Relevant bibliographies by topics / Open schooling

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

Academic literature on the topic 'Open schooling'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Open schooling"

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Howaard, Jay, and Rob Mataheru. "Open Schooling in the Netherlands." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 42. http://dx.doi.org/10.12681/osj.20430.

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Here in the Netherlands the main idea about education has been to lock students up in schools and feed them with a lot of information. This has proven to be good method for achieving good exam results, however, students are lacking experience with society. That is why more and more schools are trying to become an open school – a school which seeks connection with the society. There are a lot of ways for schools to interact with society, in this case we will be looking at how two schools, one primary (De Verwondering in Monnickendam) and one secondary (Pieter Groen College in Katwijk), do just that.
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Andrade, Chittaranjan. "The National Institute of Open Schooling." Indian Journal of Psychiatry 50, no. 3 (2008): 227. http://dx.doi.org/10.4103/0019-5545.43618.

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Gaba, Ashok K. "Open schooling in India: development and effectiveness." Open Learning: The Journal of Open, Distance and e-Learning 12, no. 3 (November 1997): 43–49. http://dx.doi.org/10.1080/0268051970120306.

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Kumar, Yogesh. "Research Areas in Open Schooling: A NIOS Perspective." International Journal for Research in Applied Science and Engineering Technology 6, no. 5 (May 31, 2018): 2271–75. http://dx.doi.org/10.22214/ijraset.2018.5370.

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Wushishi, Aminu Aliyu. "Anticipated Barriers to Open Schooling System in Nigeria." International Journal of Education and Literacy Studies 2, no. 2 (June 10, 2014): 85–89. http://dx.doi.org/10.7575/aiac.ijels.v.2n.2p.85.

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Okada, Alexandra, Luziana Quadros da Rosa, and Márcio Vieira de Souza. "Open schooling with inquiry maps in network education: supporting Responsible Research and Innovation (RRI) and fun in learning." Revista Exitus 10 (July 30, 2020): e020053. http://dx.doi.org/10.24065/2237-9460.2020v10n1id1219.

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This article discusses the open schooling approach which has been promoted by the European Commission for preparing learners in cooperation with partners to develop real-world issue projects and shape a desirable future together. This approach is designed to engage all participants with RRI - Responsible Research and Innovation (EC, 2015). The objective of RRI is to align research and innovation with societal needs and sustainable development goals (UNESCO, 2015) through the interaction of researchers with society. Open schooling for RRI is considered an interactive approach to help youth develop knowledge, skills, attitude and values for the 21st century. This study presents some contributions of using inquiry mapping (OKADA, 2006) as a participatory research-action method to engage multi-partners in an open network. This exploratory study supported by a set of examples from the literature provides recommendations for developing inquiry-maps for open schooling in network projects and facilitates fun in learning.
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Sharma, Ramesh Chander. "Perspectives on distance education: Open schooling in the 21st century." International Review of Research in Open and Distributed Learning 11, no. 2 (May 27, 2010): 97. http://dx.doi.org/10.19173/irrodl.v11i2.852.

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Tagoe, Michael A. "Making Real the Dream of Education for All Through Open Schooling and Open Universities in Ghana." SAGE Open 4, no. 4 (December 8, 2014): 215824401455902. http://dx.doi.org/10.1177/2158244014559022.

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Chavajay, Pablo. "How Mayan mothers with different amounts of schooling organize a problem-solving discussion with children." International Journal of Behavioral Development 30, no. 4 (July 2006): 371–82. http://dx.doi.org/10.1177/0165025406066744.

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This study investigated how two groups of Guatemalan Mayan mothers varying in schooling experience organized children’s participation in a problem-solving discussion. Twenty-eight foursomes of mothers and three children (ages 6-12 years) were videotaped discussing how to solve the shortage of drinking water in their town. Mayan mothers with no or very little schooling (0-2 grades) more often facilitated children’s verbal contributions through open invitations without assigning particular children to respond, whereas Mayan mothers with greater schooling experience (12 or more grades) more often structured children’s contributions through individual turn taking and test questions. These observed differences in mothers’ structuring of children’s participation may be associated with how western schooling and other practices associated with modernization are affecting the cultural practices of a Mayan community that is becoming increasingly more modernized.
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Kunst, Sander, Theresa Kuhn, and Herman G. van de Werfhorst. "Does education decrease Euroscepticism? A regression discontinuity design using compulsory schooling reforms in four European countries." European Union Politics 21, no. 1 (October 8, 2019): 24–42. http://dx.doi.org/10.1177/1465116519877972.

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Previous research shows a strong and consistent relationship between educational attainment and Euroscepticism. As a result, education is considered to be a powerful predictor of attitudes towards European integration. However, these findings are predominantly found using cross-sectional research designs, therefore leaving open the possibility of strong selection effects due to pre-adult experiences and dispositions which both explain educational attainment and political attitudes. To test whether schooling causally reduces Euroscepticism, this article combines data on the compulsory schooling age with seven rounds of pooled European Social Survey data (2002–2014). Using compulsory schooling reforms within a ‘fuzzy’ regression discontinuity design, the results indicate no conclusive effect of education on Euroscepticism, questioning the impact of additional schooling. Consequently, this study provides a novel insight into the much-debated divide in support for European integration between lower and higher educated.
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Dissertations / Theses on the topic "Open schooling"

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Middup, Judy. "Discourses of racial prejudice : an analysis of discussions on open schooling." Bachelor's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/21343.

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Three groups of four males (seventeen years old) discussed Open Schooling. Each group completed a short attitude scale on the same topic before and after each discussion. The groups were from three schools - two "white" schools: an Afrikaans and an English medium school; and a " coloured" English medium school. Discourse analysis was used as the method of analysis to identify patterns - and their functions - within the discourses. Racial prejudice was of particular interest, and the topic of Open Schooling was used because of its significance within the present South African context. The volatile nature of the topic was expected to generate affective involvement in the discussion due to the investment of the adolescents concerned. The "coloured" school was expected to be differently positioned in the discourses of open schooling. The results demonstrated that racial prejudice was also included in the repertoire of the coloured school.
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Murangi, Heroldt Vekaama. "Managing student transition from conventional to open schooling: a case study of Namibia." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62894.

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The provision of school equivalency programme through Open and Distance Learning (ODL) has gained momentum in the 21st century through the establishment of open schools. Open schools has now become a model of choice for many young people and adults who do not want to pursue their secondary education journey through the conventional delivery system. Additionally, shrinking financial resources have made it impossible for governments especially in the developing world to expand education through the conventional system. Pityana (2007) claims that ODL is key in advancing the development agenda of many nations through programmes that accommodate the less privileged members of the society such as women, the unemployed, repeaters, out-of-school youth, disadvantaged and the displaced. Although open schools have made progress in increasing access, low throughput rates and high dropout rates remain the key challenges. The purpose of this study was therefore to explore the experiences and perceptions of learners when migrating from the conventional school system to the open and distance learning in general, and to Namibian College of Open Learning (NAMCOL) in particular. This study was driven by the assumption that change in the learning environment might be the most influential factor on learners’ ability to integrate into the new distance learning environment. The study mainly focused on the senior secondary (Grade 12) learners who transferred from the formal schools to NAMCOL to upgrade their grades. Moore’s (1883) theory of transactional distance and Tinto’s (1997a) theory of academic and social integration were used as the reference theoretical framework. The applicability of the two theories was assessed and compared with the findings of the study. A multi method research design was applied in data collection. The results of the study identified a gap between the learners’ expectations and the high ODL expectations and its demands. The learners in the study displayed a marginal understanding of the ODL mode of delivery. The study established certain factors that impede or accelerate the integration process and also identified technology mediated services as well as capacity building for staff as measures to facilitate learner integration in the ODL mode of delivery. The study reaffirms that meeting learners’ academic, social and psychological needs are important for successful learner integration. The findings have implications for policy makers, ODL practitioners and learners on the development of the most effective measures of increasing learner integration into open schools.
Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
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Books on the topic "Open schooling"

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Dominique A. M. X. Abrioux and Frances Ferreira. Perspectives on distance education: Open schooling in the 21st century. Vancouver, [Ont.]: Commonwealth of Learning, 2009.

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Roger, Austin. E-schooling: Global messages from a small island. Abingdon, Oxon: Routledge, 2007.

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Marmar, Mukhopadhyay, Phillips Susan, National Open School (New Delhi, India), and Commonwealth of Learning, eds. Open schooling: Selected experiences. New Delhi, India: National Open School, 1995.

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Homeschool Open House. Windycreek, 2000.

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Richard, Bailey. Education in the Open Society - Karl Popper and Schooling. Taylor & Francis Group, 2017.

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Education in the Open Society - Karl Popper and Schooling. Ashgate Pub Ltd, 2000.

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Bailey, Richard. Education in the Open Society - Karl Popper and Schooling. Routledge, 2018. http://dx.doi.org/10.4324/9781315182872.

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E-schooling: Global Messages from a Small Island. David Fulton Publish, 2007.

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Childs, Geoff, and Namgyal Choedup. From a Trickle to a Torrent. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520299511.001.0001.

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What happens to a community when the majority of young people move away for education? In Nubri, an ethnic Tibetan enclave in the highlands of Nepal, educational migration (the sending of children to distant institutions for schooling) has become a key component of a family management strategy that is driven by the prospect of social and economic rewards but that entails risk, uncertainty, and unforeseen consequences. The authors draw on ethnographic, demographic, and historical research to document how long-standing religious connections shape contemporary migrations and how population growth disparities open new schooling opportunities for Buddhist highlanders. They examine parents’ motives for sacrificing household labor in favor or sending children to distant schools and monasteries, a trend encapsulated in the oft-repeated phrase “better a pen in hand than a rope across the forehead.” The book concludes by investigating dilemmas associated with educational migration, including intergenerational skirmishes over marriage and household succession, threats to the family-based care system for the elderly, and a decline in the level of agricultural production needed to support local religious activities. From a Trickle to a Torrent chronicles a convergence of demographic and social processes that have led a Himalayan society to the brink of irreversible change.
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Sanders, James W. Peace at Almost Any Price, 1846–1866. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190681579.003.0003.

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John Fitzpatrick was the third Roman Catholic bishop of Boston. A Boston native and the son of Irish immigrants, he attended public schools, including the prestigious Boston Latin School. He enjoyed acceptance by the best of Boston society but seemed to fear causing offense to the Yankees while serving his struggling Irish immigrant flock, many of whom came to America in the wake of the Potato Famine. Although he privately supported efforts by others in the diocese, such as Father McElroy and the Sisters of Notre Dame, to open parochial schools, he took no action himself to establish a system of parochial schools as an alternative to the Protestant-run public schools. As such, the development of Catholic schooling was neglected in Boston during these years.
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Book chapters on the topic "Open schooling"

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip. "Remaking Schooling through Open-Plan Settings." In Personalising Learning in Open-Plan Schools, 221–29. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_12.

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Vicente, Maria Inês, Ana Isabel Faustino, Paulo Jorge Lourenço, Ana Peso, José Varela, Carlos Martins, Filipe Pinto, and Pedro Russo. "Open Science Hub-Portugal: Toward Community Development, Innovation, and Well-Being Through Open Schooling." In Co-creating in Schools Through Art and Science, 27–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72690-4_4.

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Murangi, Heroldt Vekaama. "Factors Affecting Student Transition from Conventional Schools to an Open Schooling System in Namibia." In The Education Systems of Africa, 1–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_13-1.

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Murangi, Heroldt Vekaama. "Factors Affecting Student Transition from Conventional Schools to an Open Schooling System in Namibia." In The Education Systems of Africa, 243–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_13.

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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Toma, Stefánia. "Counteracting the Schools’ Demon: Local Social Changes and Their Effects on the Participation of Roma Children in School Education." In Social and Economic Vulnerability of Roma People, 117–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_8.

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AbstractThe aim of the article (The empirical material leading to the present chapter results from the research effort “MigRom—The Immigration of Romanian Roma to Western Europe: Causes, effects, and future engagement strategies”, a project funded by the European Union’s Seventh Framework Programme under the call “Dealing with diversity and cohesion: the case of the Roma in the European Union” (GA319901). I also used the results and experiences of earlier fieldworks starting with 2000 in Bighal (the name of the localities were changed in order to respect the identities of the people) that were financed through Open Society Institute, Visegrad Funds, CERGE-EI through GDN and WIIW, respectively Inclusion 2007 through PHARE 2004. Earlier version of the article was presented at the GLS Conference in Nicosia (Cyprus) in 2017. The article was finalized in the framework of a visiting research programme at TARKI-POLC receiving funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 730998, “InGRID-2—Integrating Research Infrastructure for European expertise on Inclusive Growth from data to policy”.) is to inquire into the interconnectedness of large number of factors that carry the opportunity and possibility of improving school participation of Roma children in Romania.I argue that the inherent deficiencies of the educational system, starting with the structural constraints and ending with the psycho-social context in which Roma (or minoritized, marginalized, vulnerable) children learn, can be and are challenged by initiatives, strategies or processes that fall out of the immediate range of the strict framework of the educational system. Bourdieu used the Maxwell’s demon as a metaphor to illustrate the reproduction of socio-economic inequalities in the framework of school system. But this ‘demon’ might be challenged with more or less success if we step out and look for possible ‘tools’ to counteract this demon. Two such cases are presented in this chapter. One is a project implemented with and by the local Roma community using external financing and the other one is the participation of the members of the communities in international migration and use of remittances. I will emphasize that independently of the type and amount of the mobilized resources the individuals and/or communities are able to create and proactively make good use of path-departing opportunities through mechanisms of redefining and changing contextual constraints thus improvements can be observed in the school participation of the Roma children (PS. PS. The article was written before the COVID-19 pandemic hit the world. Its effects seems to neutralize the positive impact of the above mentioned processes: the slow steps taken in improving the socio-economic situation of the Roma seems to be stopped; prejudices and ethnic hatred seems to be stronger; access to services for Roma communities get more difficult, including to education: in this context, a further research question is how on-line schooling changed or will change the participation of Roma children?).
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"An Open-Ending." In Schooling Sexual Cultures, 152–65. Routledge, 2017. http://dx.doi.org/10.4324/9781315716848-9.

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"Market reforms: funding and open enrolment." In Markets for Schooling, 96–120. Routledge, 2002. http://dx.doi.org/10.4324/9780203164853-10.

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"Market reforms: parental choice in an open enrolment system." In Markets for Schooling, 121–49. Routledge, 2002. http://dx.doi.org/10.4324/9780203164853-11.

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"Reflections on open schooling and national policy in South Africa." In The Open Classroom, 103–13. Routledge, 2005. http://dx.doi.org/10.4324/9780203416693-19.

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Conference papers on the topic "Open schooling"

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Suero Montero, Calkin, Artur Baranowski, and Jan Gejel. "OPEN SCIENCE SCHOOLING – RETHINKING SCIENCE LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2263.

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Mulero, Lorena, Imma Torra, and Maria Dolors Grau. "OPEN SCHOOLING: APPLICATION IN THE STUDY OF THE FOREST." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2116.

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Svasta, Paul, Zsolt Illyefalvi-Vitez, and Balazs Illes. "Learning factories for open schooling and collaboration on science education." In 2016 39th International Spring Seminar on Electronics Technology (ISSE). IEEE, 2016. http://dx.doi.org/10.1109/isse.2016.7563248.

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Huber, Florian, Peter Leitner, Bernhard Jäger, Christian Gary, Cyril Dworsky, and Karoline Iber. "OPEN BADGES AND ONLINE COMMUNITIES FOR FACILITATING OPEN SCHOOLING AND COLLABORATION IN SCIENCE EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0199.

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Mulero, Lorena, Maria Dolors Grau, and Imma Torra. "THE FOREST AND CLIMATE CHANGE: EXAMPLE OF APPLICATION IN OPEN SCIENCE SCHOOLING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0357.

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You might also be interested in the extended bibliographies on the topic 'Open schooling' for particular source types:
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