Academic literature on the topic 'Educational paradigm'
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Journal articles on the topic "Educational paradigm"
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.
Full textKivunja, 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.
Full textBOGLUŢ, 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.
Full textКостючков 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.
Full textBruzgelevičienė, 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.
Full textDudnik, 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.
Full textFromm, 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.
Full textBiesta, 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.
Full textTeslinov, 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.
Full textRakhmanov, 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.
Full textDissertations / Theses on the topic "Educational paradigm"
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.
Full textDisertacijos, 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.
Becker, Stephen Lewis. "Re-thinking the educational production function paradigm /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textRyncevič, 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.
Full textFinal 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]
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.
Full textHarfield, Antony James. "Empirical modelling as a new paradigm for educational technology." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2404/.
Full textWhite, David Philip. "Does collaboration matter? : a paradigm for practical educational research." Thesis, University of Plymouth, 2004. http://hdl.handle.net/10026.1/742.
Full textBruzgelevičienė, 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.
Full textThe 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]
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.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T08:02:28Z (GMT). No. of bitstreams: 1 Silva_AltimarCostada_D.pdf: 3836672 bytes, checksum: 7a1ce88b5f391179fc07a0177cf2c69c (MD5) Previous issue date: 2012
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
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.
Full textZero 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.
BajraktarevicÌ, 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.
Full textBooks on the topic "Educational paradigm"
Paradigm lost: Reclaiming America's educational future. Arlington, VA: American Association of School Administrators, 1997.
Find full textA futuristic Pakistani paradigm of education. Islamabad: PFI and Margalla Voices, 2005.
Find full textThe learning paradigm college. Bolton, Mass: Anker Pub. Company, 2003.
Find full textCunningham, 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.
Full textZuber-Skerritt, Ortrun. Action Leadership: Towards a Participatory Paradigm. Dordrecht: Springer Science+Business Media B.V., 2011.
Find full textMoulton, Jeanne. Paradigm lost?: The implementation of basic education reforms in Sub-Saharan Africa. Wash., D.C: Africa Bureau Information Center, 2001.
Find full textIgwe, Magda Oby. A paradigm shift from school administration to school leadership and management. Enugu: Snaap Press Ltd., 2011.
Find full textThe politics of success: An HBCU leadership paradigm. Atlanta, Ga: Atlanta University Center, Robert W. Woodruff LIbrary, 2012.
Find full textReinforcing 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.
Find full textBowe, 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.
Find full textBook chapters on the topic "Educational paradigm"
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.
Full textHawkins, 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.
Full textSelvi, 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.
Full textPatten, 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.
Full textFitzgerald, 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.
Full textWedell, 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.
Full textYuhan, 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.
Full textRavindranath, 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.
Full textGorana, 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.
Full textPeters, 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.
Full textConference papers on the topic "Educational paradigm"
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.
Full textButucea, 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.
Full textBernikova, 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.
Full textVoronina, 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.
Full textHosseini, 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.
Full textSazina, 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.
Full textSisler, 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.
Full textSirenko, 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.
Full textChatterjee, 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.
Full textTurpie, 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.
Full textReports on the topic "Educational paradigm"
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.
Full textMasters, 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.
Full textMonsere, 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.
Full textHaberland, Nicole, and Deborah Rogow. Sexuality and HIV education: Time for a paradigm shift. Population Council, 2007. http://dx.doi.org/10.31899/pgy12.1033.
Full textIngber, 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.
Full textLEAL, 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.
Full textStriuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.
Full textReview of the policy process in Bangladesh following ICPD. Population Council, 1999. http://dx.doi.org/10.31899/rh1999.1000.
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