Journal articles on the topic 'Urban schools Victoria Curricula'
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Zinn, Grover A. "Hugh of St. Victor's De scripturis et scriptoribus sacris as an Accessus Treatise for the Study of the Bible." Traditio 52 (1997): 111–34. http://dx.doi.org/10.1017/s0362152900011958.
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The first half of the twelfth century was, by any account, a remarkable time in the intellectual history of the medieval West. During this period the development and expansion of schools located in urban centers took place at an accelerating pace. Within these schools, masters forged new tools for organizing, analyzing, and presenting materials for their students. Not only was the rich harvest gleaned from the writings of authorities from past centuries subjected to a more organized sifting and evaluation; the results of contemporary intellectual debate were incorporated into texts that made their way into the curricula of the schools. One can see the effects of this sifting, organizing, discussing, and presenting in a wide variety of works from the half-century: the theological sententiae from the “school” of Anselm of Laon and William of Champeaux, the accessus ad auctores literature in the arts curriculum, the Sic et non of Abelard, collections of canon law, and glossed Bibles and biblical commentaries. Although the contents of these works are quite diverse, in general they were produced within a common cultural situation: the medieval school.
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Ruiz-Apilánez, Borja, Eloy Solís, and José M. de Ureña. "Urban morphological curricula in Spanish schools of architecture." Urban Morphology 19, no. 2 (April 20, 2015): 146–56. http://dx.doi.org/10.51347/jum.v19i2.4028.
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Urban morphological curricula in recently redesigned programmes in all 33 schools of architecture in Spain are examined. In an international context a comparative study is made of different courses using data available on university websites. Urban morphology is present in most compulsory urban studies modules, but these modules are rarely seen as relevant to architectural programmes and only a very few are fully dedicated to the study of urban form. The weak state of urban morphological curricula in Spanish architectural programmes is revealed. Change is urgently needed to provide future professionals with better knowledge and tools for research and practice.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Reupert, Andrea, Joanne M. Deppeler, and Umesh Sharma. "Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder." Australasian Journal of Special Education 39, no. 1 (December 18, 2014): 85–96. http://dx.doi.org/10.1017/jse.2014.17.
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Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.
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Scholz, Wolfgang, Tim Stober, and Hannah Sassen. "Are Urban Planning Schools in the Global South Prepared for Current Challenges of Climate Change and Disaster Risks?" Sustainability 13, no. 3 (January 20, 2021): 1064. http://dx.doi.org/10.3390/su13031064.
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This article undertakes an analysis of current urban planning programs at universities with a focus on sub-Saharan English-speaking African (SSA) and South East Asian countries (SEA) as comparison cases. The aim is to identify, as an important part of sustainability, the existence and share of climate change and disaster related courses in the curricula, and to understand to what extent these topics are already integrated into current urban planning programs at the university level and thus shape the knowledge and skills of future urban planners. The local academic and professional environments in which the programs are based are taken into account by a review of the historical development of the programs. The analysis in mid-2020 took only those universities and programs into account that have curricula and course titles available online. The data were analyzed both quantitatively and qualitatively. The second part of the research deals with the discussion of how these courses can be best integrated into the existing curricula and thus serve the adequate education of urban planners by providing some concrete ideas.
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Kryczka, Nicholas. "Building a Constituency for Racial Integration: Chicago's Magnet Schools and the Prehistory of School Choice." History of Education Quarterly 59, no. 1 (January 31, 2019): 1–34. http://dx.doi.org/10.1017/heq.2018.49.
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Chicago's magnet schools were one of the nation's earliest experiments in choice-driven school desegregation, originating among civil rights advocates and academic education experts in the 1960s and appearing at specific sites in Chicago's urban landscape during the 1970s. The specific concerns that motivated the creation of magnet schools during the civil rights era—desegregating schools and arresting white flight—were decisively wedded to notions of parental choice, academic selectivity, and urban revitalization. While magnet schools enacted innovative curricula in self-consciously multicultural spaces, their scarcity, combined with their function as a spur to middle-class urbanism, ratified new regimes of inequality in urban education. This article frames magnet schools’ engineered success as a necessary prehistory for the rise of educational choice-and-accountability reforms later in the twentieth century.
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Zhu, Toby, Christina Crenshaw, and Lakia M. Scott. "Curriculum in Action: Teaching Students to Combat Human Trafficking." Education and Urban Society 52, no. 9 (March 24, 2020): 1351–71. http://dx.doi.org/10.1177/0013124520911909.
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Human trafficking severely endangers vulnerable individuals from around the globe. Schools play an important role to educate students the potential harms of human trafficking and should become more intentional in providing support services for children who fall victim to human trafficking. The purpose of this study was to examine how preventive curricula on human trafficking can be successfully implemented in schools because of the direct connection to teaching for social justice. Under the theoretical guise of teaching for social justice, researchers reviewed current literature trends on implementing social justice curricula and current models for teaching about human trafficking. Following the qualitative research case study method, interview data, classroom observation, interval recording, and reflexive notes were collected and analyzed for salient themes to emerge. Findings from this study support the notion that anti–human trafficking curriculum can be implemented in public school settings and yield high engagement among students.
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Rosi, Maja, Jerneja Smole, and Jasna Potočnik Topler. "Raising Awareness of Urban Environment Development in Primary Schools." Acta Economica Et Turistica 2, no. 2 (December 1, 2016): 105–13. http://dx.doi.org/10.1515/aet-2016-0009.
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AbstractIn the past few years, excessive efforts have been made to increase the city’s attractiveness and its international positioning. Also studies on the so-called city destination branding are on the rise. Theorists, as Ramirez (2001), Marzano and Scott (2009), among many others, are discussing different aspects of this complex process. Many approaches and strategies are dealing with the positioning of urban environments and city destinations, trying to provide at least some partial answers about achieving this objective. With proper marketing and branding, cities can do a lot to attract tourists and visitors. For successful city marketing and branding and for the successful long-term positioning of the destination in general, it is necessary to involve the key stakeholders and collaborate with as many as possible despite the fact that the branding of a city destination (or any destination for that matter) is a complex process. It is significant that all the stakeholders, who are always carriers of different interests, are invited to collaborate in the planning of the tourism development and tourism development strategies, from the government, the private sector, schools etc. It is also important to involve the citizens, who can provide a valuable opinion about the environment they live in – what they like about their environment, what suggestion would they give to tourists about gastronomy, attractions, shops, events, etc. It is significant that citizens are proud of their urban environment, that they know their own environment, and that they have the motivation for the involvement in the process of improvement of their home environment (through projects, discussions, etc.). It is impossible to create attractive urban environments or cities if residents do not have a positive opinion about the place they live in. That is why it is essential for the education institutions at all levels, but especially for the institutions at the primary levels to educate children, toddlers, pupils, students, about the importance of urban environment development and create a positive learning environment, where children are able to develop as residents with a great understanding of the potential of the environment they live in. The paper explores the importance of raising awareness of the urban environment in primary schools from the theoretical, analytical and practical point of views. In the paper, we will examine whether primary schools in the city of Maribor, Slovenia educate children about their urban environment, if they are creating positive learning environments, where children can develop into proud citizens aware of the significance of the urban environment and its consequences for the quality of their lives. Further on, the curricula in chosen primary schools in Maribor is going to be analyzed. With the survey, we will try to identify the degree of children’s awareness of their surrounding urban environment, the information they receive about their environment, and their attitude towards it. And finally, what is most important, we will try to show the extreme significance of the learning environment and the curricula for raising the awareness of the environment and growing into responsible adults who will also act responsibly towards their urban environments.
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Boston, Melissa D., and Anne Garrison Wilhelm. "Middle School Mathematics Instruction in Instructionally Focused Urban Districts." Urban Education 52, no. 7 (March 18, 2015): 829–61. http://dx.doi.org/10.1177/0042085915574528.
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Direct assessments of instructional practice (e.g., classroom observations) are necessary to identify and eliminate opportunity gaps in students’ learning of mathematics. This study examined 114 middle school mathematics classrooms in four instructionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging tasks, but declines in cognitive challenge during implementation and discussions. Overall instructional quality exceeded results from studies with nationally representative samples and paralleled results of studies of instructionally focused urban middle schools. Significant differences existed between districts, favoring the district with veteran teachers, long-term use of Standards-based curricula, and professional development initiatives.
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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.
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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.
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Opoku-Asare, Nana Afia, and Abena Okyerewa Siaw. "Curricula and Inferential Factors That Affect Student Achievement in Rural, Urban, and Peri-Urban Senior High Schools in Ghana." SAGE Open 6, no. 3 (August 5, 2016): 215824401666174. http://dx.doi.org/10.1177/2158244016661747.
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Happell, Brenda. "The Implications of Legislative Change on the Future of Psychiatric Nursing in Victoria." Australian & New Zealand Journal of Psychiatry 32, no. 2 (April 1998): 229–34. http://dx.doi.org/10.3109/00048679809062733.
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Objective: The aim of this paper is to explore the potential implications of the Nurses Act introduced in 1993 upon psychiatric nursing in Victoria. Essentially this Act abolished the existing separate undergraduate education for psychiatric nursing. The focus of this paper is to explore the potential implications of this legislative change to the psychiatric nursing profession, particularly in light of relevant research findings. Method: In order to ascertain the impact of legislative change, a survey of psychiatric nursing content was conducted in Schools of Nursing throughout Victoria. Results: A 100% response rate was achieved. The responses indicated that little alteration had been made to existing general nursing courses to incorporate the change in legislation. The compulsory psychiatric nursing content varies from nil to 17.4% of the total curriculum. Conclusions: The theory and practice of psychiatric nursing constitute only a small proportion of undergraduate curricula. In view of the comparative unpopularity of psychiatric nursing as a career option for undergraduate students, the implications of this situation for the future psychiatric nursing workforce are serious.
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Taleghani, Mohammad, Azadeh Montazami, and Daniela Perrotti. "Learning to Chill: The Role of Design Schools and Professional Training to Improve Urban Climate and Urban Metabolism." Energies 13, no. 9 (May 3, 2020): 2243. http://dx.doi.org/10.3390/en13092243.
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The increased frequency of heat-related mortality and morbidity in urban environments indicates the importance of urban climate studies. As most of the world’s population lives in cities, the education of designers, planners and policy makers is crucial to promote urban sustainability This paper, firstly, focuses on the different factors causing the urban heat islands in large cities. Secondly, it considers how these factors are reflected in higher education programmes. Examples are shown from courses in UK higher education, explaining the common software tools used for simulating urban spaces, and student field measurements are drawn on to illustrate how urban climate studies are included in higher education curricula. Urban metabolism is used to conceptualise the main approach to systemic resource-use assessments and as a holistic framework to investigate the main drivers of the urban heat island phenomenon. To sum up, this paper reflects on the importance of training climatically-aware graduates from design schools.
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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.
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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.
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Newton, Clare, Sue Wilks, and Dominique Hes. "Educational Buildings as 3D Text Books: Linking ecological sustainability, pedagogy and space." Open House International 34, no. 1 (March 1, 2009): 17–25. http://dx.doi.org/10.1108/ohi-01-2009-b0003.
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This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communication and organizational skills. Teachers will become more aware of and hopefully skilled at managing space both environmentally and pedagogically. Architects will have the unusual opportunity of experiencing and analyzing their designs through the eyes of users. While this ambitious research is in its infancy, the interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology. The research is timely.4 Following in the footsteps of the United Kingdom, Australian state and federal governments have committed to reinvigorate our aging school stock. This research led by an interdisciplinary team, was developed in partnership with Department of Education and Early Childhood Development, the Victorian Government Architect's Office, and seven design firms with expertise in learning environments. The research has been funded by the Australian Research Council
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Atrio Cerezo, Santiago, and M. Araceli Calvo Pascual. "El concepto físico-químico de materia en las escuelas latinoamericanas de educación primaria: Cuándo y con qué profundidad se trabaja." education policy analysis archives 25 (September 11, 2017): 98. http://dx.doi.org/10.14507/epaa.25.3023.
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This paper seeks to identify when and how thoroughly Latin American primary education systems deal with concepts of “matter.” First, an analysis of their presence in the official curricula of 10 Latin American countries is made, as well as the problems identified by experts from different countries. Second, the results of the exploitation of data from the Second Regional Comparative and Explanatory Study (SERCE), developed by UNESCO, are shown. The study concludes that concepts of “matter” are present in the aforementioned curricula and in the classrooms of the 10 countries analyzed, although there are a number of differences between those countries. The importance of Science Education in teacher training is evidenced by the fact that the didactic resources and the methodology used by teachers in the classrooms will determine how science-based content is learnt. This methodology should consider students’ sociocultural context, balancing time dedicated to teaching whether in urban and rural schools or in state and public schools.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.
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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Thornton, Lukar E., Karen E. Lamb, and Kylie Ball. "Fast food restaurant locations according to socioeconomic disadvantage, urban–regional locality, and schools within Victoria, Australia." SSM - Population Health 2 (December 2016): 1–9. http://dx.doi.org/10.1016/j.ssmph.2015.12.001.
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Ahlawat, Kapur S., and Elias Baydoun. "Influence of Rural and Urban Environments on the Health Outlook of Twelfth Grade Students in Jordan." International Quarterly of Community Health Education 9, no. 2 (July 1988): 151–71. http://dx.doi.org/10.2190/297h-92c7-efln-bvbb.
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Using a sample of 312 grade twelve male and female students from rural and urban area schools in Jordan, the influence of rural and urban sociological environments on their health outlook was explored. The concept HEALTH was evaluatd on sixteen Semantic Differential scales. MANOVA and univariate F-tests revealed different effects of rural and urban environments on each gender. There were statistically significant ( p < .00) sex differences in the urban school students but not in the rural school students. Also there were statistically significant ( p < .03) environmental effects on the female students but not on the male students. In general urban female students held brighter perspectives of health than did urban male as well as rural female students. Between the males, rural students tended to show sunnier outlook toward health than did their urban cohorts but the differences were not statistically significant at alfa = .05 level. Implications for the development of health education curricula and public health programs were discussed.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.
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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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Fuller, Bruce, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia. "Worsening School Segregation for Latino Children?" Educational Researcher 48, no. 7 (July 29, 2019): 407–20. http://dx.doi.org/10.3102/0013189x19860814.
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A half century of research details how segregating racial groups in separate schools corresponds with disparities in funding and quality teachers and culturally narrow curricula. But we know little about whether young Latino children have entered less or more segregated elementary schools over the past generation. This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010. Latinos became more segregated within districts enrolling at least 10% Latino pupils nationwide, including large urban districts. Exposure of poor students (of any race) to middle-class peers improved nationwide. This appears to stem in part from rising educational attainment of adults in economically integrated communities populated by Latinos. Children of native-born Latina mothers benefit more from economic integration than those of immigrant mothers, who remain isolated in separate schools. We discuss implications for local educators and policy makers and suggest future research to illuminate where and how certain districts have advanced integration.
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Benfratello, Luigi, Giuseppe Sorrenti, and Gilberto Turati. "Tracking in the tracks in the Italian public schooling: Inequality patterns in an urban context." ECONOMIA PUBBLICA, no. 2 (August 2020): 39–70. http://dx.doi.org/10.3280/ep2020-002002.
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We study whether, alongside with an explicit tracking system separating students in general versus vocational curricula typical in European countries, the Italian highly centralised public schooling is also characterised by another implicit tracking system, typical of the US, separating students mostly by ability and income within the same track. We pursue this aim by considering the municipality of Turin, a post-industrialised urban context in Northern Italy. We proxy students' ability and skills with the score obtained at the standardised admission test at the School of Economics and Business of the local university. We find evidence of heterogeneity across tracks and schools within the same track, which suggests that the inequality patterns common in the Italian schooling system are affected by both types of tracking. We then discuss the potential sources of this US-style tracking, namely self-selection of better students in better schools, observed and unobserved school characteristics and income stratification. As for the role of income, we find limited evidence of residential segregation, but students from better socio-economic backgrounds travel more, exploiting information on school quality.
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Poole, Adam, Yang Liujinya, and Shi Yue. "“We’re Away From Everything”: Understanding the Struggles Faced by Internationalized Schools in Non-Urban Contexts in China." SAGE Open 12, no. 1 (January 2022): 215824402210810. http://dx.doi.org/10.1177/21582440221081026.
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This paper reports on an emerging type of international school, which we refer to as the Chinese internationalized school. This school caters to Chinese citizens and aspires to offer a fusion of national and international curricula. The majority of internationalized schools in China are to be found in large metropolitan centers. Accordingly, the literature has focused on relatively affluent urban centers, such as Shanghai, Suzhou, and Beijing. However, in recent years, internationalized schools have started to emerge outside of metropolitan areas in what have been described as tier-3 and 4 cities, which could also be described as non-urban or rural contexts, due to their remote location and proximity from metropolitan centers. This study adds to the scholarship on internationalized schooling in China by focusing on the struggles that schools in a non-urban contexts are likely to face. Focusing on one school, our interviews with 16 teachers and the school’s principal revealed that the school’s remote location made recruiting students and teachers problematic. Moreover, the effects of COVID-19 compounded this issue, with many prospective students abandoning their plans to study abroad and instead choosing to study in a local school offering the Chinese national curriculum. As a result, the school was forced to recruit students who did not possess the necessary English language ability to access the content of the Cambridge curriculum. This created a washback effect, which impacted on students’ academic achievement, their motivation, and the teaching strategies employed by the teachers. The paper concludes by considering what implications the findings might have for teachers and school leaders in internationalized schools in non-urban contexts.
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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (August 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.
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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.
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Cunningham, E. G., C. M. Brandon, and E. Frydenberg. "Building resilience in early adolescence through a universal school-based preventive program." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 15–24. http://dx.doi.org/10.1017/s1037291100003915.
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The development of effective coping resources, including positive thinking and an increased sense of self-efficacy, is related to enhancing resilience and healthy development in young people. A universal school-based prevention program that adapted techniques cognitive therapists use for depressed children, and directly based on the work of Seligman (1995), was implemented over a six-week period to whole-class groups by classroom teachers within their regular school curricula. Learning was facilitated through the use of stories, cartoons, hypothetical examples, practice and role-plays. Fifty-eight Year 5 and 6 students from four schools in regional and rural Victoria completed pre- and post-program questionnaires on self-efficacy, coping and attributional style. Following program participation, children reported significant improvements in optimistic thinking and self-efficacy, as well as a reduction in the use of the non-productive coping strategies of worry, wishful thinking, not coping, and reliance on friends. These promising results provide evidence for the feasibility of implementing a low-cost, non-intrusive program that addresses the emotional well-being of all young people in school settings. The longer-term success and viability of any universal preventive programs may ultimately depend upon the extent to which such programs can be integrated into the mainstream curriculum practices of schools.
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Michl, Jan. "A CASE AGAINST THE MODERNIST REGIME IN DESIGN EDUCATION." International Journal of Architectural Research: ArchNet-IJAR 8, no. 2 (July 12, 2014): 36. http://dx.doi.org/10.26687/archnet-ijar.v8i2.408.
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The article argues that the present dominance of the modernist design idiom, and the general aesthetic inferiority of existing non-modernist stylistic alternatives, is a consequence of the fact that design schools have for decades banished non-modernist visual idioms from their curricula. The author discusses original arguments for the single-style / single taste modernist regime of contemporary design schools, and contends that the modernist vision of a single unified style, which prompted the banishment, was rooted in a backward-looking effort to imitate the aesthetic unity of pre-industrial, aristocratic epochs. Against the received view of modernism as an expression of modernity, the author argues that the modernists were, on the contrary, intent on suppressing the key novel feature of the modern time: its pluralism in general and its aesthetic diversity in particular. It is further asserted that the design philosophy behind the modernist regime was largely self-serving, aimed at securing the modernists an educational and aesthetic monopoly. The author pleads for transforming the modernist design education into a modern one, where a pluralism of aesthetic idioms and positions replaces the current one-style-fits-all approach.
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Madrigal, José. "Social impact of community projects in Mediterranean schools of architecture." Facta universitatis - series: Architecture and Civil Engineering 14, no. 1 (2016): 21–46. http://dx.doi.org/10.2298/fuace1601021m.
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Star system architect concept was promoted by the media and the society during the last decades. Image culture helped to it, where the most ?iconic? works and designs were continuously published. So many Universities saw how the number of students of Architecture was growing up and new Schools of Architecture arose. Recent economic crises in Europe and other countries helped to go back to an important question: what is the role of the architect within the society? It was an excellent opportunity to understand the Architectural education as the reflection of the society from a territorial and urban point of view. Community projects developed within the Architecture curricula helped to get a comprehensive high education levels, especially in the final years of the program. Transformative pedagogies applied to urban planning and architectural design courses bring up the social role of the architect to the students. Practical exercises are proposed, where the final result is even positive for an eventual social extrapolation. The paper presents us the community projects experiences related to urban design in two different Mediterranean schools of Architecture, one of them in Italy and the last two ones in Lebanon. In the first case the students were invited to reflect on improving the quality of life of the citizenship and the tourists visiting Liguria region in Italy. Proposals for joining efforts among the several municipalities and developing new territorial models are done. The second case study shows us two initiatives for the students, developing proposals for UNHABITAT program and municipalities in southern Lebanon and a proposal for regenerating river lines in Byblos, within the 100 resilient cities program powered by Rockefeller Foundation. Finally, the paper presents the new project is being developed currently by American University of Cyprus, about Arabahmet and Karamanzade sectors in Nicosia.
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Elrawy, Sara, and Doaa Abouelmagd. "Architectural and Urban Education in Egypt in the Post Covid-19 Pandemic." European Journal of Sustainable Development 10, no. 2 (June 1, 2021): 91–112. http://dx.doi.org/10.14207/ejsd.2021.v10n2p91.
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Quality of education is a global Sustainable Development Goal (SDG) to be achieved by the united nations by 2030. The covid-19 pandemic resulted in a significant problem in education worldwide and Egypt with problems related to the shift to distance learning and accessibility to technology and facilities supporting this shift. This paper aims to contribute to the currently ongoing research that asses the changes in architecture and urban education due to the Coronavirus pandemic, including the shift to distance learning in the practical courses that initially need studio work. The state of distance education via the Internet is difficult for architectural teaching curricula. Most studio environment courses require in-class follow-up. In developing countries like Egypt, not all architecture schools are equipped to move to e-learning, and most have not dealt with this before. This paper assesses student satisfaction and analyzes the entire process of distance learning in practical architectural courses during the coronavirus pandemic in Egypt. the research applies a quantitative and qualitative approach. A questionnaire was designed and distributed; 304 students from 17 Egyptian schools of architecture responded. A survey and series of interviews were completed among twelve schools of architecture in Egypt to analyze their responses during the crises and study the shift to e-learning in teaching the practical courses. The paper shows that the psychological effect and working solo from home have affected the students the most. There is a need to solve the internet problems, train the staff and the students to use the online tools for virtual classes, and provide a stable e-learning platform. The future of the traditional studio environment is under questioning. This study responds to the urgent need to evaluate the effect of Covid-19 on architecture education and to question the studio environment in the future to achieve a sustainable higher education in schools of architecture in Egypt.
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Kamps, Debra, Mary Abbott, Charles Greenwood, Carmen Arreaga-Mayer, Howard Wills, Jennifer Longstaff, Michelle Culpepper, and Cheryl Walton. "Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention." Learning Disability Quarterly 30, no. 3 (August 2007): 153–68. http://dx.doi.org/10.2307/30035561.
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This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.
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Rita, Loloçi, and Menada Petro. "The Impact of Schools and Families in the Religions Perceptions of Children in Albania and Kosovo." European Journal of Social Science Education and Research 8, no. 1 (April 15, 2021): 110. http://dx.doi.org/10.26417/401txw56a.
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This study aimed to identify children`s perceptions regarding the role of religion in their education, their religious belonging, the parent's role in their religious education, and the attitude they have towards other religions. To gather quantitative data regarding the opinion the 10-14 age children have on religion and religious education, a survey was performed in several schools in Albania and Kosovo urban and rural areas (720 students from 8 schools of Durres, 4 in rural areas, and 473 students from 8 schools of Pristina and the surrounding area). A questionnaire was used to fulfill the purpose of the research regarding the knowledge, attitudes, and the perceptions of 10-14 age group on religious education in schools. At the same time, studies of national and international authors were consulted for a better analysis of the problems raised in the questionnaires such as the role and the importance of intercultural education in the coexistence and the harmony between people of different cultures, the education on The Fundamental Rights, the role of the curricula in schools, the difference between families in the rural and urban areas and the effect of the parents’ education on children. The results of the study showed that children of this age group receive the first knowledge about religion from the family. An irreplaceable role in religious education has the media. The school involvement in giving knowledge on religious beliefs in both studied regions will positively influence pupil’s formation, eliminating this way the violation of other people religion that often is present in our schools and not only. A correlation between the tolerance of parents and the tolerance of their children resulted as the consequence of the care that families show to respect different religions and often even sects.
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ODIERE, MAURICE R., SELPHA OPISA, GLADYS ODHIAMBO, WALTER G. Z. O. JURA, JOHN M. AYISI, DIANA M. S. KARANJA, and PAULINE N. MWINZI. "Geographical distribution of schistosomiasis and soil-transmitted helminths among school children in informal settlements in Kisumu City, Western Kenya." Parasitology 138, no. 12 (June 17, 2011): 1569–77. http://dx.doi.org/10.1017/s003118201100059x.
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SUMMARYThis cross-sectional study determined the prevalence and distribution of schistosome and soil-transmitted helminth (STH) infections among 1,308 children aged 10–18 years in 34 primary schools in 8 informal urban settlements in Kisumu City, western Kenya. Stool samples were collected and examined for eggs of Schistosoma mansoni and STH (Hookworms, Ascaris lumbricoides and Trichuris trichiura) using the Kato-Katz technique. Haematuria was used as a proxy indicator of urinary schistosomiasis. Schools and water bodies were mapped using a geographical information system. Overall, 34% of children were infected with one or more helminth species whereas 16·2% of children were infected with one or more STH species. Schools in closest proximity to Lake Victoria and River Nyamasaria had the highest S. mansoni prevalence while schools with STH were more homogenously distributed. Mean school prevalence of S. mansoni infection was 21% (range=0–69·7%), S. haematobium 3·6% (range=0–12%), hookworms 6·1% (range=0–20%), A. lumbricoides 4·9% (range=0–18·4%), and T. trichiura 7·7% (range=0–18·6%). Helminth-related morbidities were not associated with infection. Our study demonstrates that schistosomiasis and STH are important health priorities among schools in informal settlements of Kisumu City, and highlights the need for routine deworming in similar settings.
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Weis, Lois, and Doris Carbonell-Medina. "Learning to Speak Out in an Abstinence Based Sex Education Group: Gender and Race Work in an Urban Magnet School." Teachers College Record: The Voice of Scholarship in Education 102, no. 3 (June 2000): 620–50. http://dx.doi.org/10.1177/016146810010200305.
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This article explores race and gender work done under the auspices of an abstinence based sex education program in an urban magnet school. While it is generally acknowledged that there is not nearly enough sexuality education in schools, that which does exist leaves much to be desired. In these curricula young men are painted as biologically programmed sexual aggressors while women are scripted as passive victims whose only subject position is that of not provoking easily sexually aroused males. In addition, research shows that compulsory heterosexuality is inscribed throughout the school curriculum. Here the author enters as a participant in one such sexuality program and works ethnographically with a voluntarily constituted girls group in an urban magnet school. As part of a larger look at “sites of hope” in urban America, the author focuses specifically on the ways in which this group offers a space within which personal and collective identity work takes place and assesses the extent to which such a space offers a “home” within which social stereotypes are contested and new identities tried on. The implications of such spaces for far reaching social change are explored.
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Thompson, Lindsay, and Richard G. Milter. "CityLab." Business and Professional Ethics Journal 37, no. 2 (2018): 213–35. http://dx.doi.org/10.5840/bpej201842470.
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This paper outlines the academic architecture of CityLab as graduate program course initiative and Principles of Responsible Management Education (PRME) capstone exemplar. When the United Nations launched the Millennium Goals in 2000 to focus global development on humanity rather than GDP, the Global Compact was launched as a collateral effort, challenging business, government, and social sector leaders to transform the global economic system. In 2007, the Six PRME focused on business schools, challenging them to reorient their curricula towards preparing students to lead the world in building “an inclusive and sustainable economy.” CityLab is an example of innovating the learning experience and challenging learners to take leadership roles in efforts to enhance the value of livable cities as the foundation of an inclusive and sustainable global economy for the Urban Century.
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Polk, Saanà A., Nicole Vazquez, Mimi E. Kim, and Yolanda R. Green. "Moving From Multiculturalism to Critical Race Theory Within a School of Social Work." Advances in Social Work 21, no. 2/3 (September 23, 2021): 876–97. http://dx.doi.org/10.18060/24472.
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The continued presence of racism and white supremacy has risen to a crisis level as today’s global pandemic, police abuse targeting Black, Indigenous and other people of color (BIPOC) communities, and mass urban uprisings rock the nation. This article presents a case study of a West Coast school of social work that has carried out a five-year systematic campaign to move all levels of the program beyond a multicultural orientation towards critical race theory. This study reveals the results of a self-organized cross-racial committee within a school of social work, motivated by an ambitious goal to implement a racial justice orientation throughout the school’s personnel, practices, policies, and curricula. The committee has been further characterized by its commitment to engage across the power-laden divisions of field faculty, tenure track faculty, and administrative staff. The article offers documented stages of development, narratives from across differences of identity and professional role, and thick descriptions of strategies that led to the adoption and infusion of an intersectional critical race analysis throughout the school’s curricula. The organic development of the campaign and the leveraging of opportunities throughout the campus and across campuses offer important lessons for other schools of social work undergoing transformational change.
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Nawaz, Haq. "Perception of secondary schools' students about Physics practical work: Intended and enacted curriculum perspective." Journal of Social Sciences Advancement 3, no. 3 (September 29, 2022): 144–50. http://dx.doi.org/10.52223/jssa22-030306-42.
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The syntactic and pragmatic nature of science is learnt better through practical work. Practical work supports cognitive, neuromotor and attitudinal domains of learning through scientific reasoning. Laboratory apparatus availability, their functionality, usability and standard schedule in academic curricula are essential for smooth conduct of practical work. Teachers’ perceptions about practical and students’ scientific inquiry about practical work are linked with effective curriculum implementation. The current study was planned to examine the gap between intended curriculum and enacted national curriculum of physics focusing conduct of practical and the availability of laboratory apparatus. The study was descriptive in nature, following quantitative research design, and a survey method was used to frame the study. A multistage stratified random sampling technique was used to collect the data. Secondary school physics teachers, students, laboratory stock register and the national curriculum for physics were sources of the data. The sample of study consisted of 2,880 students enrolled in 10th grade. The reliability of the instrument was confirmed through calculating Cronbach’s Alpha score; 0.823. The results of the study showed moderate practice 55.8% for the conduct of practical and poor practices 20.2% for the availability of laboratory apparatus for the conduct of practical. There existed gap between theory and practical periods 8:1 in schools’ timetable. Further, the results of the independent sample t-test claimed a significant difference between urban and rural schools’ teachers in conducting practical work, urban teachers were conducting more practical as compared to rural schools’ teachers. The study recommended that government may provide funds to purchase laboratory apparatus, head-teachers ensure availability and functionality of laboratory with apparatus and physics teachers are provided training to conduct practical.
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Squire, Kurt. "From Information to Experience: Place-Based Augmented Reality Games as a Model for Learning in a Globally Networked Society." Teachers College Record: The Voice of Scholarship in Education 112, no. 10 (October 2010): 2565–602. http://dx.doi.org/10.1177/016146811011201001.
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Background/Context New information technologies make information available just-in-time and on demand and are reshaping how we interact with information, but schools remain in a print-based culture, and a growing number of students are disaffiliating from traditional school. New methods of instruction are needed that are suited to the digital age. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to explore how curricula that are designed to capitalize on the affordances of mobile media might be employed in schools. Population/Participants/Subjects The study took place during a 2-week unit in a poor urban school district with roughly 50 at-risk middle school students. The partnering teacher adapted the model curriculum, which involved students investigating a rash of illnesses originating from a popular local beach. This qualitative case study, derived from field notes, videotapes, interviews, and document analyses, describes the practices that emerged and the strengths and limitations of the curriculum. From a classroom management perspective, the narrative elements of the unit enabled teachers to create a dramatically different classroom culture, one that was built around students performing as scientists. Students’ performance was heavily dependent on the kinds of inscriptions that they made to organize data, suggesting the importance of designers developing tools to scaffold learning, but also suggesting trade-offs in having students struggle to organize information versus doing it for them. Most noteworthy to teachers was how the technology-enhanced curriculum enacted students’ identities as problem solvers and knowledge builders rather than as compliant consumers of information, reinforcing for them the schism between what is expected of students in school and how they interact outside of school. Teachers and students lamented the lack of opportunities to actually participate in community issues beyond the classroom, suggesting that the future of such curricula may reside in building community-school-home partnerships.
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Kohlstedt, Sally Gregory. "“A Better Crop of Boys and Girls”: The School Gardening Movement, 1890–1920." History of Education Quarterly 48, no. 1 (February 2008): 58–93. http://dx.doi.org/10.1111/j.1748-5959.2008.00126.x.
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In the 1890s progressive educators like John Dewey proposed expansive ideas about integrating school and society. Working to make the boundaries between classroom learning and pupils' natural environment more permeable, for example, Dewey urged teachers to connect intellectual and practical elements within their curricula. Highly visible and widespread examples of this integrative goal were the school gardens that flourished from the 1890s well into the twentieth century. Evidence of their presence is recorded in newspapers, national magazines, and annual school reports whose illustrations typically portrayed well-dressed children cultivating large gardens next to impressive urban school buildings. Whether in large cities or country settings, school gardens were expressions of modern and progressive education of the sort encouraged by Dewey. Gardens were encouraged in theory and in practice not only at the laboratory school affiliated with the University of Chicago but also in normal schools across the country (Figure 1).
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Pryshchepa, Оlena. "Implementation of the state enlightenment model of education in the cities and towns of Right-Bank Ukraine (first third of the 19th century)." History Journal of Yuriy Fedkovych Chernivtsi National University, no. 54 (December 15, 2021): 26–33. http://dx.doi.org/10.31861/hj2021.54.26-33.
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The article deals with the implementation of the education model in the towns of Right-Bank Ukraine in the first third of the 19th century. This model was based on the main ideas and achievements of the Polish-Lithuanian Educational Commission and provided for a combination of state control over educational institutions with the implementation of the educational idea of universal knowledge for everyone. Because of this approach, the existing school network was preserved and integrated into the new state mechanism. This network demonstrated its effectiveness until the mid-20s of the 19th century.The specificity of educational institutions in the Vilnius district and in particular in urban settlements of Right-Bank Ukraine was manifested in a longer duration of study than in other districts, a wider range of curricula with teaching subjects in Polish, and a higher level of teaching schools. Maintaining to a high level the educational practices of the already non-existent Polish-Lithuanian Commonwealth, first of all they satisfied the educational and cultural demands of the regional nobility. In general, the educational reform in Right-Bank Ukraine in the last third of the 19th century affected the intensification of cultural life in urban areas.
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Story, Mary, Rita Warren Mays, Donald B. Bishop, Cheryl L. Perry, Gretchen Taylor, Mary Smyth, and Clifton Gray. "5-a-Day Power Plus: Process Evaluation of a Multicomponent Elementary School Program to Increase Fruit and Vegetable Consumption." Health Education & Behavior 27, no. 2 (April 2000): 187–200. http://dx.doi.org/10.1177/109019810002700205.
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The 5-a-Day Power Plus program targeted multiethnic fourth- and fifth-grade students in 10 intervention and 10 control urban elementary schools in St. Paul, Minnesota, to increase fruit and vegetable consumption. The intervention included behavioral curricula in classrooms, parental involvement, school food service changes, and food industry support. Process evaluation was conducted by using surveys and classroom and lunchroom observations to assess the characteristics of teachers and food service staff, the degree the intervention was implemented as intended, and external factors that may have affected the program results. Results showed high levels of participation, dose, and fidelity for all of the intervention components, with the exception of parental involvement. The process evaluation findings help explain why the increase in fruit and vegetable consumption occurred mostly at school lunch and not at home. Future intervention research should focus on creating new and potent strategies for parental involvement and for increasing the appeal and availability of vegetables.
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprs-archives-xli-b6-53-2016.
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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software “BLIF” equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module “Deforestation of the rainforest in Brasil”.
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprsarchives-xli-b6-53-2016.
Full textAbstract:
Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software “BLIF” equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module “Deforestation of the rainforest in Brasil”.
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Liu, Xunqian, and Yi Yang. "The Hard Road to Reform: Curriculum Renewal for Muslim Education in Early Twentieth-Century China." Religions 14, no. 1 (December 28, 2022): 46. http://dx.doi.org/10.3390/rel14010046.
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Since the early twentieth century, Chinese Muslim elites have been engaged in a movement aimed at developing a new style of education for Muslim children. These Muslim elites traveled to the Middle East and were influenced by the modernizing movement in the broader Islamic world. The new-style schools were no longer attached to mosques, and their curricula emphasized the inclusion of modern secular subjects. Islamic knowledge and disciplines began to be transmitted as modern subjects when taught in modern institutions. Based on the detailed analysis of historical documents, this paper examines the trajectories of several prominent modern institutions in Beijing to illustrate the key aspects of Muslim educational reform. The Muslim elites in charge of this educational reform share the common goals of promoting education and improved livelihoods for the urban Hui Muslims; to date, however, these goals have been only partially met, and a mismatch has emerged between the new knowledge that students have learned and the occupational composition of the Hui people in Niujie (mainly small traders).
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Oberti, Marco, and Yannick Savina. "Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area." Urban Studies 56, no. 15 (February 28, 2019): 3117–42. http://dx.doi.org/10.1177/0042098018811733.
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In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.
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Mohammed, Salifu Maigari. "Teachers’ Beliefs: Positive or Negative Indicators of Inquiry-Based Science Teaching?" World Journal of Education 12, no. 1 (February 12, 2022): 17. http://dx.doi.org/10.5430/wje.v12n1p17.
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Inquiry-based science teaching is an innovative pedagogy that is more effective than traditional instruction in promoting scientific literacy. However, teachers must develop strong favourable beliefs about inquiry teaching before they can successfully employ it to improve students’ learning outcomes. Despite its importance few studies have been done to examine teachers’ beliefs about inquiry teaching in places, like Africa, where there are serious inquiry curricula implementation challenges. This study investigated whether teachers’ beliefs are positive or negative indicators of inquiry-based science teaching. Convergent parallel mixed methods was used for the study. Purposive and stratified random sampling were used to select 308 and subsample of 18 integrated science teachers from public and private junior high schools (JHSs) from urban and rural areas. Administration of questionnaires and semi-structured interviews were used for the quantitative and qualitative data collection. The questionnaire has content and construct validities and is reliable. The interview schedule is credible and dependable. One finding suggests that most teachers in the research setting hold weak beliefs about inquiry teaching but strong beliefs about traditional instruction, that are negative indicators of inquiry-based science teaching. Other findings indicate that there are significant school type and academic qualification differences in teachers’ beliefs about inquiry-based science teaching. One implication of the findings is that currently most teachers in the study context do not hold strong positive beliefs necessary for the implementation of inquiry-based science curricula. It is recommended that regular inquiry-based in-service trainings be designed to improve teachers’ beliefs. It is also recommended that inquiry-based in-service trainings should be designed based on teachers’ school type and academic qualifications.
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Angulo, Antonieta. "Digital Media Instruction in Architecture Education." Open House International 32, no. 2 (June 1, 2007): 65–73. http://dx.doi.org/10.1108/ohi-02-2007-b0008.
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The aim of this paper is to provide a structured collection of case studies organized around the core discussion of how to address the subject of digital media in schools of design in general and architecture in particular. By means of these case studies it will be possible to understand the trajectory that we have followed in the Department of Architecture at Texas A&M University, having as main goal the incorporation of digital media instruction in design curricula and to assess whether our instructional methods and strategies are in tune with our present understanding of the role of digital media in design. The case studies have been organized following three main contextual themes, namely: shaping our understanding of the role of digital media in design, incorporating digital media in the design studio, and adapting to the availability of new technology. The paper includes the identification of critical issues, among them: polarization between traditional and digital media, solutions for continuous learning and update, and pervasive accessibility of digital means. The paper states conclusions and identifies the opportunities and challenges that we foresee in the near future based on the implementation of multidisciplinary integration and the development of multimodal and media-rich design environments.
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Martin, Peter Clyde. "Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning." Teachers College Record: The Voice of Scholarship in Education 118, no. 14 (November 2016): 1–24. http://dx.doi.org/10.1177/016146811611801409.
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The article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught. The study examines various sources of data, including the school's evolving language, literacy, and math programs, high-stakes test results, school improvement plans, and written IEP goals. Over several years, as low test scores and failure to make AYP had an increasing impact on school life, skills specifically targeted on annual state tests became the guide for how math and literacy and language development were addressed. In effect, instruction in these areas became equated with test preparation. As ranges in proficiency led to ability grouping in pertinent courses, there was a narrowing of skills addressed in the lower-level classes that were entirely populated by students categorized as limited-English proficient and/or having a disability. In effect, this turned test preparation into the math and literacy curricula for these students, which in turn affected decisions regarding which skills would be addressed in students’ IEPs. Implications for schools, policy, and further research are suggested.
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Al-Shafei, Ahmad, Saleh Al-Damegh, Fahad Al-Matham, Abdulrahman Al-Mohaimeed, Abdullah Al-Nafeesah, Ahmad Hamad-Aldosary, Moteb Al-Otaibi, et al. "Establishment of an Accelerated Doctor of Family Medicine Program at Unaizah College of Medicine, Qassim University, Kingdom of Saudi Arabia." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051881884. http://dx.doi.org/10.1177/2382120518818844.
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Primary health care is well known to be the cornerstone for the health of the society. Furthermore, efficient health care at the secondary and tertiary levels is entirely dependent on effective primary health care. The Kingdom of Saudi Arabia (KSA) is currently building up a rigorous primary health care system with a large number of well-equipped primary health care centers. However, there is an acute shortage of Saudi family physicians throughout the country; both in urban and rural areas. There is no evidence in the literature supporting the relatively long 7 years’ traditional duration of medical programs in the KSA. Rather, several US and Canadian medical schools have established accelerated programs in Internal Medicine and Family Medicine with graduates comparable with those of the traditional curricula in terms of standardized tests, initial resident characteristics, and performance outcomes. In response to the challenges the KSA is facing in primary health care, Unaizah College of Medicine at Qassim University is proposing to establish an accelerated Doctor of Family Medicine Program that would run for total duration of 6 years. Herein, we describe a concise outline of this program.
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Okoye-Johnson, Ogo. "Does Multicultural Education Improve Students’ Racial Attitudes? Implications for Closing the Achievement Gap." Journal of Black Studies 42, no. 8 (June 10, 2011): 1252–74. http://dx.doi.org/10.1177/0021934711408901.
Full textAbstract:
The effects of multicultural education on the racial attitudes of students in prekindergarten through twelfth grade are examined in this meta-analysis. Multicultural education was operationalized for this study as programs and curricula dealing with racial and cultural diversity. The effect sizes of curricular intervention and reinforcement dimensions of multicultural education in suburban and urban settings among age groups 3-8 and 9-16 were compared to see the relative effectiveness of multicultural education on students’ racial attitudes. The mean effect size of 0.488 from a total of 60 effect sizes calculated using 30 studies shows that exposure to multicultural education led to a reduction in students’ racial attitudes. However, the mean effect size of 0.645 from curricular intervention studies was higher than the mean effect size of the reinforcement studies at 0.08, indicating that the curricular intervention dimension of multicultural education was more effective in reducing students’ racial attitudes. Multicultural education was more effective in reducing racial attitudes in urban areas with a mean effect size of 0.72, than in suburban areas with a mean effect size of 0.587. Multicultural education was also more effective in reducing racial attitudes among the 9-16 age group with a mean effect size of 0.751, than among the 3-8 age group with a mean effect size of 0.208. Implications for research and for practice with emphasis on closing the achievement gap that exists among the various student subgroups primarily in under achieving inner-city public schools are discussed.
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Debrah, Justice Kofi, Diogo Guedes Vidal, and Maria Alzira Pimenta Dinis. "Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review." Recycling 6, no. 1 (January 22, 2021): 6. http://dx.doi.org/10.3390/recycling6010006.
Full textAbstract:
Solid Waste Management (SWM) is a multifaceted problem comprising political, socioeconomic, institutional, and environmental aspects. Due to exponential urban growth, it has become one of the most significant issues faced by urban spaces in developing countries. The gap in environmental knowledge among the youth and the old within developing countries contribute to ecological issues or waste management problems, resulting in unsustainable development, with important consequences in low-income countries. For that matter, a systematic review was conducted aiming to identify and analyse environmental knowledge, awareness, attitudes, and practice studies on SWM from 2010 to 2019 in developing countries. The evidence suggests that students at both secondary and tertiary levels have positive environmental attitudes, and high awareness of environmental issues, but there is a lack of practical education of teachers to guide students to put SWM into practice. Student’s low environmental knowledge is related to a deficiency in teachers’ practical experience in SWM for environmental sustainability. A relationship between teachers’ and students’ knowledge and attitudes towards SWM, as well as differences in awareness, attitude, and practices of SWM linked with education and age, were also found. This review also revealed that the lack of environmental education in most developing countries is caused by fragilities in practical environmental curricula of teachers to respond to modern-day environmental issues for sustainable development and cleaner production (CP). To bridge the knowledge gap between the youth and older people in SWM, environmental sustainability education should be integrated into schools at all levels within developing countries.