Journal articles: 'Co-educational education'

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Hayhoe, Ruth. "Sino-Western educational co-operation: History and perspectives." Prospects 15, no. 2 (June 1985): 251–61. http://dx.doi.org/10.1007/bf02196894.

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McNicol∗, Don. "Educational Profiles, Funding Levels, and Co‐ordination." Journal of Tertiary Education Administration 10, no. 1 (May 1988): 27–37. http://dx.doi.org/10.1080/0157603880100103.

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Portman, Penny, and Suzanne L. Nelson. "Co-educational Physical Education: Finding Solutions and Meeting the Challenges." Strategies 15, no. 1 (September 2001): 20–23. http://dx.doi.org/10.1080/08924562.2001.10591516.

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Wills, Robin, Sue Kilpatrick, and Biddy Hutton. "Single‐sex classes in co‐educational schools." British Journal of Sociology of Education 27, no. 3 (July 2006): 277–91. http://dx.doi.org/10.1080/01425690600750452.

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Dávila, Juan Ruben, and Johanna L. Keirns. "The effect of co-designing on educational transfer between cultures." Educational Technology Research and Development 42, no. 4 (December 1994): 89–100. http://dx.doi.org/10.1007/bf02298057.

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Strogilos, Vasilis, and Elias Avramidis. "Teaching experiences of students with special educational needs in co-taught and non-co-taught classes." Journal of Research in Special Educational Needs 16, no. 1 (December 27, 2013): 24–33. http://dx.doi.org/10.1111/1471-3802.12052.

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Härkki, Tellervo, Henriikka Vartiainen, Pirita Seitamaa-Hakkarainen, and Kai Hakkarainen. "Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change." Teaching and Teacher Education 97 (January 2021): 103188. http://dx.doi.org/10.1016/j.tate.2020.103188.

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Mihic, Ivana, Marija Zotovic, Jelica Petrovic, and Bojana Avic. "Educational processes in the family: Linkage between the quality of dyad and triad relations." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 100–115. http://dx.doi.org/10.2298/zipi0901100m.

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The goal of the research presented in this paper is to describe the relations between educational styles as dyad and co-parenting relations, as well as triad relations in the family which include processes of upbringing and taking care of the child. The sample comprised families with an adolescent. Data were obtained from 200 respondents, of the average age of 18. Respondents evaluated educational styles of their parents (separately father's, separately mother's) in the Questionnaire for evaluating parenting style, and then also the quality of co-parenting cooperation in their families in the questionnaire Co-parenting relations in the family. The results indicate a significant correlation between the dimensions of parental styles and co-parenting relation. In that process, more prominent is the contribution of affective dimensions of parenting style, and what was also perceived and described are the differences in mutual relations of educational styles and co-parenting cooperation regarding parent's gender. The effects of the evaluated co-parental cooperation on educational behavior of the father are more evident.

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E. Witte, Anne. "Co-operation – the missing value of business education." Journal of Management Development 33, no. 4 (April 8, 2014): 357–73. http://dx.doi.org/10.1108/jmd-02-2013-0027.

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Purpose – The purpose of this paper is to demonstrate that co-operation is a vital behavioral skill that should be developed in educational systems, particularly business and management programs, because it is an intangible factor that boosts productive output. Design/methodology/approach – The paper explains why co-operation is an important intangible factor for organizations and the larger economy. It recommends the development of educational designs to remediate the pedagogical lack of focus on the cooperative disposition. Findings – Co-operation is contingent on trust – an indispensable factor to engage in distant relations, accept rule of law across nations, and confer in intermediaries the authority to arbitrate unresolved differences between organizations. In other words, without co-operation, people within organizations commit themselves to parochial concerns, inhibiting efforts to combine resources toward a collective goal. The lack of a cooperative attitude is not destiny – it can be forged through careful educational designs and organizational strategy. Research limitations/implications – There is little empirical data available to measure co-operation in a diverse environment and co-operation is an intangible concept that is difficult to pin to specific organizational habits. The concepts developed here based on broad social science data would do will to be tested in an empirical framework at the micro level. Practical implications – Low co-operation arises in an environment which does not foster trust. Management might inadvertently reward low organizational capacity by not evaluating co-operation and monitoring narcissism. Recruiters need to adapt recruitment strategies that pinpoint individuals capable of managing the specific co-operation needs of situational organizations, especially in diverse situations. A successful managerial education program will target training that optimizes thoughtful and sustainable co-operation. Social implications – Co-operation is a factor of sustainability for development but also for the modern organization. It is both a moral and methodological disposition that fosters collective action positively, while inhibiting in-group interests. Originality/value – Formal management training to instill a thoughtful sense of co-operation would complement the current emphasis on teamwork and leadership. Without the moral and methodological goal of being co-operative for the greater good, organizations waste human resources and fail to reap benefits from collective productions.

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Farrell, Michael. "The Role of the Special Educational Needs Co‐ordinator: Looking Forward." Support for Learning 13, no. 2 (May 1998): 82–86. http://dx.doi.org/10.1111/1467-9604.00063.

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Young, Deidra J., and Barry J. Fraser. "Science Achievement of Girls in Single‐sex and Co‐educational Schools." Research in Science & Technological Education 8, no. 1 (January 1990): 5–20. http://dx.doi.org/10.1080/0263514900080102.

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LACEY, PENNY. "In the front line: Special educational needs co-ordinators and liaison." Support for Learning 10, no. 2 (May 1995): 57–62. http://dx.doi.org/10.1111/j.1467-9604.1995.tb00012.x.

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Smit, Ben H. J. "Young people as co-researchers: enabling student participation in educational practice." Professional Development in Education 39, no. 4 (September 2013): 550–73. http://dx.doi.org/10.1080/19415257.2013.796297.

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Jivan, Alexandru, and Maria Barabas. "The Coordinates of Co-Production in the Educational Services System." Timisoara Journal of Economics and Business 10, no. 1 (June 1, 2017): 35–50. http://dx.doi.org/10.1515/tjeb-2017-0003.

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Abstract The paper proposes a certain delimitation of the concepts of cooperation and co-production in services and aims to apply them concretely in education, related to the connections (cooperation) between offeror and beneficiary. The article is part of a wider plan that seeks to implement the legitimacy of using the notion of co-production in all sectors of activity, whether it is the one of goods or services to designate cooperative relationships between producer and consumer or, as we like to say, between the offeror and the beneficiary. The article starts with the definition and clarification of the concept of co-production. After briefly setting several conceptual aspects, an applied analysis is performed on a group of respondents from education, using a questionnaire developed to provide adequate information for the purposes set forth: some relationships between the influence factors of the co-production between teacher and student are analysed. The questionnaire allows us to share interesting conclusions regarding the reasons that make people to participate. An analysis of the logic behind the co-production phenomenon is offered, reserves for the improvement of such relations being revealed for the education system. The conclusions following the data analysis confirm the initial assumptions and reveal interesting aspects, as described in the final section.

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Clark, Ian. "Co-Education and Gender:The End of the Experiment?" education policy analysis archives 12 (August 11, 2004): 41. http://dx.doi.org/10.14507/epaa.v12n41.2004.

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This article has two inseparable aims: (a) to analyse the relative merits of single-sex and co-educational constructs on self-concept, academic performance and academic engagement; (b) to investigate the manner in which each type of schooling interacts with the individual student; student “peers,” close family, and teachers.

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PICKUP, MEG. "Role of the special educational needs co-ordinator: Developing philosophy and practice." Support for Learning 10, no. 2 (May 1995): 88–92. http://dx.doi.org/10.1111/j.1467-9604.1995.tb00018.x.

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Kastrup, Valerie, and Christa Kleindienst-Cachay. "‘Reflective co-education’ or male-oriented physical education? Teachers' views about activities in co-educational PE classes at German secondary schools." Sport, Education and Society 21, no. 7 (December 10, 2014): 963–84. http://dx.doi.org/10.1080/13573322.2014.984673.

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Hutawarakorn, Busaba. "Astronomy Education in Thailand." Transactions of the International Astronomical Union 24, no. 3 (2001): 165. http://dx.doi.org/10.1017/s0251107x00000638.

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Thailand is one of the developing countries which tries to advance its economy, technology and science. Education in astronomy is considered a supporting factor; astronomy is a basic science from which the young generation can learn to understand and to conserve mother nature and at the same time develop analytical thinking. The poster reports the present developments in astronomical education in Thailand which includes (1) current astronomy education in school and university; (2) educational activities outside school; (3) development of programs for teaching astronomy in school (including teacher training); (4) the access of educational resources via internet. Proposals for future development and collaborations will be presented and discussed. (Co-authors are B. Soonthornthum and T. Kirdkao.)

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Pluzhnik, I. L., and F. H. А. Guiral. "Modelling a High Quality Education for International Students." Education and science journal 22, no. 6 (August 12, 2020): 49–73. http://dx.doi.org/10.17853/1994-5639-2020-6-49-73.

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Introduction. The strive for high quality of Russian higher education, puts an emphasis on seeking the ways to improve it in the line with the topical Global educational agenda. In the context of this study provision of high quality education is defined as managing students experience in and out of the classroom as an integrative whole which is indispensable for maximising educational outcomes. Though Russian universities have a steady intake of international students on mobility programmes, there are not enough studies modelling the application of these dimensions in Russian academic setting. The current study seeks for the pathways to overcome this gap.Aim. The article is targeted to rethink the strategy of managing high quality education for international students and to work out and test an integrated model for the educational quality enhancement regarding two critical dimensions of their university training in curricular-related and co-curricular areas.Methodology and research methods. Mixed research methods were utilised. Individual interviews and a survey with close-ended and open-ended items were used to find out challenging issues impeding the development of high quality education offered in curricular and co-curricular related dimensions. Classroom observation, peer experts opinions and content analysis of the courses taught and their outcomes evaluation were applied at the University of Tyumen, being 5-100 project participant, to indicate the components, pedagogical toolkit and competencies for high educational quality of international students.Results and scientific novelty. The developed integrated model for high educational quality provision included the main interrelated curricular and co-curricular components of quality enhancement. They involved the designed up-to-date academic Russian course; teacher-student interactive support, socio-cultural and intellectual engagement such as “buddy” scheme studentto-student support, discussion workshops on intercultural awareness of students and teaching staff. Teaching methods of reflection, critical analysis, confirmatory feedback, communities, project-based and action oriented learning, group discussions, language tandems were proposed. Major competencies for international students’ curricular-based and co-curricular educational quality were suggested: critical reading and reflection, academic writing, negotiating, argumentation, logical cohesion, intercultural and cross-cultural awareness, conflict avoidance, tolerance to ambiguity.Practical significance. The integrated model can be applied for road-mapping the action plan of international policy at any university in Russia to provide high quality education for international students.

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Brutsaert, H., and M. Van Houtte. "Girls' and Boys' Sense of Belonging in Single-Sex versus Co-Educational Schools." Research in Education 68, no. 1 (November 2002): 48–56. http://dx.doi.org/10.7227/rie.68.5.

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Campo, Sandra Soler. "An Approach to Reggaeton’s Songs: A Co-Educational and Pedagogical Proposal with Teenagers." International Education Studies 13, no. 7 (June 5, 2020): 12. http://dx.doi.org/10.5539/ies.v13n7p12.

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Currently there is a great variety of musical styles that coexist in our society. We can access music in very different ways and with immediacy never before imagined. For teenagers, music is a key element in defining their identity, socializing and taking refuge in their inner world. This communication focuses on the analysis of songs from the Reggaeton music genre and the way in which students receive them. The co-educational proposal carried out in a private secondary school in Barcelona will be explained. Its main objectives will be, on the one hand, to foster a critical spirit in the students towards these types of songs and, on the other hand, to offer an education in terms of equality that deconstructs myths and stereotypes.

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Nir, Adam E., Michal Katz, Mousa Karayanni, David Gordon, and Adar Lavie. "The blindness of ideological commitment: the educational tragedy of Arab/Jewish co‐existence." Journal of Curriculum Studies 38, no. 6 (December 1, 2006): 659–77. http://dx.doi.org/10.1080/00220270600682705.

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Colley, Ann, Chris Comber, and David J. Hargreaves. "School Subject Preferences of Pupils in Single Sex and Co‐educational Secondary Schools." Educational Studies 20, no. 3 (January 1994): 379–85. http://dx.doi.org/10.1080/0305569940200306.

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Jena, Prakash Chandra. "Education as a Moral Enterprise for Adolescents." International Letters of Social and Humanistic Sciences 59 (September 2015): 104–8. http://dx.doi.org/10.18052/www.scipress.com/ilshs.59.104.

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Identifying various problems of school going adolescents is a major challenge now-a-days. This paper focuses various educational problems of adolescents and how these problems cause for their moral degradation. For inculcating moral value among them curricular and co-curricular activities play a vital role. It is an attempt to suggest some educational activities taking into account the interest of adolescents that create a plat for all-round development of their personality and peace survival in the society.

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Campbell, Sanchika, Billy Gazard, Charlotte Woodhead, Lisa Harber-Aschan, Stephanie Beards, Jonathan Harber-Aschan, Molly Gazzard, Esma Yaman, Angela Murugesu, and Stephani L. Hatch. "Involving young people through co-production and widening participation approaches: Reflections from school-based engagement." Research for All 3, no. 1 (February 21, 2019): 42–58. http://dx.doi.org/10.18546/rfa.03.1.05.

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Co-production techniques that involve student voice have been shown to empower young people and shape their learning experiences, while widening participation approaches can improve students' educational aspirations. However, there is limited literature on the impact that a combination of co-production and widening participation approaches might have on students' learning, aspirations and self-esteem in the UK. The Research Methods in School Education (RISE) educational course aims to: (1) create a collaborative educational activity through co-production, giving young people an opportunity to voice their opinions; (2) raise awareness of community health issues; and (3) increase access to higher education. This paper describes and evaluates co-producing the RISE educational course with students and teachers from a sixth-form college in south-east London, drawing on students' voice, and on insights from teachers and researchers. We also assess the contribution of the course to improved awareness of community health issues, students' educational or career aspirations, and self-esteem.

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Forgasz, Helen, and Gilah Leder. "VCE STEM subject enrolments in co-educational and single-sex schools." Mathematics Education Research Journal 32, no. 3 (May 24, 2019): 433–48. http://dx.doi.org/10.1007/s13394-019-00271-4.

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Shustova, Inna Yu. "Educational situation simulation in the co-being environment." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 10, no. 1 (March 25, 2021): 4–11. http://dx.doi.org/10.18500/2304-9790-2021-10-1-4-11.

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The relevance of the problem stated in this article is conditioned by the important socio-cultural goal, that modern Russian school faces, of becoming the basis for the spiritual and moral development and education of an individual. Problem solving leads to the need for searching for resources that activate the educational process, which leads it to the environment of pupils’ values and meanings. The purpose of the study is to reveal the co-being approach to simulation and organization of pedagogical situations in working with pupils. Co-being is considered through the process of value-semantic interaction of a teacher with children. The interaction environment is a circle that includes the person and other people, their integration with others; a set of events that are significant for the individual; the present reality. The hypothesis of the study is that upbringing requires situations of interaction with pupils who form a co-being child-adult integration. We show that educational situation simulation in the space of co-being involves the use of specific situations arising in upbringing, while a teacher and pupils interact, which are significant moments in the lives of the latter and stimulate their self-determination and self-realization. We present a possible typology of such situations: living situation, communication situation, inter-age communication situation, a situation that sets meaningful experience and its interpretation, a situation of difficulty and uncertainty.

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Ismail, Noorilham, Mohd Kasturi Nor Abd Aziz, Zarifah Arsani, and Makmur Haji Harun. "National Education Philosophy: A Review of Its Application in Malaysia's Education System." ZAHRA: Research and Tought Elementary School of Islam Journal 2, no. 2 (August 1, 2021): 99–111. http://dx.doi.org/10.37812/zahra.v2i2.240.

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The implementation of the National Education Philosophy (NEP) at each stage of learning in the Malaysian education system will be the subject of this study. The primary goal that will be stressed is the implementation of the educational philosophy at the primary, secondary, and higher education levels. The emphasis would be on the areas covered in each level of education, whether academic or co-curricular in nature. This analysis will depend on educational reports from the Malaysian Ministry of Education, as well as memoirs, books, and newspapers. Such information will be analysed, compiled, and detailed in an authoritative and insightful narrative statement. Finally, this study will demonstrate that the use of NEP in Malaysian education has been consistent since its inception and continues to this day.

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Villatoro Moral, Sofia, and Barbara De Benito. "An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review." Journal of New Approaches in Educational Research 10, no. 2 (July 15, 2021): 234. http://dx.doi.org/10.7821/naer.2021.7.646.

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Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.

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Darmawansah, Darmawansah. "A Bibliometric Mapping of Educational Technology in Indonesia (2011-2020)." Indonesian Scholars Scientific Summit Taiwan Proceeding 3 (July 11, 2021): 8–15. http://dx.doi.org/10.52162/3.2021107.

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This study reveals educational technology research trends in Indonesia for the consecutive ten years (2011-2020). The analysis included co-authorship, co-occurrence, citation, and co-citation by finding the top authors, universities, journals, the most used keywords, and citation variables. The data was taken from the Web of Science. A total of 248 studies were found and then shrunk into 59 studies related to educational technology. The mapping analysis used VOSviewer to visualize the selected studies. It was concluded that the Nurkhamid had the highest numbers of citations, while publications from Yogyakarta State University were declared as the most-cited papers. In terms of the most-cited journals (citation analysis), the Australasian Journal of Educational Technology was named on it, and Computers & Education was the most-cited based on co-citation analysis. Based on the co-occurrence analysis, some of the terms, including education, technology, activity theory, English, and science, were enunciated as the most used keywords in the selected period. Further analysis was discussed herein.

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Rozman, Tomislav, and Mateja Frangež Rozman. "Education for Sustainability." International Journal of Smart Education and Urban Society 11, no. 1 (January 2020): 41–63. http://dx.doi.org/10.4018/ijseus.2020010104.

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The purpose of this article is to analyse and interpret the current state of the Education for Sustainable Development in Slovenia, EU. The primary goal is to select the best learning methods for the upcoming international training programme, developed within the EU co-funded project (Erasmus+ KA2) The article presents the analysis of the state on the Slovenian education market with a focus on adult education and lifelong learning target groups. The results show that traditional training methods are still most widely used; newer learning methods (gamification, online, mobile learning, storytelling) are rarely used. The results of the interviews (preliminary study) show that entrepreneurs, which were included in the research, missed the sustainability topics in their educational path. Lastly, examples of the learning methods used by the case-study educational company are shown. The article is usable for organizations, which are preparing new online training programmes about sustainability topics.

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Clowes, L., and T. Shefer. "“It's not a simple thing, co-publishing”: Challenges of co-authorship between supervisors and students in South African higher educational contexts." Africa Education Review 10, no. 1 (February 2013): 32–47. http://dx.doi.org/10.1080/18146627.2013.786865.

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Hoareau, Lara, Youssef Tazouti, Jérôme Dinet, Aude Thomas, Christophe Luxembourger, Blandine Hubert, Jean-Paul Fischer, and Annette Jarlégan. "Co-Designing a New Educational Tablet App for Preschoolers." Computers in the Schools 37, no. 4 (October 1, 2020): 234–52. http://dx.doi.org/10.1080/07380569.2020.1830253.

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Adamska-Staroń, Monika. "Rock narratives as space for co(being). The research report." Podstawy Edukacji 13 (2020): 129–45. http://dx.doi.org/10.16926/pe.2020.13.09.

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The paper fits into the area of research over educational contexts of popular culture, which is a voice in a discussion focused on possible ways of “using” rock lyrics in formal education, on critical education through rock narratives, on a category of co(being). This paper is intended to familiarize with research on educational contexts brought by rock narratives also about involving a Recipient in the discussion on the presented issues.

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Úbeda-Sánchez, Álvaro Manuel, Antonio Fernández-Cano, and Zoraida Callejas. "Inferring hot topics and emerging educational research fronts." On the Horizon 27, no. 2 (June 3, 2019): 125–34. http://dx.doi.org/10.1108/oth-04-2019-0017.

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Purpose This paper aims to identify emerging fronts and hot topics in educational research. The identification of such educational trends can help decision-makers in educational policies and research agendas. Design/methodology/approach Through a quantitative and scientometric research approach, the authors analyze a sample of 198 highly cited scientific papers extracted from Web of Science corresponding to the 2012-2016 period using a co-verbal analysis to process the papers’ keywords and titles. The result of the co-occurrence analysis is further processed to generate clusters and visualize network maps that allow identifying the different emerging fronts and hot topics. Findings The results indicate that there exist pervasive and generalist topics, thus denoting the perennial nature of some themes within the education research discipline; which coexist with other more specific themes that center the focus of attention in more specific and actual topics that also attract the interest of researchers as technology, assessment, strategies or environment. These emergent fronts could conform a plausible research agenda educational research agenda. Originality/value The authors contribute a method to infer emerging fronts and hot topics of research and have used it to identify the novel avenues of educational research that may guide the agendas in the near future. In the scientific literature, they find studies and reports on fronts and topics mainly within the broader framework of social sciences. Here, the main focus of attention is placed on education as a scientific discipline on its own.

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Zemlyanskaya, Elena N. "Educational situations as a unit of events in the educational process." Science and School, no. 3, 2020 (2020): 83–92. http://dx.doi.org/10.31862/1819-463x-2020-3-83-92.

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The article reveals the essence of the concept of the educational situation from the perspective of pedagogical design as a methodology and technology of modern education. The importance of designing educational situations as a micro-event of pedagogical reality in the context of the ideas of developing education is substantiated. The difference and similarity of concepts of the pedagogical situation, the learning situation and the educational situation is substantiated. A situation is educational if (a) its purpose is to increase the cognitive, operational or motivational resources of students, (b) it is specified with respect to the time it began and ended, and also the place in the educational process, (c) it suggests involvement and co-distributed activity of the participants in the educational process. The signs of the educational situation are discussed: openness, probabilistic nature, situatedness. A structural model of the educational situation is proposed and recommendations are given for scenarios of situations for developing education.

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HARVEY, JANE. "The role of the special educational needs co-ordinator at Marton Grove Primary School." Support for Learning 10, no. 2 (May 1995): 79–82. http://dx.doi.org/10.1111/j.1467-9604.1995.tb00016.x.

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San Pedro, Timothy, and Valerie Kinloch. "Toward Projects in Humanization." American Educational Research Journal 54, no. 1_suppl (April 2017): 373S—394S. http://dx.doi.org/10.3102/0002831216671210.

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In this article, we argue that co-constructing knowledge, co-creating relationships, and exchanging stories are central to educational research. Relying on humanizing and Indigenous research methods to locate relational interactions in educational research allows us to engage in transformative praxis and storying, or Projects in Humanization (PiH). We contend that PiH focus on the creation and sustenance of relationships; the human capacity to listen to, story with, and care about each other; and the establishment of more inclusive, interconnected, and decolonizing methodologies that disrupt systemic inequalities found in Western constructs of educational research. More specifically, in this article, we rely on research vignettes to argue for a necessary commitment that researchers must have to sustain, extend, and revitalize the richness of the languages, literacies, histories, cultures, and stories of and by those with whom they work.

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Andrews, Frank. "The Carter Observatory Education Program." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 174. http://dx.doi.org/10.1017/s1323358000025479.

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AbstractOver the past ten years a comprehensive educational program has been developed at Carter Observatory which covers every level from pre-school to PhD. A great deal of time also is expended in a varied adult education program. Every effort has been made to co-ordinate the various parts of the program in such a way that people will be encouraged to take a productive interest in astronomy.

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Raheb, Mitri. "Educational Co‐operation among Christians, Muslims and Jews in the Middle East." British Journal of Religious Education 18, no. 1 (September 1995): 59–62. http://dx.doi.org/10.1080/0141620950180109.

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Yakubova, F. R. "Inclusive culture – a key factor for success in inclusive education." Science and School, no. 1, 2020 (2020): 123–29. http://dx.doi.org/10.31862/1819-463x-2020-1-123-129.

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The article presents a theoretical analysis and generalization of General and special psychological and pedagogical literature on the problem of formation of inclusive culture among students of educational organizations. The key concept of „inclusive culture” is revealed on the basis of a theoretical review of scientific and methodological literature. The importance of the formation of inclusive culture in modern society is analyzed. A so-cially important problem of pedagogical science is the issue of teaching people with special educational needs in educational institutions. Co-education in an educational institution of conditionally healthy students and students with disabilities, or inclusive education is one of the effective forms of integration of people with disabilities into society.

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McKinney, James D., Marjorie Montague, and Anne M. Hocutt. "Educational Assessment of Students with Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 125–31. http://dx.doi.org/10.1177/001440299306000206.

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This article describes the instruments and methods used to assess the primary characteristics that define attention deficit disorder (ADD) for the purpose of identification. Issues in the assessment of ADD for educational purposes include identifying co-occurring disabilities, defining the severity of ADD, and determining the pervasiveness and situational nature of the behavioral symptoms. The focus of the discussion is on what constitutes a comprehensive assessment of ADD for educational purposes and what additional work needs to be done in this area.

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Dormus, Katarzyna. "Rozwój koedukacyjnego średniego szkolnictwa ogólnokształcącego w okresie II Rzeczypospolitej." Kwartalnik Pedagogiczny 63, no. 4(250) (April 24, 2019): 44–55. http://dx.doi.org/10.5604/01.3001.0013.1694.

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During the late 19th century and early 20th century, co-education on a secondary school level was still a source of controversy, resulting in a public discussion. The first co-educational secondary schools in the Polish territories were established over the course of the First World War. During that time, in light of a realistic chance for Poland to regain independence, the teaching community undertook discussions regarding the shape of education in independent Poland. Still, many people still viewed co-education with a degree of doubt. In the interwar period, however, the number of public and private co-educational secondary schools increased. They were located primarily in smaller cities. Additionally, men usually represented the majority of students. This dynamic was a result of allowing women to attend institutions that had originally functioned as all-male schools, thus creating a coeducational schooling system. The level of education in these institutions was generally low.

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Cummings, William K., and Olga Bain. "Modeling strategies for enhancing educational quality." Research in Comparative and International Education 12, no. 2 (June 2017): 160–73. http://dx.doi.org/10.1177/1745499917711546.

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With the strengthening of the global economy, contemporary societies have come to view the educational achievements of their young people as a major component of national competiveness. But there are substantial variations in the strategies employed by different nations. To maximize educational achievements, some nations believe that the provision of a stratified system of schooling is effective, at least for the minority who are able to gain entry to the elite academic stream. In contrast, other nations prefer a more egalitarian strategy to education where all students attend a common school devoid of ability streams until well into their secondary level studies. The egalitarian strategy is believed to be just and fair. But does it enhance educational achievement? Several other strategies are also being advanced, and the same questions can be asked about them. There are a number of studies that explore the academic consequences of different strategies within particular national systems, but there are relatively few studies that explore these questions across several national systems. The Organisation for Economic Co-operation and Development-supported Programme for International Student Assessment (PISA) studies enable a cross-national analysis; but the official reports from the Organisation for Economic Co-operation and Development primarily provide bivariate analyses of these relations whereas a multivariate strategy taking into account several system level variables is preferred. In this paper we examine the historical origins of six contemporary strategies, and draw on the PISA studies to compare the relative efficacy of these strategies relying on path modeling.

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Peregalli, Andres. "Alianza estado-sociedad C=civil: Debates y desafíos en la co-gestión de políticas de inclusión educativa en Uruguay y Argentina." education policy analysis archives 28 (March 16, 2020): 43. http://dx.doi.org/10.14507/epaa.28.4162.

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In Latin America different policies sustained in State-Civil Society alliances are implemented in order to warrant the right to education in marginalized sectors. Uruguay and Argentina carry out “bridge” programs and “completion” plans for adolescents, youngsters and adults to enter, re-enter or finish Medium Level Studies. I compare the characteristics of the alliance State-Civil Society in the co-management of the “Aulas Comunitarias” (Communitarian Classrooms) Program (PAC, Uruguay, 2007) and the “Plan de Finalización de Estudios Secundarios para Jóvenes y Adultos” (Finalization of Secondary Studies for youngsters and adults Plan) (FinEs 2, Argentina, 2008), aiming to understand their contributions to the processes of educational inclusion, as well as their limits. I analyze their genesis, political-institutional design/ways of organization and form of co-management contemplating: a) political-institutional approach to analyze public policy, b) Neo-institutionalism: sociopolitical as well as organizational and historic, c) co-management, d) educational management (paradigms: administrative and strategic). I implement a qualitative methodology, selecting co-management (as performed until December, 2015) as the unit of analysis. The findings show that PAC y FinEs 2 warrant the right to education supported by the attachment of several actors and sectors to their objectives. The quality of the contribution of alliances differs according the political-institutional design, kind of organization and forms of co-management: PAC shows a strategic co-management and FinEs 2 and administrative co-management.

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Landri, Paolo, and Emiliano Grimaldi. "Inventing other spaces for European education: Summer School in European Education Studies as a laboratory for educational research in Europe." European Educational Research Journal 19, no. 3 (May 2020): 173–82. http://dx.doi.org/10.1177/1474904120920730.

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This editorial introduces the European Educational Research Journal special issue that hosts four articles co-authored by emerging researchers in the field of educational research in Europe who participated in the Summer School in European Education Studies. We present the Summer School in European Education Studies project, its history and approach, and its ambition to establish a laboratory for inventing ‘other spaces’ for educational research in Europe and beyond. In sharp contrast to the contemporary pressures towards the ‘technicization’ of educational research, the Summer School in European Education Studies is described as a project whose aspiration is to reaffirm the significance of theory and theorizing, and its generative power for the production of alternative outlooks on education and educational research. The aim of the summer school is, thus, to support the discursive construction of new communal spaces in which to reinvent the politics of educational research and the role of education in the nurturing of the European project. The articles published in this special issue are presented as an example of the kind of text work/identity work for which a space such as the Summer School in European Education Studies creates the conditions of possibility.

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Torres, Patrícia Lupion, Danielle Cristine Boaron, and Raquel Pasternak Glitz Kowalski. "Open Educational Resources Development on Higher Education in a Collaborative Process of Co-Creation." Creative Education 08, no. 06 (2017): 813–28. http://dx.doi.org/10.4236/ce.2017.86059.

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Wright, Jan. "The Construction of Gendered Contexts in Single Sex and Co‐educational Physical Education Lessons." Sport, Education and Society 2, no. 1 (March 1997): 55–72. http://dx.doi.org/10.1080/1357332970020104.

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Dowson, Chris. "Continuing Education Reform in Hong Kong." education policy analysis archives 11 (February 6, 2003): 5. http://dx.doi.org/10.14507/epaa.v11n5.2003.

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Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conceived, contextualised and managed in Hong Kong, as it moves gradually toward increased adoption of education reforms. These areas are linked in that each describes and critiques contextualization with reference to areas such as accountability, co-operation and professional control.

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Hermansson, Carina, and Tomas Saar. "Nomadic writing1 in early childhood education." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 426–43. http://dx.doi.org/10.1177/1468798417712341.

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This article explores how the processes of writing and writers emerge and transform in two examples of Swedish early childhood educational writing practices. Students’ writing is a multifaceted activity involving a myriad of interconnected elements; however, to make sense of what is going on, more knowledge is needed about the connectivity, the movement and the unpredictability inherent in these activities. Taking a posthuman and nomadic perspective, the article studies how text and writer are co-constituted through the interrelations between human elements and non-human elements. The article concludes that conceptualizing writing as nomadic provides a way to view young children's educational writing as sites of experimentation, thus guiding the pedagogical attention to the productive potential of the writing situation.

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Journal articles on the topic 'Co-educational education'

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