Relevant bibliographies by topics / Educaton

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educaton'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

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Journal articles on the topic "Educaton"

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Hwang, Dong-kuk. "Development of Career Education Program based on Agricultural Life Science in Practical Art Educaton." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 9 (May 15, 2019): 809–28. http://dx.doi.org/10.22251/jlcci.2019.19.9.809.

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Datu, Yerly A. "Network Technology, Marketing And Independent Schools In Educaton Experience." BIP's JURNAL BISNIS PERSPEKTIF 3, no. 1 (January 31, 2011): 98–108. http://dx.doi.org/10.37477/bip.v3i1.298.

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Pada masa sekarang, banyak organisasi dan perusahaan terus menerus mencari cara yang inovatif untuk memasarkan produk mereka serta mencari target market baru. Dalam hal ini, siswa merupakan bagian dari masyarakat yang ternyata masih juga belum seluruhnya dimanfaatkan sebagai target market. Berikut empat cara sederhana yang umum dilakukan dalam memasarkan sebuah produk secara efektif kepada mereka antara lain menawarkan mereka secara langsung sebuah produk, membujuk mereka untuk membeli sebuah produk, menentukan target yang tepat sampai kepada memberikan pendekantan yang tepat pada grup tersebut. Bagaimana informasi disampaikan sangatlah cepat berubah dari industrial production model menjadi decentralized production model yang difasilitasi oleh munculnya teknologi network yang murah. Komponen-komponen yang menyertai dari model baru ini meliputi sarana publikasi seperti blog atau twitter, sarana media social seperti Facebook dan masih banyak lagi yang memungkinkan individu untuk menciptakan, berbagi, memanfaatkan serta mengevaluasi sebuah informasi dengan lebih cepat dan dapat diakses dengan cepat juga. Dalam paper ini, penulis akan membahas tiga perubahan utamadalam mnsyarakat sebagai dampak dari production model, serta bagaimana tiap perubahan tersebut berdampak pada paradigma pemasaran di dunia modern ini. Kedua, penulis juga akan menghubungkan perubahan-perubahan tersebut pada lingkungan sekolah sebagai communication environment yang berakhir pada pemberian rekomendasi kepada sekolah yang tidak hanya untuk direspon, akan tetapi juga mengambil manfaat akan keberadaan teknologi sebagai bentuk pendidikan kepada siswa. Kedua, penulis akan menghubungkan perubahan terhadap lingkungan komunikasi pada sekolah yang tidak terkait, dengan memberikan beberapa masukan nyata bagi sekolah untuk tidak hanya menjawab, tetapi juga untuk mengambil keuntungan dari teknologi dan memimpin dalam bidang pendidikan.
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Datu, Yerly A. "Network Technology, Marketing And Independent Schools In Educaton Experience." BIP's JURNAL BISNIS PERSPEKTIF 3, no. 1 (January 31, 2011): 98–108. http://dx.doi.org/10.37477/bip.v3i1.298.

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Pada masa sekarang, banyak organisasi dan perusahaan terus menerus mencari cara yang inovatif untuk memasarkan produk mereka serta mencari target market baru. Dalam hal ini, siswa merupakan bagian dari masyarakat yang ternyata masih juga belum seluruhnya dimanfaatkan sebagai target market. Berikut empat cara sederhana yang umum dilakukan dalam memasarkan sebuah produk secara efektif kepada mereka antara lain menawarkan mereka secara langsung sebuah produk, membujuk mereka untuk membeli sebuah produk, menentukan target yang tepat sampai kepada memberikan pendekantan yang tepat pada grup tersebut. Bagaimana informasi disampaikan sangatlah cepat berubah dari industrial production model menjadi decentralized production model yang difasilitasi oleh munculnya teknologi network yang murah. Komponen-komponen yang menyertai dari model baru ini meliputi sarana publikasi seperti blog atau twitter, sarana media social seperti Facebook dan masih banyak lagi yang memungkinkan individu untuk menciptakan, berbagi, memanfaatkan serta mengevaluasi sebuah informasi dengan lebih cepat dan dapat diakses dengan cepat juga. Dalam paper ini, penulis akan membahas tiga perubahan utamadalam mnsyarakat sebagai dampak dari production model, serta bagaimana tiap perubahan tersebut berdampak pada paradigma pemasaran di dunia modern ini. Kedua, penulis juga akan menghubungkan perubahan-perubahan tersebut pada lingkungan sekolah sebagai communication environment yang berakhir pada pemberian rekomendasi kepada sekolah yang tidak hanya untuk direspon, akan tetapi juga mengambil manfaat akan keberadaan teknologi sebagai bentuk pendidikan kepada siswa. Kedua, penulis akan menghubungkan perubahan terhadap lingkungan komunikasi pada sekolah yang tidak terkait, dengan memberikan beberapa masukan nyata bagi sekolah untuk tidak hanya menjawab, tetapi juga untuk mengambil keuntungan dari teknologi dan memimpin dalam bidang pendidikan.
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Jackson, M. C. "THE PRINCIPLES, PRACTICE, AND PHILOSOPHY OF A SYSTEMS EDUCATON." Cybernetics and Systems 22, no. 2 (March 1991): 207–15. http://dx.doi.org/10.1080/01969729108902279.

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Polyakova, L. "The problems of humanitarian educaton in a technical college." Актуальные направления научных исследований XXI века: теория и практика 2, no. 5 (December 2, 2014): 252–58. http://dx.doi.org/10.12737/6801.

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Ahmad, Samlan. "Mensinkronkan Kurikulum Fakultas Tarbiyah Dan Ilmu Keguruan: Terhadap Regulasi/Kebijakan Pendidikan Nasional." Foramadiahi: Jurnal Kajian Pendidikan dan Keislaman 8, no. 1 (December 1, 2016): 1. http://dx.doi.org/10.46339/foramadiahi.v8i1.30.

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Curriculum development is an ongoing activity and process, including planing, improvement, implementation, and evaluation to anticipate the latest development and demands. The Faculty of Islamic Education that prepares the graduates to be religious teachers, has been in recent years required to fulfill the national policy of education. It will be insisted to review its curriculum in order to be synchronized and not ignores the characteristic of Islamic educaton. Improving the curriculum needs a clear frame of thought and work until producing the curriculum plan that will be implemented in actual curriculum. How to review and improve the curriculum? This paper answers this question and describes the theoretical and practical stages to improve the curriculum. It can be used as reference of the department of religious education study in the Faculty of Islamic Education.
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Oldman, Crystal. "Your views on educaton funding are vital, says Crystal Oldman." Nursing Standard 30, no. 42 (June 15, 2016): 28. http://dx.doi.org/10.7748/ns.30.42.28.s28.

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Efanova, L. D., and V. L. Polyakova. "International integration in higher educaton by the case of French universities." Vestnik Universiteta, no. 8 (September 24, 2019): 175–78. http://dx.doi.org/10.26425/1816-4277-2019-8-175-178.

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Meier, Kenneth J., and Vicky M. Wilkins. "Gender Differences in Agency Head Salaries: The Case of Public Educaton." Public Administration Review 62, no. 4 (January 2002): 405–11. http://dx.doi.org/10.1111/0033-3352.00194.

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WANG, YINGXING. "Selection criteria for improving the professional competence of Chinese teachers in Ukraine." Science Journal Innovation Technologies Transfer, no. 2020-4 (September 28, 2020): 65–69. http://dx.doi.org/10.36381/iamsti.4.2020.65-69.

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Today, there is no doubt about the importance of educaton and other forms of competency. They are a key factor in performance, innovaton potental and compettveness. In terms of dynamic environment, the implementaton of modern internatonal projects and programs largely depends on the competent applicaton of the competence approach. Recent research on knowledge assets suggests that the main problems of strategic management are related to the opportunites and competencies of organizatons. The development of competence is regarded as a ratonal process that has an end result that can be monitored without serious problems based on research and other consideratons. Based on certain pre-defned goals (for example, acquiring certain knowledge and skills), it is assumed that based on pedagogical and psychological knowledge it is possible to develop and implement the learning process in such a way that it led to the achievement of certain Purposes. The Yancheng Polytechnic Insttute uses 5t basic criteria of competence of teachers: general-cultural, generalprofessional, communicatve, personal, self-development and self-educaton. On the basis of a comprehensive expert evaluaton all criteria are checked and personnel decisions are accepted.
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Dissertations / Theses on the topic "Educaton"

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au, Editech@iinet net, and Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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SCHUMMACHER, ROGER. "Bilinguisme et interculturalite : la problematique de l'interculturalite franco-allemande dans les structures scolaires : le cas de l'alsace." Mulhouse, 1997. http://www.theses.fr/1997MULH0459.

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La problematique de l'interculturalite franco-allemande dans les structures scolaires et notamment la relation entre le bilinguisme et l'interculturalite constituent l'axe de reflexion de cette etude. L'analyse est centree sur le cas de l'alsace parce que la situation geographique, l'histoire et les caracteristiques linguistiques de cette region en font un lieu ou les langues et les cultures francaises et allemandes se rencontrent. La specificite alsacienne bilingue et biculturelle a ete diversement reconnue au cours de l'histoire et l'institution scolaire en a ete le reflet. L'alsace, ou le francais et l'allemand devaient cohabiter naturellement, connut souvent l'in- terdit ou l'intolerance linguistique dont les consequences ont ete severes. Neanmoins, la societe alsacienne a pris conscience progressivement de ses atouts et a conduit l'institution scolaire a accepter d'evoluer en generalisant l'enseignement precoce de l'allemand et en introduisant un enseignement bilingue a parite horaire du francais et de l'allemand qui se developpe rapidement. L'apprentissage de l'allemand, langue regionale d'alsace, est devenu une des missions de l'institution scolaire. Mais le bilinguisme scolaire risquerait d'etre artificiel s'il n'etait pas simultanement un vecteur d'interculturalite. Le sujet bilingue est, en fait, un in- dividu nouveau anime d'une psychologie interculturelle. Il appartient donc a l'ecole de donner les impulsions pour que le bilinguisme et l'interculturalite soient associes et puissent viser une extension europeenne en vue de construire le devenir commun dans un esprit d'ouverture et de comprehension
The analysis of franco-germanic intercultural relations as observed in the educational system as currently practised in alsace is focused on the situation in this region because of its unique geographical location, its history and its atypical linguistic characteristics which have contributed to a predetermined region where both french an german languages and cultures fuse together to form a cohesive entity. This specific alsatian identity has been widely accepted by those in power and thus has been consistently reflected in the system of education. This region, in which it would seem possible for both french and german languages to have the right to co- exist, has regulary suffered from linguistic persecution and prohibition, and as a result, the consequences have been particulary grove. Nevertheless, it is evident that alsatian society has gradually become aware of its particular strong points and that those responsible for the progressive introduction of the teaching of german to younger children have put into practice the principle of equal teaching time in both french and german. A bilingual pupil is an individual with a new perspective on life enriched by intercultural psychology. It is the school's responsability to promote links between bilinguism and intercultural relations and to encourage such developments throughout europe, in anticipation of a clear way ahead for all nationalities to share in a tolerant and open society
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Fleming, Gerard Patrick. "An analysis of Religious Educaton Coordinators' perceptions of their role in Catholic Secondary Schools in the Archdiocese of Melbourne." Thesis, Australian Catholic University, 2002. https://acuresearchbank.acu.edu.au/download/98ea641381f2f539248ecfeeb973d7df4c2f4bb2845e4bfce905fe0da1d0f282/2517436/64867_downloaded_stream_92.pdf.

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This thesis analysed Religious Education Coordinators' perceptions of their role in Catholic secondary schools of the Archdiocese of Melbourne from 1970 - 2000. The theoretical framework for the study, which was reported on in this thesis, was drawn from Catholic Church documents on religious education at both international and national levels, and from the work of researchers within the field of religious education. In particular the study investigated the diversity of language used to describe religious education and religious education theory and analysed the significance that this has had in the development of an understanding of the role of the Religious Education Coordinator. It was argued that there were significant factors in the development of the role of the Religious Education Coordinator that included changes in the understanding of the nature and purpose of religious education during the second half of the twentieth century. In addition there were historical factors peculiar to the Archdiocese of Melbourne that played an important part in the understanding of the RECs role. Quantitative data in the form of annual survey material (1988-1999) from the Catholic Education Office Melbourne provided a framework for the empirical component of the research. The empirical component involved the interviewing of Religious Education Coordinators from a deliberately selected sample that covered the range of skills and experiences deemed necessary in the research. The purpose was to ascertain from the perspective of the Religious Education Coordinators themselves how they analysed their role. Grounded theory methodology was used as the basis for the inductive analysis of the data that emerged from the in-depth interviews. Theory that was generated on the role of the Religious Education Coordinator includes: the importance of an understanding of the theoretical dimensions of religious education and the role of the Religious Education Coordinator; an elaboration of the role of the Religious Education Coordinator in the school context and the necessary skills and attributes that are required to meet the challenges in the role; and the complexity of the challenges that are faced by the Religious Education Coordinator.
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Penna, Juliana Pereira. "Nas veredas de um corpo poético = dança e transcriação da vida." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251122.

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Orientador: Áurea Maria Guimarães
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T11:22:22Z (GMT). No. of bitstreams: 1 Penna_JulianaPereira_M.pdf: 711746 bytes, checksum: d56bf1b4054eddf30b7a0fa7f1837ec8 (MD5) Previous issue date: 2011
Resumo: O intuito deste estudo é fazer um recorte literário e filosófico sobre a dança contemporânea e suas potências na educação do sensível através do corpo. Todo este recorte é feito a partir do método de história de vida oral e temática de uma educadora proponente de um projeto social em uma escola particular de dança em Uberlândia-MG. A transcriação foi a principal ferramenta metodológica para discutir e estudar as possíveis relações entre corpo, vida, dança, educação e sociabilidades a fim de ampliar e identificar potencialidades da dança contemporânea na educação como parte significativa nos processos de subjetivação da contemporaneidade. Conceitos como o de "amor fati" em Nietzsche e "dobra" em Deleuze estão presentes na discussão do corpo que dança e afirma a vida.
Abstract: The aim of this study is to make a literary and philosophic cutting on contemporary dance as well as its potentialities regarding the education of the sensible through the body. This entire cutting is performed through the method of life history, both oral and thematic, of an educator who is the proponent of a social project in a private school of dance in Uberlândia, M.G. The transcreation was the main methodological tool utilized to discuss and study the possible relationships amongst body, dance, education and sociability in order to expand and to identify the potentialities of contemporary dance in education as a significant share in the process of subjectification of the contemporaneity. Notions of concepts such as Nietzsche's "amor fati" and Deleuze's "fold" are present in the discussion of body dancing and life-reassurance and its meaning.
Mestrado
Ensino e Práticas Culturais
Mestre em Educação
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Klein, Jayne A. "Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/488.

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Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001). The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth. Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents. Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem. The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life. The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.
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Duthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.

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Physiotherapy student practice education, the focus of this thesis, is a highly valued, yet scarcely researched component of pre-registration physiotherapy education. Moreover, the student voice is largely absent from existing research. In this study, 14 physiotherapy students’ perspectives of practice education were gained through email communications (n=13) and face-to-face interviews (n=12). To provide an in-depth and provocative view, physiotherapy student practice education was analysed as a type of activity system, employing concepts borrowed from cultural-historical activity theory (CHAT). Interacting activity systems, objects, players, rules, norms, divisions of labour, mediating artefacts, intra- and inter-systemic contradictions were explored and identified. The findings show that assessment skewed students’ object motives. Practice educators were positioned as powerful gatekeeper/assessor gift-holders. Physiotherapy students enacted ‘learning practice’ norms, such as extensive reading, and adopted the position of practice educator-pleaser. Students sometimes refrained from speaking when they wanted to, for example, to challenge unprofessional staff behaviour. Students were reluctant to show themselves as learners, feeling instead that they needed to present themselves as knowledgeable, able practitioners. However, students did not easily recognise themselves as able contributors to practice. For students, knowledge for practice was focussed on patient assessment and treatment, but the level, depth and volume of knowledge required was perceived differently across distinctive practice areas. Intra- and inter-systemic contradictions, such as the skewing of student object motives towards assessment, and away from whole-patient-centred care, are highlighted. The study findings therefore have implications for patient care as well as for the object of physiotherapy student practice education, student learning and assessment and workplace learning. A cross-profession review of the object of physiotherapy student practice education, to include the voice of service users, students, practice educators, HEIs and service providers, is recommended. A review of physiotherapy student practice-placement assessment, which seemed to be at the core of PSPE dynamics and conditions, is recommended, to take account of the extent to which assessment can influence students’ PSPE object motives, PE/student dynamics and student/patient interactions. Developmental Work Research is proposed as a way forward for future research in this area.
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Clifford, Mary. "Implications of an all BSN Workforce Policy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4844.

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Discussion continues about requiring a Bachelor of Science in Nursing (BSN) as the minimum requirement for entry into registered nursing practice. A Magnet-® recognized hospital located in the Northeast United States is requiring all registered nurses without a BSN (n=284 or 28%) to obtain their BSN by 2022 as a condition for employment. The purpose of this project was to quantify the potential number and rationale of nurses who are not planning to return to school. The 2 practice focused questions are (a) What is the rationale for nurses who do not plan to pursue their BSN degree and (b) What is the potential cost to the organization due to projected gaps in the workforce by 2022. The theory of reasoned action was utilized as a model of decision making. A total of 29% of non-BSN nurses responded to a questionnaire, with 54.55% replying that they plan to obtain their BSN by 2022. The primary barriers for not planning to return for a BSN were a perceived lack of the degree's value and financial issues. More than 1/3 of those respondents not planning to obtain the BSN are planning to retire, which is consistent with national trends. An extrapolation of data showed the nursing turnover rate rising to 10.62% as 2022 approaches, significantly higher than the normal rate of 5.3%. The turnover rate may increase recruiting and orientation costs for the hospital facility over both the short and long term in a state where nearly 38% of graduates have either a diploma or an associate degree in nursing. The social change implication is a need for a re-examination of roles for various levels of registered nursing or a consensus on the BSN for nursing licensure.
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Nkenge, Nefertari A. "Educate to Liberate| Exploring Educator Narratives to Examine the Mis-education of Black Students." Thesis, Concordia University (Oregon), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747779.

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It is not known why the chronic mis-education of Black students has neither been adequately investigated nor treated as the most significant, widespread phenomenon of twenty-first century pedagogy. To attempt to understand this quandary, it was urgent to ask: How do Black educators understand the education of Black students? Are they able to incorporate the tensions and varied experiences they have had as students into their professional repertoire? This study described how Black educators’ unique cultural perspectives might enable increased insight into the problem of mis-education. Critical race theory framed this study with an emphasis on narrative inquiry and transformative learning. I interweaved narrative/counter-narrative and critical event research methods as both theoretical and methodological frameworks. I engaged in multi-part interviews and observations of 5 educators to explore their unique biographical narratives and analyze how their lives and teaching practices might better inform the success of Black students. Findings indicated (a) educators uniquely experienced the vestiges of mis-education as they faced insidious forms of racism during the course of their academic journey, (b) educators sought to interrupt the racism that their White teachers’ and peers exhibited, (c) educators encouraged students to use their voices and various platforms to effectively counteract their oppression, and (d) educators engaged transformative pedagogies in overt and covert ways depending on both the social and the teaching context(s). Based on the findings of this study, a liberation-based pedagogy is recommended to ensure the empowerment, increased performance, and well-rounded education of Black students.

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September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.
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Moore, Laurence James, and res cand@acu edu au. "Sing to the Lord a New Song: a Study of changing musical practices in the Presbyterian Church of Victoria, 1861-1901." Australian Catholic University. School of Arts and Sciences, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp49.29082005.

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The latter half of the 19th century was a time of immense change in Presbyterianism worldwide in respect of the role of music in worship. Within this period the long tradition of unaccompanied congregational psalmody gave way to the introduction of hymnody, instrumental music (initially provided by harmoniums and later by pipe organs) and choral music in the form of anthems. The Presbyterian Church of Victoria, formed in 1859 as a union of the Church of Scotland and the majority of the Free Presbyterian and the United Presbyterian churches and numerically the strongest branch of Presbyterianism in Australia, was to the forefront in embracing this tide of change. Beginning in 1861with the proposal for the compilation of a colonial hymnbook, issues associated with musical repertoire and practice occupied a prominent place in discussions and decision making over the next 30 years. Between 1861 and 1901 hymnody was successfully introduced into church worship with the adoption of three hymnals in 1867, 1883 and 1898. Programs of music education were devised for the teaching of the new repertoire and for improving the standard of congregational singing. A hallmark tradition of Presbyterianism was overturned with the introduction of instruments into worship, initially as a support for congregational singing but in time as providers of purely instrumental music also. The profile of the choir changed dramatically. Making extensive use of primary sources, this study aims to document the process of change in Victoria between 1861 and 1901, exploring the rationales underlying decisions taken and historical factors facilitating change. Musical developments in Victoria are viewed in the context of those elsewhere, especially Scotland and of general changes in aesthetic taste. The study concludes that the process of musical change shows the Presbyterian Church of Victoria to have been a forwardlooking and well-endowed institution with the confidence to take initiatives independent of Scottish control. It is also concluded that changes in musical practice within the worship of the Presbyterian Church of Victoria reflect developments taking place in other denominations and the changing aesthetic tastes of the Victorian era.
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Books on the topic "Educaton"

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Music Educators National Conference (U.S.), ed. Aiming for excellence: The impact of the standards movement on music educaton. Reston, Va: Music Educators National Conference, 1996.

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Laos. Kasūang Sưksāthikān, Kilā, læ ThammakānLaos. Bot salup kānchattang patibat phǣn phatthanā kānsưksā læ kīlā 5 pī khang thī VI, 2006-2010 læ phǣn phatthanā kānsưksā læ kīlā 5 pī khang thī VII, 2011-2015. [Vientiane]: Kasūang Sưksāthikān læ Kīlā, 2011.

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Disrupting adult and community education teaching, learning, and working in the periphery. Albany: State University of New York Press, 2016.

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Baca, Jimmy Santiago. Stories from the edge. Portsmouth, N.H: Heinemann, 2010.

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H, Miller James. Death education and the educator. Springfield, Ill: C.C. Thomas, 1986.

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Herrera, Berenice Reyes. Diálogos en la diversidad: La investigación posdoctoral en la UMSNH. México: Universidad Michoacana de San Nicolás de Hidalgo, Coordinación de la Investigación Científica, 2019.

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Baca, Jimmy Santiago. Stories from the edge. Portsmouth, N.H: Heinemann, 2010.

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1952-, Baca Jimmy Santiago, ed. Stories from the edge. Portsmouth, N.H: Heinemann, 2010.

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Haddock, Laura R., and Joy S. Whitman, eds. Preparing the Educator in Counselor Education. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695.

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Wasted: Why education isn't educating. London: Continuum, 2009.

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Book chapters on the topic "Educaton"

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Luan, Anna, and James Chang. "Educator Workshops: Visiting Educators, Curricula, and Digital Education." In Global Cleft Care in Low-Resource Settings, 497–502. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59105-2_35.

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Domaille, Kate. "Educating Media Educators." In Current Perspectives in Media Education, 55–70. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137300218_5.

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Even, Ruhama. "Education of Teacher Educators." In Encyclopedia of the Sciences of Learning, 1073–75. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_679.

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Small, Robin. "The Education of an Educator." In Karl Marx, 1–13. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7657-9_1.

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Murray, Jean, Mieke Lunenberg, and Kari Smith. "Educating the Educators: Policies and Initiatives in European Teacher Education." In A Companion to Research in Teacher Education, 651–66. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_44.

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Holly, Mary Lopez. "Educating Educators: A Case Study on Human Centered Management Education." In Human Centered Management in Executive Education, 242–57. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137555410_15.

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Holly, Mary Lopez. "Educating Educators: A Case Study on Human Centered Management Education." In Human Centered Management in Executive Education, 242–57. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137555410_18.

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Even, Ruhama, and Konrad Krainer. "Education of Mathematics Teacher Educators." In Encyclopedia of Mathematics Education, 202–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_55.

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Martusewicz, Rebecca A., John Lupinacci, and Gary Schnakenberg. "EcoJustice Education for Science Educators." In Cultural Studies and Environmentalism, 11–27. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3929-3_3.

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Moulton, Andrew, Yolande Mcnicoll, and Anthony Luff. "Governing Education, Educating the Governors." In Collaboration, Communities and Competition, 73–89. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-122-3_5.

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Conference papers on the topic "Educaton"

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Lipaev, Aleksander. "DEVELOPING AN ENGLISH COURSE IN VOCATIONAL EDUCATON." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s22.076.

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Novikov, Sergey G. "The Goal Of Educaton In Knowledge Society." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.67.

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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Nicolau, Cristina, and Andreea Herțanu. "QUALITY OF EDUCATION: EDUCATING THE ENTREPRENEURSHIP EDUCATORS, TEACHERS AND TRAINERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1201.

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Matúšová, Silvia, and Viola Tamášová. "Digital Competences: Empowerment of Education at Universities." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.2021.195.

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The digital transformation, bringing new challenges for educa­tion and jobs, would require learning new skills and to strengthen the ability of people to adapt to challenges in new occupations that emerge in labour markets. Universities are undergoing a digital transformation that affects the teaching, learning, research activities and upskilling of university educators. The paper aims to point out why the educational and digital competencies of university educators need to be developed and operational. The framework of professional activities of university educators would require the strength­ening of digital competences. Currently, the integration of digital skills and literacy into study programs is becoming a necessity for higher education. This measure requires innovative approaches and educational mastery of university educators. Therefore, upskilling and professionalization of uni­versity teachers employing a competence-based model of further education deserve special attention. The programs of relevant digital and pedagogical competences would promote the empowerment of faculty staff.
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Barker, Jennifer. "Critical Reflection and the Role of the Architectural Educator in the Design Studio." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.8.

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This paper describes a narrative inquiry into the role of the architectural educator, seeking to understand in what ways architectural educators practice critical reflection within the context of architectural education. This work is part of my greater doctoral research that considers both critical reflection and authenticity in the role of the architecture educator. The site for the research is my own department: I asked my colleagues to share their stories in order that we might collectively come to understand our teaching practice and our departmental ethos, and how we can learn from one another to advance our individual and collective teaching.4
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Kovilpillai, Jonathan J. S., Aisyamariam Abdul Uzza, Abtar Darshan Singh, and Yvonne Low. "Instructional Design for Quality Education: Role of A Digital Learning Hub." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3453.

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Quality education forms the foundation of all educational institutions and is made up of many aspects; a clear, well-thought-out curriculum and instructional design (ID) process, and everything else supporting the curriculum and ID ideals such as learning spaces, well-trained educators, availability of resources, management of processes and monitoring & evaluation exercises. For a long time, design and development of curriculum and ID was treated as a “given”, either because the curriculum was designed by a central body or “ID” was just another “normal” process, which was part and parcel of an employed educator, especially in higher education institutions (HEI). With current changes in the educational landscape whereby there is no guarantee of how a learning segment will be conducted, it is imperative that HEI look at these two components with a wider lens to mitigate possible setbacks and glitches for sustainable and continuing quality education. It has become vital that upskilling of ID is quickly acquired and certified. Considering this, we present a case study of how the Digital Learning Hub at the Asia Pacific University of Technology and Innovation has designed, developed, and implemented various projects using rapid instructional design methods to leap-frog and enable educators to gain crucial training for the skills and competencies related to instructional design. The aspects discussed include an overview of the newly setup digital learning hub, the amoebic process of achieving quality education, with ID as a core anchor and circumvented by the smart inter-play of stakeholders: students, educators, support staff, and leaders.
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Aikat, Subhashish, and Barbara McCullough. "Educate the educator." In SIGGRAPH 2009: Talks. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1597990.1598005.

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Mitchell, Kirby. "Special Education Educators in Action: Educator Perceptions on What Counts for Equity and Inclusion." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587104.

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Luks, Susan, and Suzanne Pawlan Levy. "Educating educators." In the conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/197694.197721.

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Reports on the topic "Educaton"

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Dye, Jason R. Educating Captains For War: Deliberately Designing Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001279.

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Barcelona, Delia, Laura Laski, and Caitlin Gerdts. Universal sexuality education in Mongolia: Educating today to protect tomorrow. Population Council, 2002. http://dx.doi.org/10.31899/pgy2.1004.

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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

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Abney, James, Joyce Barr, Dave Buller, Evelyn Crawford, Jefferson Ewing, Craig Franklin, Gail Jennings, Brent Johnson, Mike Joyner, and Stanislav Korostelev. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada524048.

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Arcano, Joseph, Gregory Boddorf, Ralph Butler, Karen Carleton, Jim Edens, George Fadok, Thomas Frooninckx, Denise Hanley, Daniel Hughes, and Hassan Maamoun. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada525285.

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Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada424432.

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Birmingham, Rob, Jerry David, Alan Davis, Darryl Dean, and Debbie Fix. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada425295.

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Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.044.

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This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
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Donovan, William R., and Lynn M. Burlbaw. Aiming for Educated Officers: Curriculum Evolution in Early Professional Military Education in the United States, 1880-1914. Fort Belvoir, VA: Defense Technical Information Center, February 2007. http://dx.doi.org/10.21236/ada462895.

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Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.245.

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