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Artykuły w czasopismach na temat „Educational chang”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 6 lutego 2022

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1

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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Chang, Hsuan-Pu, i Jason C. Hung. "Comparison of the Features of EPUB E-Book and SCORM E-Learning Content Model". International Journal of Distance Education Technologies 16, nr 2 (kwiecień 2018): 1–17. http://dx.doi.org/10.4018/ijdet.2018040101.

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E-books nowadays have greatly evolved in its presentation and functions, however its features for education need to be investigated and inspired because people who are accustomed to using printed books may consider and approach it in the same way as they do printed ones. Therefore, the authors compared the EPUB e-book content model with the SCORM e-learning content model from the respects of their content presentation, metadata and package structures. Drs. Chang and Hung found that 1) EPUB has the possibility to implement the advantage of content sharing and reusing. 2) EPUB e-books can present educational materials with multimedia and interactive components based on web technology. However, content creators should beware of the limited supported media types 3) EPUB lacks dedicated educational metadata. 4) EPUB e-books have a content reflow mechanism to adjust layouts to fit small screen devices and are able to use all resources offline. Finally, they determined the research issues and strategies that are worthy of further investigation and development for EPUB e-books in education based on our findings.

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Korolija, Maja. "Relation of science and political ideology with examples from science and education field in relations between USSR and FPRY". Filozofija i drustvo 28, nr 4 (2017): 1160–71. http://dx.doi.org/10.2298/fid1704160k.

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Our intention is to consider the relation between science and political ideology in the case of the dynamics of the relation between the FPRY and the USSR, i.e. their science policies. In that sense, we will analyze the history of cooperation and the practical consequences of the break in 1948, in the field of the educa?tional and scientific system of the FPRY, while considering economic and polit?ical transformation in context of the Cold War. We will show that in the scientific field in the FPRY, a transformation has also begun in accordance with this liberal turn, which in ideological terms led the society to the new ruling paradigm - Titoism. In relation to the previous, Marxist-Leninist position - due to which Yu?goslavia, in terms of science policy and organization of science, as well as other fields, was modeled after USSR - the focus now has been moved from the thesis of interweaving science and social needs to the idea of ?sovereignty? of science. Tangible consequences of the influence of these liberal ideological elements in science and the educational system were a departure from social problems and atomization of scientific organization, while in the educational field, among oth?er things, a decrease in the literacy rate is noted. Through this analyses of the scientific and educational social position in the context of these political chang?es, the conclusion can be drawn that this field, just like other social fields, was more or less subordinated to the market needs.

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Shafia Baber, Furrakh Abbas, Dr Azhar Majeed Qureshi. "IMPACT OF WESTERN CULTURE ON UNIVERSITY STUDENTS’ LIFESTYLE". Psychology and Education Journal 58, nr 1 (15.01.2021): 4677–87. http://dx.doi.org/10.17762/pae.v58i1.1627.

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Western culture has an extreme consequence of students’ lifestyles in both positive and negative ways (Riaz & Arif, 2017; Sibani, 2018). There is a deficiency in common apprehension about ways a culture impact students’ education and lifestyle (Kang & Chang, 2016). This research study was conducted to understand the impacts of Western culture on students' lifestyles on various campuses of the University of Education, Lahore. This descriptive study aimed to the perceptions of students about the impacts of cultural imperialism during university life. The target population in this study was both male and female undergraduate students of the University of Education in Lahore. A questionnaire based on likert scale was the tool of data collection. The data collection was through cross-sectional survey. The data collected through 130 questionnaires which were distributed and collected personally. The data analyzed through descriptive statistics (standard deviation) and inferential statistics (Chi-Square Test). The findings of the study indicate that Western culture has exceedingly impacting university students’ lifestyles and social perceptions. Western culture has significantly inclined every part of university life, ranging from social adaptation to cultural preferences. The findings showed that even the slight details of daily university routines have been impacted by Western culture with mostly negative lifestyle choices.

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문미희 i Gyeongsik An. "A study on the educational meaning of ‘Life of Learning’ and ‘Life of Teaching’ in Ildu(一蠹) Jeong Yeo-Chang(郑汝昌)'s life". History of Korean Education 34, nr 4 (grudzień 2012): 31–56. http://dx.doi.org/10.15704/kjhe.34.4.201212.31.

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KATSIMON, Oksana, Olena KHODAKOVSKA i Viktoriia FAI. "INTENSIFICATION OF COLLEGE STUDENTS’ EDUCATIONAL-AND-COGNITIVE ACTIVITIES BY APPLYING INFORMATION-AND-COMMUNICATION TECHNOLOGIES IN TEACHING MATHEMATICAL DISCIPLINES". Cherkasy University Bulletin: Pedagogical Sciences, nr 4 (2020): 72–78. http://dx.doi.org/10.31651/2524-2660-2020-4-72-78.

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. Introduction. The paper substantiates the possibility of using information and communication tech- nologies in the study of natural and mathematical disci- plines while training junior technical specialists. The authors consider the effectiveness of the introduction of modern ICT tools, in particular, multimedia technologies in the process of studying mathematical disciplines, which contributes to the diversification of methods of dealing with objects of study, as well as the visualization of edu- cational information. The use of multimedia technologies can significantly increase the learning motivation and cognitive activity, improve the professional level of future junior specialists, and encourage to apply the latest in- formation resources in professional activities. The purpose of the article is to summarize the experi- ence of using information and communication technologies in education and justify their effective influence on the formation of professional digital competencies of future specialists in the field of IT technologies, lay the founda- tions for professional growth and lifelong learning. The methods of analysis, comparison, explication, abstraction are used in the study. Results. The introduction of ICT into the educational process has become the basis for the formation of a fun- damentally new form of lifelong education which is based on detailed self-assessment supported by technological means and motivated for self-educational a ctivity by the results of self-assessment. The introduction of ICT into the educational process in- fluences the teacher's activity: the teacher is increasingly freed from some didactic functions, including controlling ones, leaving creative ones behind; his/her role is chang- ing significantly and the possibilities of managing the cognitive activity of students are expanding; the qualita- tive characteristics of educational activity are changing, more and more didactic functions are imposed on the computer (presentation of educational material, demon- stration and modeling of processes and phenomena); the requirements for the computer training of the teacher are increasing. The educational process, in its essence, is increasingly approaching productive work. This effect is especially enhanced if educational tasks solved with the help of ICT, are related to the practical activities of the future special- ist or are of interest in the current educational work. Originality. Recently, the application of computer tech- nology and information and communication technologies in higher education, in particular, in the study of mathe- matical disciplines, has intensified. This happened due to the improvement of the computer base of universities and the availability of such mathematical packages as GRAN1, Derive, Mathcad, Matlab, Maple, Mathematica, MuPad, etc. on the software market. Conclusions. The opportunities provided by the use of modern ICT to users, including mathematical packages, determine the need for their widespread introduction into the educational process of the college while teaching mathematical disciplines, which will make it possible to activate the students' educational and cognitive activity and raise the level of the mathematical and professional training of future programmers and economists.

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Umrani, Waheed Ali, Rukhman Solangi, Mumtaz Ali Memon, Asmaa Hadeesa i Soonhan Khoso. "Implementing evaluation for positive organizational changes: IBA-public school Sukkur, Pakistan". Emerald Emerging Markets Case Studies 9, nr 3 (27.11.2019): 1–27. http://dx.doi.org/10.1108/eemcs-05-2018-0067.

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Learning outcomes Learning outcomes are as follows: Understand performance appraisal process and tools; apply theory X and Theory Y in managing resistance to performance evaluation; identify the causes and symptoms of resistance; identify and apply managing resistance approaches. Case overview/synopsis After attaining the height of success in terms of imparting quality education and contributing to the creation of many learned persons of the society, Public school Sukkur was facing the downward trending success for many reasons. After the takeover of management control by Sukkur IBA University, the school was upward trending for quality education, state of the art infrastructure, advanced educational lab, modern teaching methodologies. With such a change, resistance was a must. Both Active and Passive resistance from the stakeholders was impeding the success of newly named IBA-Public School Sukkur. Particularly, the resistance against the implementation of the Performance Appraisal tool and its administration. With the resistance from employees, Chang, Principal IBA Public School Sukkur had to come up a solution for the smooth administration and implementation of Performance Appraisal and manage the resistance from the employees and ensure the continuous improvement through performance appraisal. Complexity academic level Case study is applicable for the MBA students. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 7: Management Science.

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Gundy, Morag S., i Marie Josée Berger. "Towards a Model Supporting Educational Change". International Journal of Information and Education Technology 6, nr 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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葉珍玲, 葉珍玲, i 許添明 Chen-Lin Yeh. "偏鄉學校變革之挑戰教育優先區─成功專案推動歷程研究". 彰化師大教育學報 35, nr 35 (grudzień 2020): 001–27. http://dx.doi.org/10.53106/181983092020120035001.

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<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p> </p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the ""Success Program"" from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p> </p>

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Jeeranan Wongwatanyoo, Apinya Bhumsaidon, Piyachat Thongpaeng,. "The Cost Potential of Shallot in Rasi Salai District, Sisaket Province". Psychology and Education Journal 58, nr 1 (15.01.2021): 3905–8. http://dx.doi.org/10.17762/pae.v58i1.1430.

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This research aimed to study the cost potential of shallot in Rasi Salai District, Sisaket Province in order to lead to planning on pricing, marketing, improving the quality of shallot and analyzing data of farmers and shallot production. The research findings on the general information of shallot farmers revealed that they consisted of 75% of males and 25% of females with 40-49 years of age or 50%. Most of their educational levels were 55% of primary level or lower. They grew shallot together with other crops. The Bang Chang varieties (local shallot varieties of Sisaket Province) were grown most of 75% and the other 25% of local northern verities called Hom Bua. The 70% of planting shallots were harvested from the last season and the other 30% were purchased from other farmers in the market. The shallot productivity per rai was uncertain depending on the caring, fertilizing and disturbing disease. Approximately 35% of the farmers harvested 1,200-1,500 kilograms per rai or 25%. Regarding the production cost of shallot, it was found that the average mount was 8,151.5 baht per rai with the highest amount of verities of 3,250 baht per rai or 15.2%. The cost of insecticide was 1,000 baht or 10.2% of the total cost. In addition, the least cost was transportation for 3.3% only because most merchants bought shallots at the farming sites. According to sale data, 70% of the farmers sold local verieties of Sisaket Province with average price of 30 baht per kilogram, followed by 15% of Hom Bua with an average price of 45 baht per kilogram. The average income earned by farmers in each household was different at 20,001-25,000 baht per rai

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Smith, Marshall S., i Catherine M. Casserly. "The Promise of Open Educational Resources". Change: The Magazine of Higher Learning 38, nr 5 (wrzesień 2006): 8–17. http://dx.doi.org/10.3200/chng.38.5.8-17.

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Rettig, Jim. "School Libraries and the Educational Ecosystem". Change: The Magazine of Higher Learning 41, nr 2 (marzec 2009): 28–29. http://dx.doi.org/10.3200/chng.41.2.28-29.

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Carlyon, Tracey, i Christopher Branson. "Educational change". Teachers' Work 15, nr 2 (20.12.2018): 105–23. http://dx.doi.org/10.24135/teacherswork.v15i2.254.

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Despite the availability of an abundant amount of guiding literature, only about 30% of planned educational changes are successful. Clearly there is something essential missing from our understanding of how to successfully lead educational change. A review of the literature provides an awareness that success is far more likely if the leader pays as much attention to the needs of those who are bringing about the change as they do to the elements of the planned change strategy. Arguably, however, this still maintains a top-down perspective of the change process. Hence the departure point of this article is its presentation of a change process from the perspective of those explicitly affected—that is, a view from the ‘bottom up’. Specifically, this article presents and discusses both quantitative and qualitative data from research conducted in Aotearoa New Zealand involving primary school teachers who changed the class levels in which they taught. It seeks to provide a unique contribution to the development of successful educational change strategies by presenting the teachers’ views about the most effective leadership practices during times of change.

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Huang, Chao-Hsing, Chia-Lin Tu i Jing-Li Hong. "Mutual Help or Social Responsibility of Higher Education—A CJCU Experience". World Journal of Educational Research 5, nr 3 (10.08.2018): 240. http://dx.doi.org/10.22158/wjer.v5n3p240.

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<p><em>In 2009, Typhoon Morakot caused severe damage to the mountains in Kaohsiung, Taiwan. Laulong was one of the villages affected by the typhoon. While all the communities have made all the efforts to restore their infrastructure and livelihood, Laulong village has its unique mission to restore the history and culture of their own.</em><em> </em><em>The residents there identify themselves as </em><em>“</em><em>Tavorang Tribe</em><em>”</em><em>,</em><em> whose ancestors were from other areas. After merging with other people, they are gradually losing their tribal language. They have come to realize that their traditional rituals and tribal history are at risk of extinction; thus, they have endeavored to preserve and reconstruct their heritage.<br /> </em><em>Chang Jung Christian University (CJCU) has involved in reviving these areas after Morakot. The Department of Applied Philosophy targets at this community as the educational field. </em><em>T</em><em>he way to flip educational field requires </em><em>taking </em><em>students into the society. The purpose of this paper is to share the teaching experience of the past and students</em><em>’ learning outcomes. It will introduce</em><em> how a university tried to utilize resource from the government to work with a community while claiming to fulfill its social responsibility, but in fact, both actually received mutual benefits by executing this project. </em></p>

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Siebert, Ernestine, Michael Wasserman i Sandra Fisher. "Using Innovation Hubs as Global Educational Collaboration Centers: Changing the International Education Model". JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, nr 5 (2019): 19–23. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.45.3003.

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This paper adapts existing international educational models to address collaborative education using innovation hubs as the coordinating mechanism. Our goal is to improve global engagement and mobility of students during their educational path. In this paper, we address challenges in international education through an approach based on collaboration among universities with innovation hubs. We base our discussion on theories of organizational change and knowledge management. Qualitative data collected from three partner universities, two in Germany and one in the United States, are presented. Each had specific innovation hubs but none used these resources in a structured international context. We explore ways in which an innovation hub developed and operated by multiple international education partners might be an appropriate platform for new ways of collaboration. An innovation hub might provide a mechanism by which global partners learn in rich ways across diverse platforms, norms, and motivations. Theory grounded in organizational adaptation, open innovation and global education suggests that integrating an innovation hub with international education programs may yield effective results at the individual (students, staff, faculty) and the organizational (intellectual property, reputation, etc.) levels. Desired outcomes include creating mutual benefits through collective knowledge generation and implementation of new ideas. We conclude that implementation of this model would involve a change process, thus specific characteristics and indications for change management should be applied. We offer recommendations for implementing this model and discuss implementation options and the involvement of global partner faculty, students, and staff.

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Huang, I.-Chen. "‘Everybody learns English, and so do I’: The dominance of English and its effects on individuals". English Today 32, nr 1 (11.12.2015): 28–34. http://dx.doi.org/10.1017/s0266078415000504.

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In some Asia-Pacific countries, English is neither an ethnic heritage nor a colonial legacy. The dominant position of English can also be a result of it being the common language for worldwide communication. The superiority of the English language in such countries manifests itself in language policy and national curricula which leads to a frantic pursuit of English. An educational trend in China, Japan, Taiwan, and Vietnam is to start English instruction early to give children an edge in second language acquisition. A rationale used for this is the positive relationship between a nation's international competiveness and the English language competence of its citizens (Baldauf & Nguyen, 2013; Hu, 2009; Park, 2009). One example of a nationwide English learning movement is ‘the-earlier-the-better’ in Taiwan. To win elections, electoral candidates used to propose English instruction to be available at Grade 1 (age of 6) although the Ministry of Education ruled for Grade 5 (age of 10) to be the year for English to be introduced (Chang, 2009). Another example of early English learning is overseas study in South Korea. Young children are sent to North America to receive long-term education so that they can learn to speak English without a Korean accent (Song, 2010).

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Fish, Stanley. "Shared Governance: Democracy Is Not an Educational Idea". Change: The Magazine of Higher Learning 39, nr 2 (styczeń 2007): 8–13. http://dx.doi.org/10.3200/chng.39.2.8-14.

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Benabarre, Rosa, i Jordi Garreta-Bochaca. "¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa". Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, nr 16 (5.07.2021): 187–208. http://dx.doi.org/10.15257/ehquidad.2021.0019.

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INTRODUCTION. Educational innovation is experiencing in Catalonia (Spain) what has begun to be called a "third pedagogical spring" that is leading to a significant increase in schools that make changes at different levels. METHOD. In this context, taking as a reference classifications of types of educational innovation (innovations in the formative structure, pedagogical, process, teacher training and the educational chain), the article presents the analysis of questionnaire carried out on the whole of the population (N) of non-university educational centers of the Territorial Education Service of Lleida (Catalonia). The intention of the questionnaire, and of the research project, was to detect: the degree of innovation of the non-university educational centers as a whole (differentiating the different educational levels), the degree to which this innovation is sustainable over time, the reasons that lead to innovation and its degree of success. In summary, the RESULTS indicate that there really is an "innovative spring" (although some levels of education are higher than others) that can be generalized, as other studies indicate, to the whole of Catalonia. This spring focuses mainly on the implementation of pedagogical actions, formative structure and with the educational chain and is motivated by the interest of improving results, motivation, learning... of students. Although entering into DISCUSSION with other studies also responds to pressure from society and families for educational change.

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USHIOGI, Morikazu. "Changing Educational Population and Educational Change". Journal of Educational Sociology 82 (2008): 7–25. http://dx.doi.org/10.11151/eds.82.7.

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McNamara Perlich, Linda Jane. "Catalyzing Educational Change". JONA: The Journal of Nursing Administration 16, nr 1 (styczeń 1986): 6. http://dx.doi.org/10.1097/00005110-198601000-00003.

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Shirley, Dennis. "Accelerating educational change". Journal of Educational Change 18, nr 3 (29.07.2017): 257–62. http://dx.doi.org/10.1007/s10833-017-9303-2.

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Cuadra-Martínez, David, i Pablo Castro-Carrasco. "Cambio educativo: propuesta de un modelo de transformación de teorías subjetivas". Liberabit. Revista Peruana de Psicología 24, nr 1 (30.06.2018): 147–64. http://dx.doi.org/10.24265/liberabit.2018.v24n1.10.

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Cuba Pacheco, Luz Gabriela, Sixto Jhon Arapa Villanueva, Wendy Sandy Gil Mejía, Ferdinand Eddington Ceballos Bejarano i Alfredo Ruitval Velazco Gonzales. "Logical structure for online b-learning teaching". Universidad Ciencia y Tecnología 25, nr 109 (1.06.2021): 33–39. http://dx.doi.org/10.47460/uct.v25i109.445.

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This paper deals with the most salient aspects of distance education, and how it has been an issue of great relevance in the pandemic era. However, this is not a current issue, it is a situation that has affected the schooling situation in rural areas since earlier times. The positive and negative aspects of distance education from more than twenty years ago are evaluated and contrasted with the new online education methods. B-learning education and new educational paradigms are evaluated. The main results show that education can take on different effective methodologies as long as appropriate teacher training and education processes are in place. Keywords: B-learning education, distance learning, online education. References [1]V. Guichot, «Hisotria de la educación: reflexiones sobre su objeto, ubicación epistemológica, devenir histórico y tendencias actuales,» Revista Latinoamericana de Estudios Educativos, vol. 2, nº 1, pp. 11-51, 2006. [2]J.Gomera, «josegomera.com,»[Online]. Available: https://josegomera.com/academico/conoce-la-historia-de-la-educacion-a-distancia/#:~:text=La%20historia%20de%20la%20educaci%C3%B3n%20a%20distancia%20universitaria%20en%20Estados,que%20transmite%20cursos%20por%20radio.. [Last access: 30 Mar 2021]. [3]wikipedia, «Historia de internet,» [Online]. Available: https://es.wikipedia.org/wiki/Historia_de_Internet. [Last access: 2 Apr 2021]. [4]F.-J. Hinojo-Lucena, J.-M. Trujillo-Torres, J.-A. Marín-Marín y C. Rodríguez-Jiménez, «B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I,» Mathematics, vol. 8, nº 1102, pp. 1-13, 2020. [5]«The objective of this research is to measure the perception that teachers had about their own Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages,» Sustainiability, vol. 12, nº 10128, pp. 1-13, 2020. [6] C. A. Gutiérrez Pérez, «Construction of Digital Identity through B-Learning Training: Resource Evaluation,» ACM International Conference Proceeding Series, pp. 930-934, 2020. [7]Y. Guo y L. Chen, «An Investigation on Online Learning for K12 in Rural Areas in China during COVID-19 Pandemic,» de 2020 9th International Conference of Educational Innovation through Technology, EITT 2020, Portugal, 2020. [8]Universidad de los Andes, «Universidad de los Andes,» [Online]. Available: https://blended.uniandes.edu.co/caracteristicas-del-blended-learning/#:~:text=Un%20elemento%20caracter%C3%ADstico%20en%20la,de%20su%20proceso%20de%20aprendizaje.. [Last access: 02 Apr 2021]. [9]M. Zhang, A. Tlili, R. Zhuang, J. Yang, T.-W. Chang, H. Wang y R. Huang, «Experiencia china de proporcionar aprendizaje remoto y flexible durante la pandemia de COVID-19: un estudio de caso sobre el mantenimiento de la educación en contextos de crisis,» Lecture Notes in Educational Technology, vol. 3, nº 2, pp. 243-253, 2021. [10]J. Carvajal, F. Suárez y X. Quiñónez, «las TIC en la educación universitaria.,» Universidad Ciencia Y Tecnología, vol. 22, nº 89, pp. 31-35, 2019.

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Nasa, Mayuree, i Fatimah Binti Hassan. "Assessment of Tourism Resource Potential at Buriram Province, Thailand". Asian Social Science 12, nr 10 (19.09.2016): 27. http://dx.doi.org/10.5539/ass.v12n10p27.

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<p>The objective of this paper is to assess the resource potentials for tourism and potential tourist destinations in the province of Buriram, Thailand. Buriram province is located in the North-eastern part of Thailand, about 410 km northeast of Bangkok. Indicators and evaluative standards for resource potential assessment were determined, and altogether the total of 31 sites were assessed by a simple weighted score method, one of the popular methods for evaluating the potential of tourism sites. The total number of indicators used was 45. The results revealed that eight sites were categorized into the natural tourist destination, ten sites were the historical tourist destination, ten sites were the cultural tourist destination, and another three were the sport-recreational tourist destination. These three sport-recreational sites, known as I-Mobile Stadium, Chang International Circuit, and Play La Ploen Boutique Resort and Adventure Camp, were the latest attractions because there were built within the last five years, but consequently have become among the most popular tourist attractions in the area. The site assessment revealed that tourism sites in Buriram province had a potential overall score of 2.23 (moderate level) from the highest score of 3.00. Approximately 39% of the total tourism sites have higher potential. According to the analysis of sites and tourism activities, Buriram is highly suitable for the educational tour in historical and cultural sites, and sports destination.</p><p> </p>

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AGUADO-OREA, Javier, Hannah WITHERSTONE, Lisa BOURGEOIS i Ana BASELGA. "Learning to construct sentences in Spanish: a replication of the Weird Word Order technique". Journal of Child Language 46, nr 6 (11.10.2019): 1249–59. http://dx.doi.org/10.1017/s0305000919000448.

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AbstractIn the present study, children's early ability to organise words into sentences was investigated using the Weird Word Order procedure with Spanish-speaking children. Spanish is a language that allows for more flexibility in the positions of subjects and objects, with respect to verbs, than other previously studied languages (English, French, and Japanese). As in prior studies (Abbot-Smith et al., 2001; Chang et al., 2009; Franck et al., 2011; Matthews et al., 2005, 2007), we manipulated the relative frequency of verbs in training sessions with two age groups (three- and four-year-old children). Results supported earlier findings with regard to frequency: children produced atypical word orders significantly more often with infrequent verbs than with frequent verbs. The findings from the present study support probabilistic learning models which allow higher levels of flexibility and, in turn, oppose hypotheses that defend early access to advanced grammatical knowledge.

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Noé, Marrón Ramos Domingo, Pliego Martínez Odette Alejandra i Ramírez Castillejo Griselda. "The Use of Information Technologies and Communication Create an Educational Change". International Journal of Trend in Scientific Research and Development Special Issue, Specia Issue ICE (24.10.2017): P26—P32. http://dx.doi.org/10.31142/ijtsrd5823.

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Goksoy, Suleyman. "The role of the educational manager's in the management of change". International Journal of Academic Research 5, nr 6 (10.12.2013): 188–93. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.30.

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Starr, Lisa, Joseph Levitan, Lynn Butler-Kisber, Aron Rosenberg, Vanessa Gold i Ellen MacCannell. "Educational Change and NEXTSchool". SFU Educational Review 13, nr 1 (19.08.2020): 7–28. http://dx.doi.org/10.21810/sfuer.v13i1.1033.

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In this paper, we examine the current literature on whole-school-system change processes, and the ways in which research findings may be applied to schools in Quebec, Canada. Throughout the paper we use a current school change initiative, NEXTschool, to explore the possibilities and challenges that some of this literature presents, applied to a specific context. At the conclusion we offer a conceptual framework that underpins how we conceptualize the NEXTSchool initiative. The review focuses on three fields that have emerged as relevant to current change movements: 21st century educational change/reform, power dynamics, and design thinking as a systems-change process.

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Forrester, Gillian. "Leading educational change wisely". Journal of Educational Administration and History 43, nr 3 (sierpień 2011): 277–79. http://dx.doi.org/10.1080/00220620.2011.590651.

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Stoddart, Trish, i Dale Niederhauser. "Technology and Educational Change". Computers in the Schools 9, nr 2-3 (styczeń 1993): 5–23. http://dx.doi.org/10.1300/j025v09n02_02.

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Jones, Gareth. "Educational waves of change". Physics World 3, nr 2 (luty 1990): 16. http://dx.doi.org/10.1088/2058-7058/3/2/12.

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Farmer, E. D. "Educational change by experiment". Medical Education 20, nr 4 (lipiec 1986): 265–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01364.x.

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Mundy, Karen. "Global governance, educational change". Comparative Education 43, nr 3 (sierpień 2007): 339–57. http://dx.doi.org/10.1080/03050060701556281.

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Shevitz, Susan L. "TRAILBLAZERS OF EDUCATIONAL CHANGE". Jewish Education 59, nr 2 (wrzesień 1991): 8–9. http://dx.doi.org/10.1080/0021642910590204.

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Connolly, Michael, Una Connolly i Chris James. "Leadership in Educational Change". British Journal of Management 11, nr 1 (marzec 2000): 61–70. http://dx.doi.org/10.1111/1467-8551.00151.

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NESPOR, JAN. "Devices and Educational Change". Educational Philosophy and Theory 43, sup1 (styczeń 2011): 15–37. http://dx.doi.org/10.1111/j.1469-5812.2009.00611.x.

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Clement, Jennifer. "Managing mandated educational change". School Leadership & Management 34, nr 1 (17.07.2013): 39–51. http://dx.doi.org/10.1080/13632434.2013.813460.

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Resta, Paul. "Educational change and computers". ACM SIGCUE Outlook 20, nr 2 (czerwiec 1989): 3–5. http://dx.doi.org/10.1145/382145.382956.

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Moore, Rob, i Mike Hickox. "Vocationalism and educational change". Curriculum Journal 5, nr 3 (wrzesień 1994): 281–93. http://dx.doi.org/10.1080/0958517940050302.

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Hall, Robert A. "Hypermedia for educational change:". TechTrends 37, nr 3 (maj 1992): 37–38. http://dx.doi.org/10.1007/bf02761322.

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GARCIA, Rowena, Jens ROESER i Barbara HÖHLE. "Children's online use of word order and morphosyntactic markers in Tagalog thematic role assignment: an eye-tracking study". Journal of Child Language 47, nr 3 (27.11.2019): 533–55. http://dx.doi.org/10.1017/s0305000919000618.

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AbstractWe investigated whether Tagalog-speaking children incrementally interpret the first noun as the agent, even if verbal and nominal markers for assigning thematic roles are given early in Tagalog sentences. We asked five- and seven-year-old children and adult controls to select which of two pictures of reversible actions matched the sentence they heard, while their looks to the pictures were tracked. Accuracy and eye-tracking data showed that agent-initial sentences were easier to comprehend than patient-initial sentences, but the effect of word order was modulated by voice. Moreover, our eye-tracking data provided evidence that, by the first noun phrase, seven-year-old children looked more to the target in the agent-initial compared to the patient-initial conditions, but this word order advantage was no longer observed by the second noun phrase. The findings support language processing and acquisition models which emphasize the role of frequency in developing heuristic strategies (e.g., Chang, Dell, & Bock, 2006).

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