmental processes. Theoretical relevance of the work is methodologically substantiated and empirically disclosed development of the conceptual basis of the Lithuanian educational reform based on the shift in the educational paradigm; the systematized material attesting to the conveyance of the ideas of the humanistic paradigm of free education with the help of conceptual ideas of the educational reform, which is to be viewed as... [to full text]
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Silva, Altimar Costa da 1966. "Gestão educacional resiliente : uma proposta para um contexto de mudanças paradigmáticas." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250781.

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Orientador: Zacarias Pereira Borges
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente pesquisa foi norteada pelo seguinte problema: Diante das múltiplas mudanças paradigmáticas, da problemática que envolve a gestão educacional e do contexto que organiza e estrutura o sistema de ensino paulista, é possível a proposição de uma gestão educacional resiliente? Nesta perspectiva, o objetivo do trabalho é se constituir num estudo que pretende analisar as possibilidades para a instituição da resiliência como um fundamento essencial da gestão educacional num contexto de mudanças paradigmáticas, culminando com a proposição de uma gestão educacional resiliente com os seus quatro pressupostos: a resiliência como uma mudança epistemológica e paradigmática; a resiliência como manifestação energética da vontade de potência; a resiliência como modelo salutogênico e a resiliência como transcendência, bem como, com a sua característica principal de gestão educacional resiliente como pessoa resiliente, trazendo os aspectos da responsabilidade, autonomia, flexibilidade, solidariedade, abertura e inteligência. Os métodos de pesquisa utilizados foram o bibliográfico e o comparativo. O capítulo cinco está dividido em duas partes. A primeira trata dos resultados de uma pesquisa documental sobre os registros dos gestores no Curso Programa de Desenvolvimento Gerencial (PDG) Educação: Gestão Escolar e a Política Educacional. A outra apresenta os resultados de uma entrevista semi-estruturada. Forneceram suporte às duas técnicas de pesquisa: o paradigma sistêmico, a abordagem qualitativa e o método de interpretação de sentidos. Foram diversos os posicionamentos dos Diretores de Escola e dos Supervisores de Ensino, que encontraram pertinência e estabeleceram vínculo com o conceito de resiliência. Somando-se todas as reflexões empreendidas através da fundamentação teórica, as observações extraídas tanto na pesquisa documental como na entrevista semi-estruturada, acentuou-se a intenção de sugerir a incorporação da proposta de uma gestão educacional resiliente como um caminho possível não apenas para a Secretaria da Educação de São Paulo, mas para os demais organismos e sistemas educacionais que enfrentam os fatores de risco.
Abstract: This research was leaded by the following issue: considering the multiple paradigmatic changes, the problems that involves the educational management and the context that organize and structure the São Paulo State's teaching system, is it possible the proposition of a resilient educational management? In this perspective, the objective of this work is to build in a study that intend to analyze the possibilities for the institution of resilience as an essential fundament of educational management in a context of paradigmatic changes, culminating with the proposition of a resilient educational management with its four assumptions: the resilience as an epistemological and paradigmatic change; the resilience as an energetic manifestation of the power of will; the resilience as a salutogenic model and the resilience as a transcendence, as well as with its main resilient educational management characteristic as resilient person, bringing the aspects of responsibility, autonomy, flexibility, solidarity, openness and intelligence. The research methods used were bibliographic and comparative. The fifth chapter is divided in two parts. The first explores the results of a documental research about the registers of the managers from the Course Program of Management Development (PMD) Education: School Management and the Educational Politics. The other presents the results of a semi structured interview. Provided support to the two research techniques: the systematic paradigm, the qualitative approach and the sense interpretation method. Were several the positioning of the school directors and educational supervisors that found relevance and established a link with the resilience concept. Adding up all reflections undertaken though the theoretical embasement, the observation extracted both at the documental research and at the semi structured interview, it was accentuated the intention of suggest the incorporation of the proposal of resilient educational management as a possible way not only to the Education Secretary of São Paulo, but for all the organisms and educational systems that face the risk factors.
Doutorado
Politicas, Administração e Sistemas Educacionais
Doutor em Educação
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Golson, James O'Neil Jr. "Deconstructing Exclusionary Discipline| A Paradigm Shift to Restorative Leadership Practices." Thesis, Delaware State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811780.

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Zero tolerance policies in K-12 public schools are employed to address a wide range of misbehaviors that vary broadly and impact the educational setting in many negative ways. Administrators and teachers have shown an increased dependence on the use of outside law enforcement, suspensions and expulsions as interventions for disciplinary issues in the classroom. Since the early 1990s, the national discourse on school discipline has been dominated by the philosophy of zero tolerance, originally developed as an approach to the war on drugs and judicial enforcement (Skiba & Rausch, 2006). Zero tolerance mandates the application of predetermined consequences, severe and punitive in nature, applied regardless of the gravity of behavior, mitigating circumstances or situational context. Such policies are widespread in schools across North America. The removal of students from the classroom setting for both major and minor disciplinary infractions creates significant emotional and academic risks to these students.

The purpose of this comparative case study analysis was to compare and contrast three related studies to examine the impact of restorative discipline practices as an alternative to punitive discipline approaches for administrators, staff and students who have participated in restorative practices. The research examines three K-12 public school settings in North America showcasing the implementation of restorative practices to determine if restorative measures are a viable alternative to punitive discipline.

The primary research question asked what did these studies show was the effectiveness of restorative practices as an approach to discipline? Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? Finally, how did leadership implement the restorative practices and create the necessary conditions for ownership of the new restorative practices plan?

The research reveals that restorative practices encourage relationship building as well as a cohesive sense of community. The studies showed that that the school communities utilized restorative practices as an additional disciplinary approach and a way to address harm done to individuals and the community as well as a way to reintegrate and reconnect individuals into the school community. Data also confirmed that restorative practices are an effective method of disseminating positive behavioral learning and assisting each individual’s recognition of their role in a situation and the responsibility of an individual’s actions. The studies further validated that the district and school leadership performed a pivotal function as restorative change was initiated and sustained.

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Bajraktarević, Namira. "Adaptive hypermedia, learning styles and strategies within the educational paradigm." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422986.

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Books on the topic "Educational paradigm"

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Paradigm lost: Reclaiming America's educational future. Arlington, VA: American Association of School Administrators, 1997.

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A futuristic Pakistani paradigm of education. Islamabad: PFI and Margalla Voices, 2005.

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The learning paradigm college. Bolton, Mass: Anker Pub. Company, 2003.

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Cunningham, Ian. Self Managed Learning and the New Educational Paradigm. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429269066.

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Zuber-Skerritt, Ortrun. Action Leadership: Towards a Participatory Paradigm. Dordrecht: Springer Science+Business Media B.V., 2011.

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Moulton, Jeanne. Paradigm lost?: The implementation of basic education reforms in Sub-Saharan Africa. Wash., D.C: Africa Bureau Information Center, 2001.

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Igwe, Magda Oby. A paradigm shift from school administration to school leadership and management. Enugu: Snaap Press Ltd., 2011.

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The politics of success: An HBCU leadership paradigm. Atlanta, Ga: Atlanta University Center, Robert W. Woodruff LIbrary, 2012.

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Reinforcing the promise, reforming the paradigm: Report of the Advisory Committee on Testing in Chapter 1. [Washington, D.C.] (400 Maryland Ave., S.W., Washington 20202-0100): U.S. Dept. of Education, 1993.

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Bowe, Sarah Lucia. An exploration of educational provision, and related issues, for children who are deaf, using a new paradigm research approach. Birmingham: University of Birmingham, 1995.

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Book chapters on the topic "Educational paradigm"

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Gicquel, Renaud. "A new educational paradigm." In Energy Systems, 3–16. 2nd ed. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003175629-2.

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Hawkins, John N. "The Intractable Dominant Educational Paradigm." In Changing Education, 137–62. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6583-5_6.

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Selvi, Kiymet. "Educational Paradigm Shift Towards Phenomenological Pedagogy." In Phenomenology of Space and Time, 245–58. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02015-0_20.

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Patten, Kathryn E. "The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy." In Educational Neuroscience, 86–96. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345827.ch13.

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Fitzgerald, Mary Ann. "Wikipedia: Adventures in the New Info-Paradigm." In Educational Media and Technology Yearbook, 177–87. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_12.

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Wedell, Klaus. "Recognising paradigm shifts." In Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life, 23–29. Abingdon, Oxon; New York, NY: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429436499-4.

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Yuhan, Jiang. "Neoliberal Higher Education and the Paradigm of Intellectual Property." In Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-13-2262-4_275-1.

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Ravindranath, Shailaja. "Environmental Education in India – The Shifting Paradigm." In Reorienting Educational Efforts for Sustainable Development, 89–109. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7622-6_6.

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Gorana, Rajeswari Namagiri, and Preeti Rawat Kanaujia. "A New Paradigm of Education Towards Sustainable Development." In Reorienting Educational Efforts for Sustainable Development, 21–34. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7622-6_2.

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Peters, Michael A., and Daniel Araya. "Networks, Information Politics and the New Paradigm of Social Production." In Educational Research: Networks and Technologies, 33–42. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6613-9_3.

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Conference papers on the topic "Educational paradigm"

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Maksim, Kochetkov. "The Creative Educational Paradigm." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.8.

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Butucea, Maria. "Against Any Paradigm In Educational Research." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.17.

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Bernikova, Olga. "SHIFTING EDUCATIONAL PARADIGM: ONLINE ARABIC LEARNING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.083.

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Voronina, Ludmila Valentinovna, and Ekaterina Aleksandrovna Yutumova. "IMPLEMENTATION OF THE SUBJECT-SUBJECT EDUCATIONAL PARADIGM IN CHILDHOOD EDUCATION." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-314.

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Hosseini, Zahra, and Jani Kinnunen. "INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end086.

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Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.
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Sazina, Irina V. "Asthetical Educational Paradigm As The Paradigm Of A Specialist Of The Future." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.149.

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Sisler, Vit, Cyril Brom, and Radovan Slavik. "Towards a novel paradigm for educational games." In the 12th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1457199.1457207.

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Sirenko, Svetlana Nikolaevna. "The Educational Paradigm of the Digital Age." In 1st International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2018. http://dx.doi.org/10.20948/future-2018-7.

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Chatterjee, Sandeep. "Towards a MASC appliances-based educational paradigm." In the 1998 ACM symposium. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/330560.330656.

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Turpie, Michael. "A NEW PARADIGM FOR EDUCATIONAL TECHNOLOGY PROVISION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2667.

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Reports on the topic "Educational paradigm"

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Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, February 2020. http://dx.doi.org/10.15760/etd.7293.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Monsere, Christopher. Development, Deployment, and Assessment of a New Educational Paradigm for Transportation Professionals and University Students. Portland State University Library, April 2013. http://dx.doi.org/10.15760/trec.80.

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Haberland, Nicole, and Deborah Rogow. Sexuality and HIV education: Time for a paradigm shift. Population Council, 2007. http://dx.doi.org/10.31899/pgy12.1033.

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Ingber, Marc, and Peter Vorobieff. Localized Scale Coupling and New Educational Paradigms in Multiscale Mathematics and Science. Office of Scientific and Technical Information (OSTI), March 2014. http://dx.doi.org/10.2172/1123377.

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LEAL, L. GARY. Localized Scale Coupling and New Educational Paradigms in Multiscale Mathematics and Science. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1095238.

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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Review of the policy process in Bangladesh following ICPD. Population Council, 1999. http://dx.doi.org/10.31899/rh1999.1000.

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The International Conference on Population and Development (ICPD) in Cairo in 1994 was the culmination of months of national and international discussions. The issues had been crafted into a Program of Action, which represented a potential shift in thinking. Delegates left the conference espousing a new paradigm and a broad definition of what people, especially women, should expect from their national health services. Governments were encouraged to recognize that the improved health status of women could only be achieved by a life-cycle approach and that health depended not only on good family planning information and services but on women’s empowerment in all spheres—legal, employment, and education. The course had been set to greatly improve the approach of the family planning and maternal and child health programs. ICPD focused on a holistic approach to health that boosted the dynamic process already underway. This report is mainly based on secondary data collected through extensive review of all policy- and program-related documents published prior to and after ICPD.
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