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Relevant bibliographies by topics / New Education movement

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Academic literature on the topic 'New Education movement'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "New Education movement"

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강일국. "A comparative study of characteristics of education movements in Korea : New Education Movement and Open Education Movement." Korean journal of sociology of education 19, no. 3 (September 2009): 1–23. http://dx.doi.org/10.32465/ksocio.2009.19.3.001.

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Halpern, Andrew S. "Transition: Old Wine in New Bottles." Exceptional Children 58, no. 3 (December 1991): 202–11. http://dx.doi.org/10.1177/001440299105800303.

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The transition movement of the 1980s was preceded by two similar movements: (a) the career education movement in the 1970s and (b) the work/study movement in the 1960s. These three movements are described and compared to provide an historical context for understanding current problems and issues regarding transition. Some broad social issues, such as educational reform, are then examined to illustrate the potential influence of such issues on the future development of policy that will affect the transition movement.

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Carreño, Miryam. "The New Museums of Education, an International Movement." Encounters in Theory and History of Education 9 (October 9, 2008): 75–91. http://dx.doi.org/10.24908/eoe-ese-rse.v9i0.1769.

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In this article the resurgence of interest in museums of education during the last twenty years of the twentieth century and their development up to this day is analyzed. The “new museums” of education are different from their predecessors, the pedagogical museums, which were created in the last fifty years of the nineteenth century. The new museums constitute an international movement that is developing in an age of deep transformation. Some of them are analyzed here with the goal of looking for the explanation of that great development: new historiography tendencies; the current globalization process; movements for the recovery of historical memory; and finally changes in museology. Lastly, the creation and development of the new museums of education in Spain are analyzed, as well as the museographical and museological activities that are taking place in this country

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Jeong, Kwang-Soon. "The Reading Change-Points of Elementary School Teaching in Korea based on New Education Movement, Open Education Movement, School Innovation Movements." Journal of Elementary Education 33, no. 4 (November 30, 2020): 353–78. http://dx.doi.org/10.29096/jee.33.4.14.

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Carli, Sandra. "The New School Movement in Argentina." Paedagogica Historica 42, no. 3 (June 2006): 385–404. http://dx.doi.org/10.1080/00309230500358370.

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Ovchinnikov, Yu, and A. Stoylov. "Hobbyhorses: New Approaches in the Physical Activity of Children and Adolescents." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 1 (April 10, 2020): 50–54. http://dx.doi.org/10.12737/2587-912x-2020-50-54.

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Modern additional education and upbringing of children reaches a new level of social needs. In the article, the authors present a new leisure for young people – hobby horsing (jumping on a toy horse), which shows the aesthetics and beauty in the movements of teenagers. The method of conducting a master class on the production of horses for teachers of additional education and the method of opening the movement of horses on the basis of centers of additional education of children is proposed. In the course of scientific and pedagogical research, it was revealed that hobbyhorses perform a type of movement with a certain cycle. Moving movements allow not only to increase the motor activity of a person for a certain period of time, but also to develop coordination of movements. The practical significance of the study is that students of Kuban State University of Physical Culture, Sports and Tourism promote a new sports movement of youth and offer to introduce it in institutions of additional education in various regions of Russia as a socially-oriented project that performs the function of health-saving education. Additional education of children with the participation of students can get a new practice-oriented stage in the development of motor activity and creative cooperation of young people of different ages.

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Halverson, Erica Rosenfeld, and Kimberly Sheridan. "The Maker Movement in Education." Harvard Educational Review 84, no. 4 (December 1, 2014): 495–504. http://dx.doi.org/10.17763/haer.84.4.34j1g68140382063.

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In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

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Meckbach, Jane, Béatrice Gibbs, Jonas Almqvist, and Mikael Quennerstedt. "Wii Teach Movement Qualities in Physical Education." Sport Science Review 23, no. 5-6 (December 1, 2014): 241–66. http://dx.doi.org/10.1515/ssr-2015-0004.

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AbstractIn Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities. With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students’ movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.

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Hurd, Paul Dehart. "Science Education for a New Age: The Reform Movement." NASSP Bulletin 69, no. 482 (September 1985): 83–92. http://dx.doi.org/10.1177/019263658506948213.

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Popham, W. James. "The Standards Movement and The Emperor's New Clothes." NASSP Bulletin 81, no. 590 (September 1997): 21–25. http://dx.doi.org/10.1177/019263659708159005.

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Dissertations / Theses on the topic "New Education movement"

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Holsteen, Nathan D. "Current trends in globalism as related to Biblical prophecy." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Pedro, F. "Elements of popular education in the learning activities of a new social movement: a case study of the social movement equal education." Thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3858.

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Lambert, Ian Peter Morrison. "The new Christian Schools' movement in Britain : a case study." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318362.

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Ryu, Jae-Shin. "A philosophical basis for the new Christian School Movement in Korea (South) / Jae-Shin Ryu." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1308.

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Because of the many shortcomings of public school education in Korea, an alternative school movement has begun to surface. Analysis of the philosophical foundations of this alternative movement reveals, however, that its programmes have thus far also been inspired by motives that have been characteristic for some time now of public schools, namely serious competition for places in higher education institutions. The purpose of this project was to, on the one hand, discover the shortcomings of current public and alternative schools in Korea, and on the other to reflect on replacing their current philosophies with a Christian approach and philosophy to schooling and education. The first step in understanding present day Korean education schooling was tracing the history and philosophy of Korean public and Christian alternative education. It emerged from this analysis that the biggest problem for Korean education is that education is knowledge-centred and intended for preparing students for entrance examinations to universities. instead of educating the whole person. The next step was to analise the history and philosophy of Australian Christian alternative schools. Christian schooling in Australia has contributed significantly to the development of a biblical understanding of' education. The Christian Parent Controlled Schools (CPCS) has for instance been emphasising parents' right of educating their children in schools of their choice and which suit their life views. Christian Community Schools (CCS), on the other hand, has put emphasis on the importance of the school a? a learning community where relationships arc more important than how they teach or even what they teach. Based on this comparative study and a study of a biblical philosophy of education, an educational philosophy for Korean Christian alternative schools could be suggested. Christian alternative schools have to teach education based on a Christian worldview and philosophy. Korean education. public as well as non-government school education, has thus far been totally dualistic in that it has tended to separate fact and \due, public realm from private. The Christian school rejects such dualisms and educates its students as complete and total persons to know this world, to live and survive in it, to practice their God-given calling of stewardship of reality, to maintain their cultural mandate, to serve God in doing so. and to love and serve their fellowmen.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007

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Lee, Alice Yuet Lin. "Legitimating media education : from social movement to the formation of a new social curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25088.pdf.

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Martinovic-Trejgut, Nada. "The Effect of Movement Instruction on Memorization and Retention of New-Song Material Among First-Grade Students." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291041505.

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MacDonald, Margaret. "Elwyn Richardson and The Early World of Art Education in New Zealand." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5114.

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This study examines the work of Elwyn Stuart Richardson, director and teacher of Oruaiti School between 1949 and 1962, an experimental school in Northland, New Zealand and places it with the context of the history of art education in New Zealand. After documenting the historical and educational reform contexts of the first half of the twentieth century, Richardson’s philosophy of art education is framed through an analysis of moments of his early life, schooling and teaching experiences. Richardson (1925-) is best known for his book In the Early World published by the New Zealand Council of Educational Research in 1964. The book describes his work as a teacher at Oruaiti and highlights his pedagogical belief that the most powerful learning arises out of children’s own lives and experiences, that learning through the arts raises students’ potential for self-knowledge, critical discernment, imagination, understanding, awareness and empathy for others, and that the arts have an important role to play in the fostering of community and social reform. The administration of art and craft education in the New Zealand primary school during Richardson’s years at Oruaiti was shaped by early advances in manual and technical education. The development of these reforms and the varied educational doctrines school officials used to advocate for the inclusion of these subjects in the curriculum are examined from 1885 to 1920. As well, significant educational policies and events in the 1920s provided exposure to progressive education ideology from abroad. These initiatives contributed to the great interest in child art which grew out of the New Education movement of the 1930s. New ideas about the development of artistic ability in children led to innovative policies in art and craft education that transformed teaching practices and the place of art and craft in New Zealand schools during the 1940s and 1950s. The newly formed Art and Craft Branch of the Department of Education in 1946 reorganised the administration of art education to change public perceptions of art, create contexts of art appreciation and develop community education in tandem with primary school art education. Examining Richardson’s educational biography is another lens used to understand his philosophy and pedagogy. Oruaiti's status as an experimental school is explored through the unique relationship of Oruaiti School to the Art and Craft Branch of the Department of Education. Further, Richardson’s developing educational philosophy, in particular his ideas about artistic ability in children and the growth of aesthetic standards, is explored relative to the teaching practices of his day. The study also uncovers the critical role that science played in Richardson’s educational pedagogy and curriculum and the profound influence Richardson’s early educative experiences were to have on the development of his educational philosophy. Locating Richardson’s work within its historical context demonstrates both that he worked in an environment which was hospitable to educational experimentation in the field of art and crafts, and that, on many levels, he transcended the educational practices of his times.

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Tozman, Naomi. "Kinder zhurnal : a microcosm of the Yiddishist philosophy and secular education movement in America." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69640.

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Using Kinder zhurnal, an American Yiddish children's literary magazine, as the focus for this thesis, the intimate relationships between the Yiddish cultural movement which began in East Europe and the Yiddish secular school movement in America are explored. As a product of and for the Sholom Aleichem Folk Institute, a now defunct educational organization, Kinder zhurnal demonstrated the key philosophical tenets of the Yiddishist education movement as it evolved.
In an analysis of the Yiddishist philosophy of education parallels are drawn between modern Yiddish secular education and that of John Dewey in their humanistic emphasis and underlying pragmatism. Utilizing the parameters of the Yiddishist/Deweyian theory, an assessment to determine the practical viability of the Yiddishist concepts is made. Kinder zhurnal, as representative of Yiddishist philosophy and educational methodology, provides the microcosmic source for much of this discussion. Its close affiliation with the unique educational philosophy of the Sholom Aleichem Folk Institute provides the opportunity to examine the educational implications of teaching Yiddish as part of Jewish education.

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Suter, Lisa Kay. "The American Delsarte Movement and The New Elocution: Gendered Rhetorical Performance from 1880 to 1905." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250536860.

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Dowdle, Brett David. "A New Policy in Church School Work: The Founding of the LDS Supplementary Religious Education Movement, 1890-1930." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2470.

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The following thesis is a study of the founding years of the Mormon supplementary religious education between 1890 and 1930. It examines Mormonism's shift away from private denominational education towards a system of supplementary religious education programs at the elementary, high school, and college levels. Further, this study examines the role that supplementary religious education played in the changes between the nineteenth and the twentieth centuries. During the 1870s and 1880s, Utah's territorial schools became an important part of the battles over polygamy and the control of Utah. As the Federal Government began to wrest control of the schools from the Mormon community, the Church established a system of private academies. Economic problems during the 1880s and 1890s, however, made it difficult for the Church to maintain many of these schools, necessitating the Mormon patronage of the public schools. As a result, in 1890 the Church established its first supplementary religious education program, known as the Religion Class program. The Religion Class program suffered from a variety of problems and was criticized by both Mormon and non-Mormon officials. Despite the failings of the Religion Class program, the need for supplementary religious education became increasingly important during the first two decades of the twentieth century. In 1912, the Granite Stake established the Church's first high school seminary. Within ten years, the seminary program replaced the majority of the academies and became the Church's preeminent educational program. During the 1920s, the Church began extending supplementary religious education to its students in colleges and universities through the establishment of the institute program and the near-complete abandonment of its private colleges and schools. The successive establishment of these three programs demonstrates a shift in Mormon educational priorities and attitudes throughout this period. Whereas the academies and the Religion Class program emphasized a general fear of Americanization, the seminary and institute programs accepted the public schools and much of the Americanization that accompanied them, while at the same time providing means for the continued inculcation of Mormon values into the lives of Latter-day Saint youth.

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Books on the topic "New Education movement"

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Discovering Camphill: New perspectives, research, and developments. Edinburgh: Floris Books, 2011.

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Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge, 2005.

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Crowley, Terence Allan. The New Canada Movement: Agrarian youth revolt and adult education in the 1930's. Guelph, Ont: Dept. of Rural Extension Studies, University of Guelph, 1988.

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John, Weldon, and Branch Craig, eds. Thieves of innocence. Eugene, Or: Harvest House Publishers, 1993.

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Seminar on Educational Needs of Indian Muslims and the Role of Aligarh Movement (1993 New Delhi, India). Seminar on Educational Needs of Indian Muslims and the Role of Aligarh Movement, held on 2 August 1993 at New Delhi: Proceedings and papers. Aligarh: Duty Society, Aligarh Muslim University, 1993.

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Modern education: One size fits all. South Hadley, Mass: Bergin & Garvey Publishers, 1988.

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James, Jennings. Puerto Ricans and the Community Control Movement in New York City's Lower East Side: An interview with Luis Fuentes. Boston, Mass: William Monroe Trotter Institute, University of Massachusetts at Boston, 1995.

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Das Neue Zeitalter: New Age und kirchliche Erwachsenenbildung : Versuch einer kritischen Auseinandersetzung. Frankfurt am Main: Lang, 1991.

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Like lambs to the slaughter. Eugene, Or: Harvest House, 1989.

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Williams, Chris. Old land, new landscapes: A story of farmers, conservation, and the landcare movement. Carlton, Vic., Australia: Melbourne University Press, 2004.

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Book chapters on the topic "New Education movement"

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Tao, Xingzhi. "The New Mass Education Movement." In China Academic Library, 85–86. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0271-9_10.

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Edwards, Susan, Susan Grieshaber, Joce Nuttall, and Elizabeth Wood. "New Play: A Pedagogical Movement for Early Childhood Education." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 272–86. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n16.

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Saltman, Kenneth J. "The Politics of the Status Quo or a New Common School Movement?" In The Politics of Education, 83–93. Second edition. | New York : Routledge, 2018. | “[First edition published by Paradigm 2014]”–T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351110396-10.

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Singer, Helena. "Innovative Experiences in Holistic Education Inspiring a New Movement in Brazil." In The Palgrave International Handbook of Alternative Education, 211–26. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-41291-1_14.

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Yang, Yi. "Cultivating Students’ Diverse Abilities Through Arts Education: Emergence of the STEAM Perspective." In New Directions of STEM Research and Learning in the World Ranking Movement, 127–39. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98666-1_9.

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Rhee, Byung Shik. "Developing the Humanities Competencies of STEM Undergraduate Students: New Challenges for Korean Higher Education." In New Directions of STEM Research and Learning in the World Ranking Movement, 111–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98666-1_8.

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Ogasawara, Masaaki. "STEM Education in a Changing Society: Japanese Experience and Urgent Problems to Be Solved." In New Directions of STEM Research and Learning in the World Ranking Movement, 141–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98666-1_10.

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Yang, Jason Cheng-Cheng. "Exploring the Relationship Between STEM Research and World Higher Education Rankings: The Case of Taiwan." In New Directions of STEM Research and Learning in the World Ranking Movement, 43–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98666-1_4.

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Hanney, Roy. "Making Projects Real in a Higher Education Context." In Applied Pedagogies for Higher Education, 163–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_8.

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Abstract Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.

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De Groof, Jan. "The New Old Debate. Free Movement of Services and the Freedom of Establishment Within the Internal European Market: Does the Directive 2006/123 EC Move Past Education? Concerning the Border of National Sovereignty Within the EU." In Cross-Border Higher Education and Quality Assurance, 117–37. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59472-3_7.

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Conference papers on the topic "New Education movement"

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Ruggieri, Catherine. "THE ASSESSMENT MOVEMENT: FACULTY CAN LEAD THE WAY!" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2588.

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Stuglik, Joanna, Anna Szeląg-Sikora, Luis Ochoa Siguencia, and Zofia Gródek Szostak. "THE STUDENT SCIENCE MOVEMENT DURING THE COVID-19 PANDEMIC." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2138.

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Gródek-Szostak, Zofia. "THE POSTER AS A FORM OF ACTIVE PARTICIPATION OF STUDENTS IN THE SCIENTIFIC MOVEMENT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2703.

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Chovanova, Erika, Tatiana Dubayova, and Maria Majherova. "THE EFFECT OF MOVEMENT GAMES ON MOTOR COORDINATION AND CORRECTION OF BEHAVIOR DISORDERS IN INTEGRATED CHILDREN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0837.

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Sakamoto, Haruo. "Design and Development Education Using Leg/Wheel Hybrid Movement Mechanics for Rough Surfaces." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66193.

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Academic departments should engage in education, research, and contributions to society. In this report, the author describes the educational activities of design and production, with a focus on movement mechanics using COSMOS motion software. Engineers in mechanical engineering are required to design and produce new mechanical products as well as to create new technologies related to those products. Moreover, because the field of robotics is rapidly growing, the study of movement mechanics is necessary because of its important role in such robotic products. In this report, graduate-level laboratory work for the design and development of aerospace products is described. Specifically, this report focuses on a robot for moving across rough surfaces that incorporates hybrid robot mechanics using wheels and legs for surface search.

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Kahale, Souzan. "DANCE MOVEMENT THERAPY AS A RESILIENCE STRATEGY FOR REFUGEE FEMALE TEENAGERS ATTENDING INFORMAL EDUCATION SESSIONS IN NORTH LEBANON." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1452.

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Eroshina, Daria Andreevna, and Arina Viacheslavovna Karandeeva. "Psychological Safety of Educational Environment as a Condition of an Adaptation of Schoolchildren to the Middle Level of Education." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96624.

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During the movement from the primary to the middle school children have to adapt to the middle level of education, meet a lot of new teachers and classmates. All the further education depends on the success of an adaptation of a child to new educational environment. Untimely help to teenagers, who don’t manage the situation, can negatively influence to their further education. The process of adaptation is straightly connected to the psychological safety of educational environment, in which a pupil occurs. The psychological safety of the educational environment is thoroughly analyzed in the article.

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"An Overview of the Global Open Educational Badge Movement: Opportunities and Challenges [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4242.

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Aim/Purpose: Educational stakeholders have little understanding of digital educational badg-ing. Background A current overview of the developing educational badging ecosystem, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Illustrative case study Contribution: Creates a record of the developing digital badge industry providing insights to educational stakeholders. Findings: Highly dynamic industry, developing unique terminology, may improve access to higher education, reduce credential fraud, decrease concerns about vague transcripts, and support customized learning. The challenges include a crowded market with many providers, establishing standards, and determining the value proposition of the credential. Recommendations for Practitioners: Before engaging in a long-term badging strategy, understand the badging system as well as the advantages and challenges of this innovation. Recommendations for Researchers: Consider the profound shift offered by the badging system and the relationship that digital educational badges have on grounded theory related to credentials such as human capital development theory, signaling theory, and credentialism theory. Impact on Society: Digital badging marks a paradigm shift in how we think about formal human development; from one that is institution-centric and bounded to one that is learner-centric and unbounded. Future Research: As a new innovation, there is a wide range of needed research. Most current research involves motivational impacts on K-12 learners. Based on this investigation, research regarding impact on access, pedagogy, security, credential information granularity, case studies about choosing a badging platform, value proposition, and the development of standards is needed.

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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.

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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.

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Lan, Chong. "Study on the Spirit of Oriental Culture in the New Art Movement." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.110.

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Reports on the topic "New Education movement"

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Dalton, Ben. The Landscape of School Rating Systems. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0046.1709.

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The rise of the accountability movement in education has resulted in the proliferation of school report cards, school ratings and rankings, and other kinds of performance reporting for public consumption and policy use. To understand the strengths and limitations of school rating systems and the role they play in shaping public perceptions and school improvement practices, this paper situates rating systems within the broader field of comparative organizational assessments and neo-institutional theory; describes school rankings and rating systems in use by states and consumer-oriented enterprises; and details four aspects of school ratings (measurement, transformation, integration, and presentation) that affect their use and interpretation.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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