Gotowe bibliografie tematyczne / Educational chang

Gotowa bibliografia na temat „Educational chang”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 6 lutego 2022

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Artykuły w czasopismach na temat "Educational chang"

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Lee Jong Heun. "Educational study on relationship between virtual knowledge and temperament change in Chang Heng-Qu' thought". Korean Journal of Philosophy of Education ll, nr 41 (luty 2008): 225–50. http://dx.doi.org/10.15754/jkpe.2008..41.009.

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GiSu Kang. "A Study on the life and educational thought of Jeon, Young Chang". Journal of Educational Idea 27, nr 3 (grudzień 2013): 1–27. http://dx.doi.org/10.17283/jkedi.2013.27.3.1.

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Kim, Yu-Ri. "The Educational Meaning of (Gyu Chang) Lee Geon “Jeju Poong-To-Gi”". Korean Studies ll, nr 20 (czerwiec 2012): 437–64. http://dx.doi.org/10.36093/ks.2012..20.014.

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Yoo, Jae-Bong. "Chang-Sook Kim’s Educational Thoughts: Focused on the Movements of Nationalism, Democracy and Confucianism". Korean Journal of Philosophy of Education 41, nr 4 (30.12.2019): 201–27. http://dx.doi.org/10.15754/jkpe.2019.41.4.010.

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Yao, Vej. "«Divided audience» – a new education model as a reform of the education process in Chinese universities". Interactive science, nr 10 (44) (19.10.2019): 27–29. http://dx.doi.org/10.21661/r-508381.

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The article is devoted to the idea of a «divided audience» which was proposed by a Chinese scientist, Professor Chang Xuexin. The author outlines that at the moment, it is used as a new educational model in Chinese universities and it is considered reform of the educational process. The author comes to the conclusion that this model has changed the traditional Chinese pedagogical thought – the role of students has become dominant in teaching. It is practically confirmed by improvements in the quality of education in Chinese universities and is acute topic of discussion among teachers and scientists in China.
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M Williams, Brittany, i Raven K Cokley. "#GhanaTaughtMe: How Graduate Study Abroad Shifted Two Black American Educators’ Perceptions of Teaching, Learning, and Achievement". Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 227–44. http://dx.doi.org/10.28945/4424.

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Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming.
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Nazaruddin, Dony Adriansyah. "Selected Geosites for Geoheritage, Geotourism, and Geoconservation in Songkhla Province, Southern Thailand". Quaestiones Geographicae 38, nr 1 (29.03.2019): 161–77. http://dx.doi.org/10.2478/quageo-2019-0011.

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Abstract A systematic investigation has been conducted in several selected geosites in Songkhla Province (Southern Thailand) including inventory, characterization, classification, assessment, and evaluation to study their potentials for geoheritage, geotourism, and geoconservation. A list of geosites have been established for this study, consisting of Songkhla Lagoon/Lake, Samila Beach, Tone Nga Chang (Elephant’s Tusk) Waterfall, Khao Rup Chang (Dragon and Elephant) Cave, and Khao Daeng Hot Spring. Characterization of all these sites have showed that most of the sites have unique and interesting landforms (geomorphological sites), except only a hot spring site (hydrogeological site). The geosites have features of small to large scales (tens meter to larger than 10 km). Qualitative and quantitative assessments have been carried out based on geoheritage values (scientific & educational, aesthetic, recreational, cultural, etc.), with the state/provincial to national levels of significance. Geoconservation efforts should be conducted in all these sites for some purposes, such as research and education as well as geotourism in the province and the region.
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Kim, Ja-woon. "A study on the educational practice and its characteristics of Seoksil-Seowon in the late 17th-the early 18th century -Focusing on the educational activities of Kim Chang-hyup-". Journal of Korean Seowon Studies 11 (30.12.2020): 185–218. http://dx.doi.org/10.30594/kss.2020.12.11.7.

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Kim, Ja-woon. "A study on the educational practice and its characteristics of Seoksil-Seowon in the late 17th-the early 18th century -Focusing on the educational activities of Kim Chang-hyup-". Journal of Korean Seowon Studies 11 (30.12.2020): 185–218. http://dx.doi.org/10.30594/kss.2020.12.11.7.

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kang myungsook. "A Study on the Simsan Kim Chang-Sook : Re-establishment Activity of Sungkyunkwan University and Educational Thought after the 1945 Liberation". Journal of Educational Idea 29, nr 3 (sierpień 2015): 1–21. http://dx.doi.org/10.17283/jkedi.2015.29.3.1.

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Rozprawy doktorskie na temat "Educational chang"

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Lynch, Timothy Joseph, i res cand@acu edu au. "An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary Schools". Australian Catholic University. School Of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp96.04092006.

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Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.
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Evans, Michael Pier. "Inside Education Organizing: Learning to Work for Educational Change". Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.

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Thesis advisor: Dennis L. Shirley
Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.
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Carse, Nicola Rhys. "'Change is a journey' : investigating the complex process of educational change within Scottish primary physical education". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7930.

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This thesis investigates the experiences of generalist primary teachers, in Scotland, as they instigated curriculum and pedagogical change in physical education. Five primary teachers with an additional qualification in physical education, the Postgraduate Certificate in 3-14 physical education (PGCert), were followed within their school contexts over an academic year. In contrast to much of the preceding literature this research provides empirical work at the micro level on educational change from the perspective of the individual teacher: illuminating the reciprocal relationship between professional learning and educational change. A qualitative, interpretivist approach underpinned the gathering and analysis of data. This approach reflected the focus of the study which was to understand and make sense of the multiple realities, experiences and views of participant teachers evolving from their social, cultural and historical contexts. Data were gathered using semi-structured interviews, unstructured interviews about teachers’ planning and observations of physical education lessons. The theoretical framework that was used to interrogate the data incorporated situated learning theory (Lave and Wenger, 1991), professional learning and educational change literature; in particular the work of Fullan was utilised to explore his concept of ‘change agentry’. The first line of analysis establishes how the participant teachers approached teaching and learning in physical education prior to engaging with the PGCert. Thereafter the PGCert is examined to ascertain how the format and structure of this professional development opportunity came to influence the participant teachers. In the final analysis, an over-view of each teacher’s narrative in regards to their role in the change process is presented, outlining the curricular and pedagogical changes they initiated within their school contexts. Taken together, these findings contribute to research on educational change providing detailed analysis over an extended period of time of the motivating factors, constraints and complex character of change from the perspective of teachers within their individual school contexts. In the present educational climate where teachers are expected to be leaders of curricular and pedagogical change this study provides empirical evidence of teachers exercising their autonomy and integrating professional learning within their practice as they initiate and implement change.
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Nongkas, Catherine Matmadar, i res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study". Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.

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Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers’ colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. The following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers’ Colleges? 2. What are the lecturers’, students’, and recent graduates’ perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers’ colleges? 3. How is the curriculum in the teachers’ colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers’ Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose. This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers’ colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.
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Neather, Edward John. "Education in East Germany 1945-1998 : educational change in the former GDR". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265272.

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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.

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This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.
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Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.

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Rabinovitch, Lori Diane. "Educational reform : an investigation of democracy and the place of the self in Québec education". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85199.

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The Province of Quebec launched a province-wide reform of its schools and adult education centres in 1997 to respond to the exigencies of an increasingly multicultural population, and the requirements of a knowledge-based society. The reform aims to enhance democracy and citizenship. Based on the recent explosion in philosophical literature about varying models of democracy, and the concept of self advanced by each model, it is important to investigate what vision of democracy and concept of self is proposed for Quebec through this reform and what institutional measures are being adopted by the educational community to ensure its realization. This paper uses the principles of applied philosophy for an investigation of the reform from three perspectives: a study of theories about democracy, education, and the development of self; a critical text analysis of the reform's formative document; the creation of a study group inside a school board implementing the reform in its schools. The conclusion of the present investigation is that a model of deliberative democracy and dialogical concept of self is not the model of democracy that dominates Quebec's current reform project despite evidence that such a model is most likely to ensure that this reform will successfully address the needs of the population.
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Reid, Douglas E. "Educational restructuring: Attributes promoting change". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/962.

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Książki na temat "Educational chang"

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Ru he shi er tong di zhi neng chao chang fa zhan. Taibei Shi: Lin yü wen hua shi yeh yu xian gong si, 1995.

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Gao deng jiao yu shi chang hua gai ge yu ji hui jun deng. Shanghai: Shanghai jiao yu chu ban she, 2006.

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Dang qian zhong xiao xue jiao yu gai ge zhong de 6 da jiao dian wen ti: 11 wei jiao yu zhuan jia ji ming xiao xiao chang de duo yuan si kao. Wuhan Shi: Hubei jiao yu chu ban she, 2003.

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Kua yue jiao yu de jiao yu si suo: Shanghai Shi zhong chang qi jiao yu gai ge he fa zhan yan jiu = Kuayue jiaoyu de jiaoyu sisuo : Shanghaishi zhongchangqi jiaoyu gaige he fazhan yanjiu. Shanghai Shi: Shanghai ren min chu ban she, 2010.

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Chang dao chuang xin fa zhan: Hubei Sheng gao deng xue xiao gai ge an li ji. Wuhan: Hua zhong ke ji da xue chu ban she, 2011.

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Pyŏk ŭl nŏmnŭnda: Sot'ong kwa yunghap ŭi lidŏsip Sŏuldae Ch'ongjang Yi Chang-mu ŭi hŭimang chitki. Sŏul: Sŏul Taehakkyo Ch'ulp'an Munhwawŏn, 2010.

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Fu hao yu jiao yu chang yu guan xi zhi yan jiu: The study of the relationships between symbols and education. Gaoxiong Shi: Li wen wen hua shi ye gu fen you xian gong si, 2012.

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Education 2000: Educational change with consent. London: Cassell, 1990.

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Meier, Max Georg, i Béatrice Gorawantschy. Education, educational reforms, and social change. Ankara: Konrad Adenauer Vakfı, 1994.

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Adele ai yu yin dao zai jiao yu di shi jian: 12 ge bang zhu hai zi fa zhan gui shu, xin xin, gong xian de jiao yu xian chang gu shi. Taibei shi: Yuan liu chu ban shi ye gu fen you xian gong si, 2017.

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Części książek na temat "Educational chang"

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Lo, Leslie N. K., i Fang Wang. "Navigating Educational Change". W Navigating Educational Change in China, 93–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63615-3_5.

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Kwok, Ka-ho. "Social Change and Educational Change". W When Education Meets Politics in Taiwan, 5–19. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-152-0_2.

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Li, Ming. "Educational Reform and Teacher Education: A Theoretical Overview". W Understanding the Impact of INSET on Teacher Change in China, 3–18. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-3311-8_2.

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Beabout, Brian R. "Principles of Leading Change". W Educational Futures, 151–72. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-100-7_10.

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Chapman, Christopher. "Aiming for systemic change". W Educational Equity, 20–37. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-2.

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Sleegers, Peter, Femke Geijsel i Rudolf Van den Berg. "Conditions Fostering Educational Change". W Second International Handbook of Educational Leadership and Administration, 75–102. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0375-9_4.

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Sahlberg, Pasi. "Educational Change in Finland". W Second International Handbook of Educational Change, 323–48. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_19.

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Shakeshaft, Charol. "Gender and Educational Change". W Second International Handbook of Educational Change, 969–83. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_54.

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Meier, Debbie. "Authenticity and Educational Change". W International Handbook of Educational Change, 596–615. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_30.

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Wells, Amy Stuart, Sibyll Carnochan, Julie Slayton, Ricky Lee Allen i Ash Vasudeva. "Globalization and Educational Change". W International Handbook of Educational Change, 322–48. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_17.

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Streszczenia konferencji na temat "Educational chang"

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Cai, Zhengui, i Rongkun Lu. "Notice of Retraction: Analysis on the Chang-zhu-tan green logistics situation and development strategy". W 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5608407.

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Smakman, Matthijs, Koen Smit, Eline Lan, Thomas Fermin, Job van Lagen, Julia Maas, David van Vliet i Sam Leewis. "Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study". W Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.
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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng i Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.

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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources
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Markovich, Nicholas. "A Call for Educational Models Based in Interdisciplinary, Diversity, Change". W 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.51.

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In order to be effective and meaningful for students, educational venues ought reflect the creative and technological essence of the culture they serve, indeed, show leadership in these areas. They must also be forward thinking, anticipating the hture state of being within a culture. Education must, in a sense, predict the status and expectations of future culture and find strategies viable for the students future existence. Education above all teaches about “being” and strategies for “being” within varying realms of reality. Being is in crisis and architectural education reflects that crisis today as it did at the turn of this century, when paradigmatic shifts occurred from Beaux Arts based teaching methodologies to Modernist/Bauhaus methods to present Post Modem methodologies. Today’s shift is one that moves from earlier Twentieth Century industrialized based paradigms to one that is now based in information and interpretation. This shift is critically rooted in change and the resultant ability to cope within an ongoing cloud of increasingly complex systems of understanding. The most important single change needed in the education of architects and designers is the implementation of education models based in diversity and change within interdisiplinary frameworks.
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Xie, Tao, Nikolai Tillmann i Jonathan de Halleux. "Educational software engineering: Where software engineering, education, and gaming meet". W 2013 3rd International Workshop on Games and Software Engineering - Engineering Computer Games to Enable Positive, Progressive Change (GAS). IEEE, 2013. http://dx.doi.org/10.1109/gas.2013.6632588.

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Āriņa, Baiba, Tatjana Koķe i Nora Jansone-Ratinika. "Representation of the Student-Centred Learning Approach on University Website". W Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5593.

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The topicality of the change of the educational paradigms in the national and global context forms a necessity and challenge for the higher education system to undergo the dynamic change in moving towards more individualised education process. The student-centred learning (SCL) approach as a topical form of implementation of the educational process conforms to the needs of contemporary society and as such advances growth at both individual as well as institutional level. The University website provides an insight into the implementation of the educational process by representing the mindset, values, and positions of individuals at the University. The aim of the research is to evaluate the representation of SCL approach on the Rīga Stradiņš University (RSU) website, thus offering conclusions and recommendations for its development. The results from the analysis of the descriptions of study programmes confirm that the representation of student-centred approach is taking place, however, it should be improved in such aspects as students’ and lecturers’ relationships, lecturers’ competencies, implementation of the partnership, and the digitalisation of the study process.Keywords: Student-centred learning, university website, representation.
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Küttim, Merle, Jelena Hartšenko i Iivi Riivits-Arkonsuo. "Added value of post-secondary education in Estonia". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.

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Education is seen in the human capital literature as one of the determining factors for labour market outcomes (Blázquez et al., 2018), measured through multiple variables. The aim of the current study is to examine the change in the earnings of graduates from Estonian post-secondary education institutions. This is achieved by comparing graduates who had studied from 2013 to 2016 in four fields: engineering, information technology, economics and natural sciences. To assess the change in pre- and post-entry earnings difference-in-differences regression was used. The results indicate there are differences between disciplines in terms of added value. In economics gender differences have the smallest and entrepreneurial activities the largest impact for the change in earnings. The study contributes to our understanding of added value of post-secondary education by combining educational, tax and social data, and analysing the change in graduates’ earnings pre- and post-entry. Keywords: Post-secondary education; earnings; value added; Estonia; labour market success
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Shnaras, E. S. "ASPECTS OF INNOVATIVE DEVELOPMENT OF AGRARIAN EDUCATION AFTER THE PANDEMIC". W INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.383-387.

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Training of new generation personnel in the context of traditional and distance learning remains relevant in our century of high-speed and nano-technologies, robotic equipment and combined agricultural complexes. The innovative development of the agro-industrial complex is based on modern methods of production and a radical change in the quality of management not only of technological processes, but also of decision-making processes at all stages of organizing the production of agricultural products. Today, not all higher educational institutions in the field of the agro-industrial complex can claim to be in relative compliance with the production requirements for the training of specialists, therefore, modernization of education is required, which provides for the renewal of the facility, that is, bringing it in line with new requirements, norms, technical conditions and quality indicators. The article examines aspects of the innovative development of agricultural education and proposes priority directions for the integration activities of an agricultural university as a multidisciplinary educational center or complex, taking into account the tasks set, which are implemented through the modernization of the educational process and the educational and production base for conducting educational and practical classes at the university.
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Vásquez, Rafael E., Norha L. Posada, Santiago Rúa, Carlos A. Zuluaga, Fabio Castrillón i Diego A. Flórez. "Curriculum Change for Control Engineering Education in a Mechanical Engineering Undergrad Program". W ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66658.

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This paper addresses the curriculum change performed for control engineering education in the mechanical engineering (ME) undergraduate program at the Universidad Pontificia Bolivariana (UPB), located in Medellín, Colombia. The new curriculum model of the UPB is based on learning, and promotes the achievement of outcome-related course learning objectives during the education process. The faculty of the ME department developed the Human Capabilities and Outcomes Map; such map explicitly shows the connection between general human capabilities that are strengthen through the ME program, the outcomes that are to be achieved, the way this outcomes are assessed, and the courses where the outcomes are addressed in the curriculum. The faculty responsible for the area of design, dynamic systems, and control, gathered during two years and defined educational objectives for all the courses in the area, considering the mechanical engineering program as a whole in order to provide the students with knowledge and skills necessary for their future professional career. As a result, three new courses to address control engineering education in the mechanical engineering curriculum were created: Measurement and Instrumentation, Control Engineering, and Control Engineering Lab. Since the courses have been recently created, faculty will assess the performance within a three-year period in order to quantify the impact of the curriculum change for control engineering education.
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Manh Tran, Thang, i Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Raporty organizacyjne na temat "Educational chang"

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Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, luty 2020. http://dx.doi.org/10.15760/etd.7293.

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Cascio, Elizabeth, i Ayushi Narayan. Who Needs a Fracking Education? The Educational Response to Low-Skill Biased Technological Change. Cambridge, MA: National Bureau of Economic Research, lipiec 2015. http://dx.doi.org/10.3386/w21359.

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Waltmann, Ben, Laura van der Erve i Jack Britton. Higher Education Funding: more change to come? Institute for Fiscal Studies, listopad 2019. http://dx.doi.org/10.1920/bn.ifs.2019.bn0266.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, grudzień 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.
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Ruben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1990.

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Clark-Wilson, Alison, Amreen Bashir i Tom Kaye. A Theory of Change for a Technology-Enhanced Education System in Bangladesh. EdTech Hub, marzec 2021. http://dx.doi.org/10.53832/edtechhub.0044.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, październik 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Dreier, M. J. Training the Trainers: A Call for Change in Combat Engineer Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, luty 2005. http://dx.doi.org/10.21236/ada506119.

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Janigo, Kristy A., Mee Jekal i Theresa Lastovich. What Did People Wear to the March for Science?: Social Change and Design Education. Ames (Iowa): Iowa State University. Library, styczeń 2019. http://dx.doi.org/10.31274/itaa.8869.

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Chakeredza, S., A. B. Temu, A. Yaye, S. Makungwa i J. D. K. Saka. Mainstreaming climate change into agricultural education: challenges and perspectives ICRAF Working Paper no. 8. World Agroforestry Centre (ICRAF), 2009. http://dx.doi.org/10.5716/wp15993.pdf.

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