Добірка наукової літератури з теми "Home schooling Indonesia Case studies"

The root of Indonesian education can be traced back to the Dutch colonial period. The country adopts the 6–3–3–4 system of education, which consists of public schooling, Islamic schooling, and out-of-school education. In addition, the country has also been exposed to distance education. The call for this type of education was due to the geographic condition of Indonesia where face-to-face instruction has become limited. Studies on nutrition education in Indonesia covered various topics and teaching methods that were delivered mostly in after-class sessions. Effects on improved knowledge and attitudes were more marked than that of practices in relation to each nutrition topic. Nutrition and its related topics are delivered separately in different school subjects, such as biology, sport, health science, and home economics. Moreover, as the country keeps developing malnutrition problems, the Indonesian government through the Ministry of Health has run a feeding program that covers only children in elementary school aged 6–12 years old both in urban and rural areas. Efforts from private sectors and NGOs on the feeding program for schoolchildren seem to give complementary effects to the existing program. Human resources development of nutrition professionals was started in the early 1950s when a school for food scientists was first established. However, the professionals responsible for delivering nutrition-related topics in the school are the schoolteachers who mostly have never received relevant training for delivering such topics. For achieving effective children's nutrition education through schools, a solid partnership among stakeholders must be encouraged.

During the pandemic when people are pessimistic about learning to be done from home, the term home-schooling is in the spotlight. Many families actually choose home-schooling long before this condition occurs because they believe this learning model can bring success to their children. Is home-schooling the same as “learning from home”? Why homeschool students can succeed? By conducting case studies in the Pewaris Bangsa Home-schooling Community, through various series of interviews and observations of students, parents as well as community managers and collecting documentation, this research was conducted. The learning model of home-schooling students in the Pewaris Bangsa Home-schooling Community is different from learning from home carried out by formal schools during the pandemic as parents are entrusted with managing their children's learning, self-regulated learning and self-directed learning are more likely to occur than school students and the learning model that is carried out leads to the needs of students, not just teachers or school programs.  The success of students occurs because they have more motivation and the ability to self-regulate which is fostered by the role of parents and the environment.

The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence. Keywords: Children's Independence, Parental Involvement and Mothers' Employment References: Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66. Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440 Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3 Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211 Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11. Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049 Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17 Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256 Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada. Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45. Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116 Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media. Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26. Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07 Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752 Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004 Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502 Porumbu, D., & Necşoi, D. V. (2013). 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Parental involvement is linked with the higher academic achievement of the students. School Social Work is a significant field of social work discipline, which provides a liaison between school, children, their families and community, but is unfortunately lacking in our country. Students face many educational and social challenges which may lead them to leave school and increase dropout ratio which is currently a huge problem in Pakistan. The objective of this study is to explore the need for school social work by examining the parental involvement of public school students who demonstrate poor grades. Ecological theory is applied to explain the role of parents in the education of their children. Methodology of this study is based on convergent parallel design, a mixed method approach. Students of grades 6 & 10 of public schools of district Lahore, and their parents and teachers were the respondents of this study. Findings revealed that the students who demonstrated poor grades; their parental involvement in their studies was also poor. Need for school social work services was highly demanded by the teachers and parents to help improve these children’s grades. Keywords: Parental involvement, Parent-teacher meetings, School home works, School social work, Ecological perspective, Convergent parallel mixed method

In the context of providing adequate housing, a large number of people in developing countries are transforming their homes. This informal housing provision also occurs in Bali, both in BTN (National Savings Bank) housing and in traditional homes. The purpose of this study was to determine a number of determinant factors of home transformation. To achieve the objectives, this study used a survey research strategy, and two case studies were selected. Using a questionnaire as the main tool, one hundred and sixty-six respondents were interviewed. Logistic regression analysis states that both household and residential characteristics are important determinants of transformation. Two home variables, namely the size of the house and the number of original beds are good predictors. The study also shows that four household characteristics appear to be important, namely total expenditure, number of residents, type of household, and ownership.

Our case study explored the role of technology in education among low-income Latino residents living in a mobile park in Silicon Valley. Through surveys and in-person interviews with parents and children, we report qualitative data on home Internet access and availability of technological devices utilized for school-related purposes. The results of this study indicated that despite having a baseline level of access to technology as well as an understanding of its importance in the context of a child’s education, our study population currently faces significant barriers to having adequate access to technology at home due to socioeconomic barriers. The digital divide in educational technology was magnified when schools were abruptly closed in favor of online instruction for all children due to the COVID-19 pandemic. Findings strongly support the recommendation that more attention and systematic improvement are required in order to eliminate disparities and improve student learning and parental involvement with schooling for marginalized communities.

The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.

Local language is the language that is often used to communicate in daily life, but in the case studies in the field are very different. Some kids are more frequently using Indonesian language to communicate with each other. And it makes kids dont understand about Java language lessons at school. Because of that we hope this game "Si Nau" can be the alternate of learning media, so that kids can be more understand about java language lessons at school.In this research contains the result about how to formulate an interesting game about java language. formulate a game that include gameplay, delivery method so that kids can understand about Java language, the impact of game "Si Nau" against children. The survey result of this research, the most of children become interested in Java language lessons at school or in the neighborhood they lives, the children are also able to understand the java language lessons at school. and some parents also makes this game "Si Nau" as the alternate of learning media at home

Climate is one of several elements that can impact tourist decisions when deciding where to go on vacation. The climate of a country can influences the desirability of a trip in either a favorable or bad way. However, few studies look at the impact of temperature on tourist decisions, particularly in Indonesia. The purpose of this research is to demonstrate the impact of temperature on the arrival of foreign tourists in Indonesia. In the period 2017-2019, the authors used panel data from 168 countries of origin of tourists. To ensure that the research findings were consistent, all models were used, including the Ordinary Least Square, Fixed Effect Model, and Random Effect Model. The findings reveal that the temperature of a tourist's home country has a detrimental impact on their arrival in Indonesia. GDP per capita and the population of the nation of origin have a beneficial effect on foreign tourist arrivals as control factors. Distance, on the other hand, has a detrimental impact.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. 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Environmental Education Research, 13(4). https://doi.org/10.1080/13504620701581588 Vallejo-Ruiz, M., & Torres-Soto, A. (2020). Teachers’ conceptions on the quality of the teaching and learning process in early childhood education. Revista Electronica Educare, 24(3). https://doi.org/10.15359/REE.24-3.13 Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1). Wijaya, Candra., Dalimunthe, Rasyid Anwar., & Muslim. Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 Number 2. DOI: https://doi.org/10.21009/JPUD.152.06 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: Providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695

The purpose of the study was to give a description of the curricula and methods used in the home schools of home educators and to evaluate by means of case studies the effects of home education upon those included in the study.Chapter I presented an overview of the background and significance for the study and five research questions which were addressed by the study. The questions were:1. Will students being educated in the home be able to obtain academic achievement at comparable levels with those students being educated in the public school? 2. Will students being educated in the home be able to show at least one years' gain in academic achievement when scores of the previous year are compared with scores from the current year?3. What curricula and methods are being used in the home education of the children included in the study?4. What attitudes and values motivated the parents in the study to home educate their children?5. What legal actions, if any, did the parents included in the study face as a result of their choice to home educate?Chapter II provided a review of related literature. Reviewed were: compulsory attendance laws, related court decisions, and research related to home education.Chapter III presented the plan of organization and procedures used in gathering, reporting, and summarizing the data.Chapter IV contained the data collected from the four home educators. The data were presented in narrative form and in tables for each family case study.Chapter V presented a summary of the case studies, answers to research questions, observations, and recommendations. The data provided the following answers to the five research questions:1. Forty percent of the home educated students scored equal to the median national score.2. Students showed inconsistencies in average gains for the year.3. Three of the four families used curriculum materials commercially prepared for home educators.4. The parent educators appeared motivated by socialization concerns and desires for values training.5. Legal action was taken against one of the four families in the study.

A growing number of indjviduals in this country, who share a common background, are gaining academic success, accessing work-related training, further and higher education, and entering rewarding occupations. Their common background is home-schooling. They have received all or part of their 'compulsory' years of education at home. This is a study of a small number of such individuals aged sixteen and over. I include case studies of their family's home-schooling experiences and focus on the legacy that this 'alternative' education has provided for their transition into 'institutionalised' learning - at school, college, university or workplace. I explore political, historical and philosophical perspectives of the 'movement', which has escalated rapidly in the USA over the past twenty years and is gaining impetus in the UK. Views expressed by Education Authority officers, teachers and employers also help me to frame my inquiry into whether this educational provision presents an appropriate rather than (as I initially viewed it ) a radical alternative to school. As well as revealing the development of my understanding of this multifaceted, alternative form of 'child-centred' education, this study also examines the methodological complexities of the inquiry.

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Ideologue, pedagogue, pragmatic : homeschooling factions take shape on the national stage, 1970s-2010 -- Building a homeschool movement in Indiana and Delaware County, 1980-2010 -- Homeschooling at the grassroots : an ethnography of selected practitioners in Delaware County, 2001-2010.
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Department of History

Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.
Department of English

碩士
國立臺東大學
教育研究所
94
Abstract This study aims to investigate the reasons for the implementation of home-schoolings in case study households, the learning challenges they faced, the pressures and the implementation effects. Data collection is conducted via face-to-face interview, literature analysis and analysis as well as participant observation. Research results reveal: 1.Reasons for parents choosing home-schooling are: (1) They agree to Prof. Cai-Gui, Wang’s view on “Self-Learning at Home for Children to Read Classics” (2) The promotion of classics reading by religious groups, the parents recognize and participate in a series of education propositions such as classics reading for children (3) The subcultural influences in schools; parents are often worried about the quality of the education provided for the children. 2.The challenges to implement home-schooling that faced by parents include: (1) The implementation of the overall teaching guidance work. (2) The children’s’ learning performances in each subject. (3) The children’s social interactions. (4) The additional burden on those parents. 3.The internal pressures faced by the parents after the implementation of the home-schooling include: (1) The lack of long-term interaction with other students in schools may lead to insufficient trainings for team spirits and the opportunities to incubate tacit understandings for those home-schooling children (2) Additional burdens on the parents, such as the education provided by the parents, the acceptance for assessment and evaluation as well as financial pressure. 4.The implementation of home-schooling by parents has lead to the effective results, such as: (1) The children have achieved the good and outstanding levels of academic grades (2) The performance of self-confidence shown in the examination scenes (3) The supply of more flexible and free learning procedures, broad leaning contents and larger space for learning and reading.

碩士
國立屏東教育大學
教育心理與輔導學系碩士班
95
This research aims to study the status quo of home-schooling, a type of non-school experimental education in Kaohsiung County. By analyzing the literatures, it begins with reviewing the history, original intentions, types of home-schooling and its current development in Taiwan. Then, the qualitative research method is applied by examining the case studies, and taking three home-schooling families in Kaohsiung County as subjects. An in-depth understanding of the families and their “visions” concerning the initial thoughts, methods, frames of mind, adjustment process, as well as their unique viewpoints on the home-schooling, are reviewed. On the other hand, the opinions of the Home-schooling Committee, the schools and the teachers were voiced to present multiple visions on home-schooling. In-depth interview, participant observation and document analysis are used for data collection. The results of the research show: 1. Parents choose home-schooling over school education because of: (1)Beliefs in religion or classics education (2)Emphasis on moral education (3)Fears of school environment (4)Expectations of independent study 2. The current status of home-schooling in Kaohsiung County: (1)Different viewpoints of the parents and family conditions give rise to different implementation results. (2)These three families have carried out home-schooling for many years. Based on the teachers’ observations, pupils’ sharing and parents’ self-evaluation, it indicates that students have shown satisfactory performance in both academic and social development. (3)After the implementation of home-schooling, these parents have made various adjustments and transformations in terms of their frames of mind, thoughts and practices in response to different events. 3. Challenges of home-schooling: (1)The teaching pressure arises from keeping pace with formal education. (2)Challenges and conflicts arise from confronting school ‘pen and paper tests’. (3)Mental stress arises from facing the strict application review and evaluation of the Home-schooling Committee. (4)The self-discipline and vigilance required for being children’s role models. 4. The reasons why these three families have carried out home-schooling for years: (1)Practice of the teaching of religious or educational beliefs (2)Emphasis on moral education (3)Growth and performance of the children (4)Social learning of the children (5)Growth of the parents (6)Intimacy in the family The unique viewpoints and true experiences mentioned above have provided support for the families to continue the implementation of home-schooling.

This dissertation is a qualitative case study of three homeschooling families. Because of the relative recentness of homeschooling as a widespread educational option for parents and because of the relatively few students participating in homeschooling, educators and others interested in this approach may benefit from the close qualitative consideration of homeschooling families of differing sizes, economic statuses, educational backgrounds, and other demographic differences. The primary research methodology for this dissertation is extensive and comprehensive interviews with three practicing homeschool families selected primarily because of their willingness to participate in the intensive interview process for this dissertation. The literature reviewed and the research questions considered include information about the estimated number of homeschooled students currently in the United States, the rationale behind parents’ choice to homeschool, a review of the basic demographics of homeschoolers, the legal and professional educators’ opinions about homeschooling, the instructional methods and curricular materials of homeschoolers, the academic achievement of homeschooled students, and the eventual college and career success of homeschooled students. The dissertation found that, while homeschooling parents would agree with much of the literature available to describe them, there were emphases and challenges to homeschooling that have not been fully studied and are applicable to individual families.
Department of Educational Leadership

據稿本複印
論文(博士)--香港中文大學硏究院歷史學部,1993.
參考文獻: leaves 168-180
李廣健.
Chapter 第一章 --- 引言 --- p.1
Chapter 第二章 --- 顏氏起家背景
Chapter 第一節 --- 魏晉以前有關顔氏的記錄 --- p.7
Chapter 第二節 --- 從《晉書.顔含傳》看顏氏起家的背景 --- p.9
Chapter 第三節 --- 顔含冒昇與兩晉之際政治社會情態 --- p.12
Chapter 第四節 --- 顔含與顔氏家族訓誡的確立 --- p.16
Chapter 第三章 --- 顔氏家訓的形成
Chapter 第一節 --- 顔之推生平簡歷及《顔氏家訓》成書 --- p.20
Chapter 第二節 --- 《顔氏家訓》的形成 --- p.22
Chapter 第三節 --- 顔之推的經歷及其經史觀 --- p.26
Chapter 第四節 --- 《顏氏家訓》內容结構的分析 --- p.31
Chapter 第四章 --- 顏氏家學中的經史研究傳統 --- p.38
Chapter 第五章 --- 顔氏家族中對經典的研究-顔師古與《漢書注》
Chapter 第一節 --- 顔師古的時代與生平 --- p.45
Chapter 第二節 --- 顔師古《漢書注》的寫作背景-南學與北學 --- p.47
Chapter 第三節 --- 顔師古《漢書注》的成書與成就 --- p.55
Chapter 第四節 --- 顏氏家族環境對顔師古《漢書注》的影響 --- p.66
Chapter 第六章 --- 顔氏家族的書法家學 --- p.71
Chapter 第七章 --- 顏氏家學中的藝術成就-顏真卿及其書法
Chapter 第一節 --- 顔真卿的生平與人格 --- p.78
Chapter 第二節 --- 顏書出現前的書法發展大勢 --- p.81
Chapter 第三節 --- 顔真卿書法的淵源 --- p.87
Chapter 第四節 --- 顏真卿書法的特色 --- p.93
Chapter 第五節 --- 顔真卿的書法與《顔氏家訓》 --- p.98
Chapter 第八章 --- 结論 --- p.100
註釋 --- p.105
〔圖表一.一〕顏氏世糸表 --- p.159
〔圖表二 .一〕《漢書.古今人表》顔姓人物品第表 --- p.160
〔圖表二.二〕《漢書.古今人表》顏姓人物分佈比例表 --- p.161
〔圖表二.三〕《晉書》顔畿故事來源關係表 --- p.162
〔圖表五.一〕南北朝《漢書》研究一覽表 --- p.163
〔圖表五.二〕顔師古引用前人《漢書》硏究表 --- p.164
〔圖表六.一〕顔氏家族善書成員名單 --- p.165
〔圖表七.一〕王虞歐褚顏五家「如」、「以」字比較 --- p.166
〔圖表七.二〕顏真卿書法淵源譜糸略圖 --- p.167
引用書目 --- p.168

AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).

This chapter details the course of Christian–Muslim relations in the Islamic world in the twentieth century. It presents two case studies. The first focuses on Egypt, which in the first part of the twentieth century was the intellectual and publishing hub of the Muslim world, and hence was regarded by Western Christians as the key to its regeneration by the Christian gospel and “modern” ideas of reform. Egypt was also the home of Africa's oldest church, the Coptic Orthodox Church. The second case study examines a younger Christian community within a younger nation, that of the church in Indonesia. The Egyptian case study highlights the dissonance between the post-Enlightenment political philosophy of individual rights and freedom of religion that undergirds Western academic discourse on the subject of interreligious relations and the markedly different concept of religious toleration that prevails in Muslim majority states.

An edited volume (180K) of 12 analysis case studies (what we call stories of change - SOCs but these are village/region stories not individual stories). The case studies draw on multiple sources of data. These were originally written in Bahasa Indonesia, with abstracts in both English and Bahasa Indonesia. The volume also has an introductory analysis article that has its own analysis and illustrates core points from the case studies – separate and citable (see below). Case studies are organised by the five sectoral themes of the work covered by CSOs (e.g. supporting migrant workers, targeting reproductive health and nutrition, targeting social protection, targeting reductions in domestic and other gender-based violence, and support for informal sector workers who work at home).

An edited volume (180K) of 12 analysis case studies (what we call stories of change - SOCs but these are village/region stories not individual stories). The case studies draw on multiple sources of data. These were originally written in Bahasa Indonesia, with abstracts in both English and Bahasa Indonesia. The volume also has an introductory analysis article that has its own analysis and illustrates core points from the case studies – separate and citable (see below). Case studies are organised by the five sectoral themes of the work covered by CSOs (e.g. supporting migrant workers, targeting reproductive health and nutrition, targeting social protection, targeting reductions in domestic and other gender-based violence, and support for informal sector workers who work at home).

Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.

Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.

The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.