Bibliografías temáticas / Holistic education

Literatura académica sobre el tema "Holistic education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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Artículos de revistas sobre el tema "Holistic education"

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Narvaez, Darcia. "Holistic Moral Education". Korea Association for Public Value 4 (31 de diciembre de 2022): 1–6. http://dx.doi.org/10.53581/jopv.2022.4.1.1.

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Ngale, Ilongo Fritz y Mahlatsi Monaheng. "Holistic Education". Humanities and Social Science Research 2, n.º 1 (25 de febrero de 2019): p15. http://dx.doi.org/10.30560/hssr.v2n1p15.

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This paper posits that it is the blend of Botho, or Human Factor ethos of Basotho traditional education with the scientific perspectives of 21st century western education, that can effectively lead to holistic education. The methodology is basic research, while the theoretical framework is critical theoretical analyses articulated around triple axes of the traditional Basotho educational system, the modern western educational system, and a hypothetical third perspective or holistic education. This paper will highlight the Botho tenets of Basotho traditional education, 21st century skills, and resultant holistic education. This paper proposes educational transformation or holistic education through the integration of both the experiential, participative, and social learning orientation of traditional Basotho education, with the scientific, virtual, technological and entrepreneurial perspectives of modern western education. The paper proposes policy recommendations for the development of holistic education in modern Lesotho.
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Akmençe, Ahmet Egemen, Bürhan Akpunar y Ezgi Akmençe. "Holistic Language Education". Harran Education Journal 2, n.º 1 (17 de junio de 2017): 41–50. http://dx.doi.org/10.22596/2017.0201.41.50.

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Zandroto, Amel Devina y Siane Indriani. "AN ANALYSIS ON LEARNING LOSS AND HOLISTIC EDUCATION". Polyglot: Jurnal Ilmiah 1, n.º 19 (25 de enero de 2023): 156. http://dx.doi.org/10.19166/pji.v1i19.6346.

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<p><strong>Abstract</strong></p><p>Christian education views students as an image of God. During the pandemic of COVID-19, students encountered learning loss phenomena which has become a challenge for Christian schools. Thus, this study aims to elaborate the difference between Christian perspective and secular perspective toward the “learning loss’ phenomena; how important a holistic education is to be implemented in the classroom; and to explain the role of the teacher as a facilitator to implement holistic learning in the classroom. The research method used in this study is literature review. The result showed that students as the image of God should be valued as a whole person, not only partially as viewed from secular perspectives. Christian teachers need to be equipped to see and teach their students holistically, such as planning their lessons to be ‘contextual’ and relevant for their students in order to raise awareness for tolerance, empower their talents, and conduct learning processes through loving interaction and applying holistic assessments. A recommendation for further research is to implement holistic education at primary level and elaborate the challenges faced by the teacher.</p><p> </p><p><strong>Bahasa Indonesia Abstrak</strong></p><p>Pendidikan Kristen melihat siswa sebagai <em>Image of God</em>. Selama pandemi covid-19 siswa menghadapi satu fenomena, yaitu <em>Learning Loss</em>, di mana terdapat penurunan dalam proses pembelajaran siswa. Oleh karena itu, tujuan dari paper ini adalah untuk menjelaskan perbedaan antara sudut pandang kekristenan dengan sudut pandang sekuler terkait fenomena “<em>learning loss; </em>pentingnya penerapan pendidikan holistis di dalam kelas, dan menjelaskan peran guru sebagai fasilitator dalam mengimplementasikan pendidikan holistis di dalam kelas. Penelitian ini dilakukan menggunakan metode kajian literatur. Hasil penelitian menunjukkan bahwa murid sebagai <em>Image of God </em>seharusnya dididik sebagai manusia yang utuh, dan tidak hanya sebagian seperti halnya dalam pandangan sekuler. Guru Kristen harus diperlengkapi agar dapat melihat dan mengajar secara holistik. Misalnya, merencanakan pembelajaran yang kontekstual dan relevan untuk siswa agar dapat membangkitkan kesadaran mereka akan toleransi dan mengembangkan talenta mereka. Serta mengimplementasikan pendidikan holistik di dalam kelas melalui interaksi yang didasarkan pada kasih serta penerapan penilaian holistik kepada siswa. Sebagai rekomendasi, peneliti menyarankan agar penelitian selanjutnya berfokus pada penerapan pendidikan holistik kepada murid di Sekolah Dasar serta memaparkan tantangan-tantangan yang dihadapi oleh Guru.</p><p> </p><p><strong><br /></strong></p>
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Heinrich, Kathleen T. "Holistic Doctoral Education for Holistic Nursing". Image: the Journal of Nursing Scholarship 30, n.º 4 (diciembre de 1998): 308–9. http://dx.doi.org/10.1111/j.1547-5069.1998.tb01319.x.

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Sayfullah, Hasan. "Paradigma Holistic Education". Edukais : Jurnal Pemikiran Keislaman 2, n.º 2 (27 de diciembre de 2018): 79–91. http://dx.doi.org/10.36835/edukais.2018.2.2.79-91.

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The ever-expanding rotation of science, along with the remarkable progress of civilization and human science in this modern age, has arisen multidimensional and multi-complex human life problems and crises, such as: ecological crisis, humanitarian crisis , moral crises (demoralisation), greater social and economic inequality, violence and crime, and other crises. The occurrence of that is because of the enormous inequality between science and technology that developed so rapidly with moral wisdom and humanity that is not developed at all, if not said backwards. Furthermore, if traced the root cause, as a result of the unsuitability between the demands of the times with the world view of the modern world. On the one hand, the flow of globalization has eliminated human relationships in a more open, dialogical, tolerant, and plural climate. The most dominant significance of character change, mindset, attitude, ethics, and morals is endorsed in educational institutions. So when there is a deterioration and anxiety in human life that is definitely blamed is the educational institution. However, on the other hand, the worldview adopted by most modern humans does not allow the dialogical and humanist relations to grow and develop. Based on the concept of holistic education is an offer.
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Hays, Richard B. "Holistic medical education". Medical Journal of Australia 196, n.º 2 (febrero de 2012): 143. http://dx.doi.org/10.5694/mja11.11523.

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Kalb, Kathleen A. y Susan O’Conner-Von. "Holistic Nursing Education". Nursing Education Perspectives 40, n.º 3 (2019): 162–64. http://dx.doi.org/10.1097/01.nep.0000000000000405.

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Kushvaha, Talha Ali. "EDUCATION AND HOLISTIC DEVELOPMENT". Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, n.º 2 (26 de junio de 2022): 202–7. http://dx.doi.org/10.18372/2786-5487.1.16599.

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This article is about how education could help individuals develop holistically rather than merely acquire money making skills, and education with values should be the goal of all educational frameworks.
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Liu, Lydia. "Holistic Admissions in Higher Education". Journal of Postsecondary Student Success 1, n.º 4 (20 de julio de 2022): 1–19. http://dx.doi.org/10.33009/fsop_jpss131099.

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As U.S. higher education institutions adapt their admissions policies to advance diversity and inclusion, holistic admissions has taken a center stage in many institutions’ admissions practices. This article provides an overview of the definition of holistic admissions, the differences between holistic admissions and other types of admissions, challenges and promises in implementing holistic review, particularly around the test-optional component, evidence of desired outcomes of holistic admissions, and future research needs.
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Tesis sobre el tema "Holistic education"

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Nakagawa, Yoshiharu. "Eastern philosophy and holistic education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/NQ50065.pdf.

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Kouanchao, Ketmani. "Lao American college students' holistic identity development". Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570185.

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Lao American college students' holistic identity development was examined in this study. The research utilized modified grounded theory methods to generate a model of holistic identity development for Lao American students whose families immigrated to the United States after 1978 as a part of the third wave of Laotian immigrants. Chickering and Reisser's (1993) psychosocial identity development theory and Kodama, McEwen, Liang, and Lee's (2002) negotiating identity and development task model for Asian Americans were utilized as an a priori theoretical foundation. Interviews explored participant perceptions and lived experiences as related to the elements of these two theories. Grounded theory development techniques were utilized in the analysis to explore the nature and interactions of various elements of the a priori theories. Data were collected using one exploratory focus group followed by in-depth interviews. Each participant was a child of parents who were refugees; all but one was born in the U.S. Findings center around three themes related to Lao American college students' holistic identity development: (a) the enmeshment of purpose and identity, (b) the influence and integration of family and culture influences, and (c) the fluidity of community influence. The dissertation concludes with a discussion of implications for theory, policy, and practice.

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Tan, Michelle. "Connecting dots : interaction design for holistic learning". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/927.

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Connecting Dots proposes that new media such as interactive websites can be developed using a design framework based on elements of holistic education identified by Miller (1996) as Balance, Inclusion and Connection, so that holistic learning can be achieved. Recognising the negative consequences of the focus on meritocracy, the Singapore government have in recent years advocated for a transformation of the education system to include opportunities for holistic learning. This research contends that holistic learning is a responsibility that has to be shared by both the education system and families. This should be cultivated in a child from an early age so that a strong foundation for life-long learning can be established. As children are increasingly exposed to media technology at an early age, there is a pressing need for online content to provide families with a platform to engage their young holistically. Using t he design framework, an interactive website, also titled Connecting Dots was developed and tested through a qualitative study as part of a practice-based research that uses an iterative and incremental development process. With the appropriate methods used to collect and analyse data, the research endeavors to develop design recommendations that can be transferred to other interactive websites that promote holistic learning, not limited to the Singapore context.
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Andersson, Karin. "A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India". Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.
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Oberle, Alicia M. "Instructional Practices in Holistic Education for Patients with Cancer". Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814414.

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During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing.

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Hansen, Ulcca Joshi. "Holistic Education: Its Philosophical Foundations and Practical Application". Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486987.

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Rudge, Lucila T. "Holistic Education: An Analysis of its Pedagogical Application". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.

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Bitter, James Robert. "Parent Education as a Part of Holistic Medicine". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5248.

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Oberle, Alicia. "Instructional Practices in Holistic Education for Patients with Cancer". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5238.

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During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing.
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Zandman, Herm Jan Gerhard. "Physical education in holistic Christian education : a Christian ethical perspective / Zandman, Herm J.G". Thesis, North-West University, 2005. http://hdl.handle.net/10394/824.

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The historical-literary phenomena and all the facets of research have been carefully tested against Biblical principles and indices. During the journey through historical-literary material and in the quantitative and qualitative research that has been undertaken, the striving has continuously been to test each phenomenon, event and research data against the fundamental, Biblical principles that were enumerated in the second chapter, i.e. . The Bible makes a clear case that the whole person needs to develop and be developed for holy service; . God Himself is interested in the body as part of the entirety of the person He created and demonstrates and teaches through His Word against dualism; . Included in the sixth commandment regarding murder is the principle that one should not harm one's own body in any way, but rather nourish it (Vorster, 2004:123). . Christ and the apostles demonstrate in many ways the necessity to serve God as a whole person; . To be fit for service includes being fit to live before God as a well-balanced spiritual, emotional, cerebral and physical being; . Man's fallen-ness has led to imbalance, causing disfuntionality in stewardship and in training for stewardship; . Physical education, as declared in the central theoretical argument and as reasoned throughout the thesis on the basis of Biblical-ethical principles, should be regarded as essential to development of vicegerents under Christ.
Thesis (Ph.D. (Ethics))--North-West University, Potchefstroom Campus, 2005.
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Libros sobre el tema "Holistic education"

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Grasso, Domenico y Melody Brown Burkins, eds. Holistic Engineering Education. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7.

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Singh, Sampooran. The holistic education. New Delhi, India: Siddharth Publications, 1987.

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Miller, John P., Kelli Nigh, Marni J. Binder, Bruce Novak y Sam Crowell, eds. International Handbook of Holistic Education. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398.

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Holistic engineering education: Beyond technology. New York: Springer, 2010.

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C, Stilson David, Glance Joan K y Eddy John 1932-, eds. Holistic education: A wellness manual. Salem, Wis: Sheffield Pub. Co., 1985.

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Renewal, Foundation for Educational, ed. Holistic education: Pedagogy of universal love. Brandon, VT: Foundation for Educational Renewal, 2001.

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P, Miller John. The holistic curriculum. 2a ed. Toronto, Ont: OISE Press, 2007.

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P, Miller John. The holistic curriculum. Toronto, Ont: OISE Press, Ontario Institute for Studies in Education, 1988.

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L, Sonnier Isadore, ed. Methods and techniques of holistic education. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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L, Flake Carol, ed. Holistic education: Principles, perspectives and practices. Brandon, Vt: Holistic Education Press, 1993.

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Capítulos de libros sobre el tema "Holistic education"

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Beauchamp, Gary, Dylan Adams y Kevin Smith. "Holistic Education". En Pedagogies for the Future, 46–59. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183938-4.

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Miller, John P. "Holistic Education". En International Handbook of Holistic Education, 5–16. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-2.

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Grasso, Domenico y David Martinelli. "Holistic Engineering". En Holistic Engineering Education, 11–15. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_2.

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Cameron, Mary M. "Transformative Holistic Education". En Narrating Transformative Learning in Education, 185–96. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610576_12.

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Blair, Jean R. S., Andrew O. Hall y Edward Sobiesk. "Holistic cyber education". En Cyber Security Education, 160–72. Names: Austin, Greg, 1951- editor. Title: Cyber-security education : principles and policies / edited by Greg Austin. Description: London ; New York : Routledge/Taylor & Francis Group, 2021. | Series: Routledge studies in conflict, security and technology: Routledge, 2020. http://dx.doi.org/10.4324/9780367822576-10.

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Grasso, Alfred, Louis S. Metzger, Richard J. Byrne, Stephen D. Huffman, John M. Kreger y Marie A. Francesca. "Holistic Systems Integration". En Holistic Engineering Education, 197–225. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_16.

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Stern, Julian. "Holistic Assessment". En International Handbook of Holistic Education, 129–38. New York : Routledge, 2019: Routledge, 2018. http://dx.doi.org/10.4324/9781315112398-16.

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Grasso, Domenico y Melody Brown Burkins. "Beyond Technology: The Holistic Advantage". En Holistic Engineering Education, 1–10. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_1.

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Yunhe, Pan. "On the Cultivation of Innovative Engineering Talent". En Holistic Engineering Education, 113–24. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_10.

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Berkey, Dennis D. "International Education and Holistic Thinking for Engineers". En Holistic Engineering Education, 125–35. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-1393-7_11.

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Actas de conferencias sobre el tema "Holistic education"

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Hussein, Khaled Abdel Naby. "Holistic Framework for StudentAthletes' Education". En Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpd490.

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Berbic Kolar, Emina. "Glocal, Holistic and Performative Education". En 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.142.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi y Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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London, Robert. "Spirituality and Education: A Holistic Framework". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444822.

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Talgar, Cigdem P., Laura A. Wankel, Jennifer Lehmann, Mary English, Kaleena Seeley, Jillian Scheer, Brooke Hoger, Kimberly Irmiter, Susan A. Ambrose y Yevgeniya V. Zastavker. "Student assessed integrated learning: SAILing to a holistic design of holistic engineering education". En 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190601.

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Janoscova, R. y J. Hvorecky. "Massification of Online Education: A Holistic Strategy". En 2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2020. http://dx.doi.org/10.1109/iceta51985.2020.9379275.

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Greimel-Fuhrmann, Bettina. "AN INTEGRATIVE HOLISTIC MODEL OF ECONOMIC EDUCATION". En 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0260.

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Ain, Nurul. "Holistic Thematic Learning in the Elementary School: Is It Thematic and Holistic?" En International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.99.

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Al-Abri, Dawood. "TEACHING NETWORK SECURITY: A HOLISTIC APPROACH". En International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0915.

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Vipin, B., Vinay V. Panicker y R. Sridharan. "Transformation process in engineering education: A holistic approach". En 2012 IEEE International Conference on Engineering Education: Innovative Practices and Future Trends (AICERA). IEEE, 2012. http://dx.doi.org/10.1109/aicera.2012.6306725.

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Informes sobre el tema "Holistic education"

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1866.

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Carr, Jane. Re-engaging Individual Capacities in Service of Civic Capacity: A Model of Holistic Civic Engagement Education for the University. Portland State University Library, abril de 2020. http://dx.doi.org/10.15760/etd.7326.

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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), julio de 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Willis, Larkin y Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, enero de 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva y Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, julio de 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi y Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, mayo de 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna y Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), noviembre de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk y Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska y Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Mehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, Atsushi Koshio, Chinaporn Meechaiya, Thanapon Piman, Kenneth Mubea, Cecilia Tortajada, Kimberly Mahadeo y Danielle Liao. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, abril de 2020. http://dx.doi.org/10.53328/lotc2968.

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The report recommends that: 1) Policymakers should conduct holistic assessments of social, economic, and cultural factors before AI adoption in the water sector, as prospective applications of AI are case- specific. It is also important to conduct baseline studies to measure the implementation capacity, return on investment, and impact of intervention. 2) To ensure positive development outcomes, policies regarding the use of AI for water-related challenges should be coupled with capacity and infrastructure development policies. Capacity development policies need to address the AI and Information and Communications Technology (ICT) needs for the AI-related skill development of all water-related stakeholders. Infrastructure development policies should address the underlying requirements of computation, energy, data generation, and storage. The sequencing of these policies is critical. 3) To mitigate the predicted job displacement that will accompany AI-led innovation in the water sector, policies should direct investments towards enabling a skilled workforce by developing water sector-related education at all levels. This skilled workforce should be strategically placed to offset dependency on the private sector. 4) Water-related challenges are cross-cutting running from grassroots to the global level and require an understanding of the water ecosystem. It is important for countries connected by major rivers and watersheds to collaborate in developing policies that advance the use of AI to address common water-related challenges. 5) A council or agency with representation from all stakeholders should be constituted at the national level, to allow for the successful adoption of AI by water agencies. This council or agency should be tasked with the development of policies, guidelines, and codes of conduct for the adoption of AI in the water-sector. These key policy recommendations can be used as primary guidelines for the development of strategies and plans to use AI to help achieve water-related SDGs.
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