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1
Altan, Servet, Jennie F. Lane, and Erskine Dottin. "Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions." Journal of Teacher Education 70, no. 2 (2017): 169–83. http://dx.doi.org/10.1177/0022487117736024.
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Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey’s epistemology to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The conclusion is that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.
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Goldman, Joanne, Andrea Smeraglio, Lisha Lo, Ayelet Kuper, and Brian M. Wong. "Theory in quality improvement and patient safety education: A scoping review." Perspectives on Medical Education 10, no. 6 (2021): 319–26. http://dx.doi.org/10.1007/s40037-021-00686-5.
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Abstract Introduction Theory plays an important role in education programming and research. However, its use in quality improvement and patient safety education has yet to be fully characterized. The authors undertook a scoping review to examine the use of theory in quality improvement and patient safety education. Methods Eligible articles used theory to inform the design or study of a quality improvement or patient safety curriculum. The authors followed scoping review methodology and searched articles referenced in 20 systematic reviews of quality improvement and patient safety education, or articles citing one of these reviews, and hand searched eligible article references. Data analysis involved descriptive and interpretive summaries of theories used and the perspectives the theories offered. Results Eligibility criteria were met by 28 articles, and 102 articles made superficial mention of theory. Eligible articles varied in professional group, learning stage and journal type. Theories fell into two broad categories: learning theories (n = 20) and social science theories (n = 11). Theory was used in the design (n = 12) or study (n = 17) of quality improvement and patient safety education. The range of theories shows the opportunity afforded by using more than one type of theory. Discussion Theory can guide decisions regarding quality improvement and patient safety education practices or play a role in selecting a methodology or lens through which to study educational processes and outcomes. Educators and researchers should make deliberate choices around the use of theory that relates to aspects of an educational program that they seek to illuminate.
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Maria, de Fátima Silveira Medeiros. "TEORIAS ATUAIS DA EDUCAÇÃO." Revistaft 27, no. 119 (2023): 63. https://doi.org/10.5281/zenodo.7679163.
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As teorias da educação com o tempo foram sendo atualizadas, mas muitos autores ao invés de retirar e/ou modificá-las foram apenas adicionando debates e questões mais atuais, visto que as principais correntes teóricas continuaram as mesmas. Com isso as teorias de Skinner, Construtivismo, Significativa, Construcionismo, Pedagogia da Autonomia e a Construtivista de Piaget foram sendo ampliadas, de modo que somariam e dariam mais ênfase nas mesmas.
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McBride, Mary E., Melvin C. Almodovar, Amy R. Florez, Annette Imprescia, Lillian Su, and Catherine K. Allan. "Applying Educational Theory to Interdisciplinary Education in Pediatric Cardiac Critical Care." World Journal for Pediatric and Congenital Heart Surgery 10, no. 6 (2019): 742–49. http://dx.doi.org/10.1177/2150135119881370.
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At the 14th Annual International Meeting for the Pediatric Cardiac Intensive Care Society, the authors presented a simulation workshop for junior multidisciplinary providers focused on cardiopulmonary interactions. We provide an overview of educational theories of particular relevance to curricular design for simulation-based or enhanced activities. We then demonstrate how these theories are applied to curriculum development for individuals to teams and for novice to experts. We review the role of simulation in cardiac intensive care education and the education theories that support its use. Finally, we demonstrate how a conceptual framework, SIMZones, can be applied to design effective simulation-based teaching.
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Doorman, Michiel. "Design and research for developing local instruction theories." Avances de Investigación en Educación Matemática, no. 15 (May 4, 2019): 29–42. http://dx.doi.org/10.35763/aiem.v0i15.266.
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Innovation in mathematics education needs the involvement of teachers, textbook authors, policy makers and researchers. This paper sketches the role and importance of instructional design aiming at new local instruction theories in mathematics education. The approach is shown with a study that investigated how students can be supported in the development of the basic principles of the mathematics of change. The study combines design and research in three successive phases. In the first phase a hypothetical learning trajectory and instructional activities are designed, in the teaching experiment phase the trajectory is acted out, and in the phase of the retrospective analysis the articulated hypotheses are reflected upon. In this way, a cyclic process of (re)design and development of innovative teaching is structured. The resulting local instruction theory is expected to create opportunities for teachers, textbook authors and researchers to consider contextual factors and to adapt results for their research or teaching.
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Hsueh, Yeh, Tenglong Liu, and Taylor Mule’. "Relocating the frame of reference for studying play: Reflections from fieldwork in Chinese rural preschools." Contemporary Issues in Early Childhood 22, no. 4 (2021): 374–78. http://dx.doi.org/10.1177/14639491211058763.
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Western play theories and practices have had a dominant role in creating China's current discursive condition for preschool play. They are also essential to current knowledge production about play. However, this dominance tends to be transferred into rural preschools, which have recently mushroomed and demanded play activities. The authors reflect on their own experience in conducting an ethnographic study of China's rural preschools to propose that the notion of “Asia as method” can help to reconceptualize play theories and practices in China. The authors also envision their study as an effort to relocate the frame of reference of play to transform the existing knowledge structure about play while transforming themselves in studying play in Chinese rural preschools.
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Silva, Francisco Marcones Moura, Edilene Ferreira de Sena, Ana Carla Araujo Barroso, and Luís Távora Ribeiro Furtado. "Theories of education and educational research: Contributions to the continuous education of teachers." Research, Society and Development 13, no. 1 (2024): e2013144672. http://dx.doi.org/10.33448/rsd-v13i1.44672.
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Scientific research in the educational field can become a great ally with regard to the construction of new knowledge and critical training for education professionals. It is through research that we will seek to become aware that we are producers of transforming knowledge, facilitating improvement and encouraging pedagogical work. Based on the above, this article aims to address the theories of education in some of its phases and its influence on the preparation of the educator, reflecting on the formation of teachers from the educational research which seeks to follow the course, maintaining a relationship dialectic between theory and practice, that is, from “understanding” to pedagogical “doing”. For the construction of the theoretical foundation of this research, we selected some authors, among them: Batista, Saviani, Suchodolski, Freire and Schnetzler. Discussions point out that teaching as a transforming action in society is renewed from teacher training, which is the result of research based on theories of education.
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Richards, K. Andrew R., Kim C. Graber, and Amelia Mays Woods. "Using Theory to Guide Research: Applications of Constructivist and Social Justice Theories." Kinesiology Review 7, no. 3 (2018): 218–25. http://dx.doi.org/10.1123/kr.2018-0018.
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Catherine Ennis was an educator, researcher, mentor, and innovator in the field of physical education. As mentor for doctoral students and early-career researchers, she advocated the importance of developing a research agenda to guide and connect one’s scholarship. The central feature of a research plan, she argued, was a guiding theoretical framework that helps scholars interpret their findings and make connections to larger bodies of literature. In this article, the authors discuss Ennis’s position that theory should guide and connect research in physical education and provide examples of how she developed complementary research agendas throughout her career that were connected to constructivist and social justice theories. The goal of both these research agendas was to improve the experiences of children and teachers in physical education programs. In concluding, the authors connect Ennis’s use of constructivist and social justice theories to the ethic of care and make recommendations for teacher education programs.
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Drake, Carolyn B., Lauren M. Heery, Jesse Burk-Rafel, Marc M. Triola, and Daniel J. Sartori. "A Theoretical Foundation to Inform the Implementation of Precision Education and Assessment." Academic Medicine 99, no. 4S (2023): S30—S34. https://doi.org/10.1097/acm.0000000000005604.
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Abstract Precision education (PE) uses personalized educational interventions to empower trainees and improve learning outcomes. While PE has the potential to represent a paradigm shift in medical education, a theoretical foundation to guide the effective implementation of PE strategies has not yet been described. Here, the authors introduce a theoretical foundation for the implementation of PE, integrating key learning theories with the digital tools that allow them to be operationalized. Specifically, the authors describe how the master adaptive learner (MAL) model, transformative learning theory, and self-determination theory can be harnessed in conjunction with nudge strategies and audit and feedback dashboards to drive learning and meaningful behavior change. The authors also provide practical examples of these theories and tools in action by describing precision interventions already in use at one academic medical center, concretizing PE’s potential in the current clinical environment. These examples illustrate how a firm theoretical grounding allows educators to most effectively tailor PE interventions to fit individual learners’ needs and goals, facilitating efficient learning and ultimately improving patient and health system outcomes.
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Thomas, Michael S. C. "Theories that develop." Bilingualism: Language and Cognition 5, no. 3 (2002): 216–17. http://dx.doi.org/10.1017/s1366728902273010.
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The target article represents a significant advance in the level of sophistication applied to models of bilingual word recognition, and Dijkstra and van Heuven are to be congratulated on this endeavour. Bearing in mind the success of the (computational) BIA model in capturing detailed patterns of experimental data, I look forward to future simulation results from the BIA+ when the proposals of this new framework are implemented. It is an essential step to draw a distinction between recognition systems and the decision mechanisms that drive responses, and the authors have provided a novel way of apportioning empirical evidence of context effects in bilingual word recognition across this divide. Given the explanatory weight now being placed on decision mechanisms rather than the word recognition system itself, perhaps indeed it is now time to make some simplifying assumptions about the recognition system and start building detailed computational models of the decision component of the system. Implementation will provide the clarity of theorisation and evaluation of theory viability that have been the hallmark of the BIA model thus far.
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Murray-Johnson, Lisa, Kim Witte, Marc Boulay, Maria Elena Figueroa, Douglas Storey, and Ian Tweedie. "Using Health Education Theories to Explain Behavior Change: A Cross-Country Analysis." International Quarterly of Community Health Education 25, no. 1 (2005): 185–207. http://dx.doi.org/10.2190/1500-1461-44gk-m325.
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Scholars within the fields of public health, health education, health promotion, and health communication look to specific theories to explain health behavior change. The purpose of this article is to critically compare four health theories and key variables within them with regard to behavior change in the area of reproductive health. Using cross-country analyses of Ghana, Nepal, and Nicaragua (data sets provided by the Center for Communication Programs, Johns Hopkins University), the authors looked at the Health Belief Model, Theory of Reasoned Action, Extended Parallel Process Model, and Social Cognitive Theory for these two defined objectives. Results show that all four theories provide an excellent fit to the data, but that certain variables within them may have particular value for understanding specific aspects of behavior change. Recommendations for the selection of theories to use as guidelines in the design and evaluation of reproductive health programs are provided.
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Suominen, Anniina, Tiina Pusa, Aapo Raudaskoski, and Larissa Haggrén. "Centralizing queer in Finnish art education." Policy Futures in Education 18, no. 3 (2019): 358–74. http://dx.doi.org/10.1177/1478210319837836.
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The article examines if and how gender diversity and queer are present in the policies guiding Finnish art education and how these documents might influence praxis. The authors explore relations between policy and practice through a close study and analysis of the Finnish national core curriculum for basic education as it relates to the broader Finnish culture of power and politics. The authors approach the topic using epistemic injustice as the framework, and suggest that current international and national policy and guidelines that define human rights, gender equality, the rights of gender and sexual minorities, and education have created a broad and deeply seated normative, binary mindset that not only impairs the actualization of equity in education but also makes it a paradox. To unpack the suggested epistemic injustice, the authors contextualize their arguments through a critical study of policies and guidelines for human rights and Finnish compulsory education and frame this with particular theories, the capability approach and feminist and critical pedagogy.
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Tri Marfiyanto. "Implementation of Communication in the Education Process at SDIT X in Lamongan." EDUTEC : Journal of Education And Technology 1, no. 2 (2018): 72–81. http://dx.doi.org/10.29062/edu.v1i2.6.
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Humans as social creatures will certainly not be able to escape communication, because communication is the need for everyone to be able to interact with others. So that one's life and quality depends on their ability to communicate. The purpose of this study is to describe the communication strategies used by teachers in the education process. This research is a field research. Here the authors collect data from the field by conducting direct investigations in the field to look for various problems that have relevance to research. From the results of the study the authors found that the communication strategy in the educational process used by the teacher did not refer to the theories of the experts but in their implementation partly matched the compatibility with expert theories. Communication strategies are prepared only for things that have been planned beforehand to be conveyed to students, while daily communication does not use strategies.
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Nilsson, Monica, Beth Ferholt, and Robert Lecusay. "‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education." Contemporary Issues in Early Childhood 19, no. 3 (2017): 231–45. http://dx.doi.org/10.1177/1463949117710800.
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In this article, the authors problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define learning in terms of formal learning (i.e. learning as an outcome of direct instruction and school-based approaches that focus on teacher-led, goal-directed activities and declarative knowledge). The authors argue for a reconceptualization of early childhood education that understands learning and development not as an outcome, primarily, of instruction and teaching, but as an outcome of play and exploration. They develop this argument by drawing on Vygotsky’s theories of play, imagination, realistic thinking and creativity. These theories challenge another dichotomy – that between imagination and reality – by arguing that imagination is implicated in the meaning-making of both play and exploration. Instead of relating play to learning where play is characterized by imagination and learning by reality, the authors’ reconceptualization relates play to exploration and proposes that learning, defined as leading to human development, is an outcome of both of these activities. The authors further develop their argument by presenting ethnographic material from a qualitative research project implemented in three Swedish preschools whose practices are influenced by the Reggio Emilia pedagogical approach. The research conducted in this study contributes to new perspectives on the relationship between play and learning by introducing exploration as a counterpart to play, and this new perspective has implications for the design and practice of early childhood education, as well as for early childhood education research.
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Schofer, Evan, and John W. Meyer. "The Worldwide Expansion of Higher Education in the Twentieth Century." American Sociological Review 70, no. 6 (2005): 898–920. http://dx.doi.org/10.1177/000312240507000602.
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The authors analyze the rapid worldwide expansion of higher educational enrollments over the twentieth century using pooled panel regressions. Expansion is higher in economically developed countries (in some but not all analyses) as classic theories would have it. Growth is greater where secondary enrollments are high and where state control over education is low, consistent with conflict and competition theories. Institutional theories get strong support: growth patterns are similar in all types of countries, are especially high in countries more linked to world society, and sharply accelerate in virtually all countries after 1960. The authors theorize and operationalize the institutional processes involved, which include scientization, democratization and the expansion of human rights, the rise of development planning, and the structuration of the world polity. With these changes, a new model of society became institutionalized globally-one in which schooled knowledge and personnel were seen as appropriate for a wide variety of social positions, and in which many more young people were seen as appropriate candidates for higher education. An older vision of education as contributing to a more closed society and occupational system—with associated fears of “over-education”—was replaced by an open-system picture of education as useful “human capital” for unlimited progress. The global trends are so strong that developing countries now have higher enrollment rates than European countries did only a few decades ago, and currently about one-fifth of the world cohort is now enrolled in higher education.
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Adams, Erin C., and Sohyun An. "Thinking with theory in a civil rights center." Social Studies Research and Practice 15, no. 2 (2020): 167–82. http://dx.doi.org/10.1108/ssrp-01-2020-0001.
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PurposeThe purpose of this theoretical paper is to propose that museums can be useful sites in intervening the theory–practice divide in teacher education. The authors draw from their visit to the Center for Civil and Human Rights (CCHR or Center hereafter) to explore the potential of a local museum as a powerful intervention in the preservice teacher education theory/practice divide.Design/methodology/approachThe authors’ theoretical framework draws off of “thinking with theory,” a method of using concepts to make sense of data by “plugging” a concept “into” data (Jackson and Mazzei, 2011). The authors believe that everyone, even their preservice teachers think with theories in an attempt to make sense of information and events. In their social studies methods courses, the authors offer readings, texts, videos and experiences that present ideas and concepts that are new to their preservice teachers in order to expose underlying theories that frame worldviews.FindingsThe authors provide four “snapshots” or findings. These include: heroification and villainification, White–Black binary and messianic meta-narratives, empathy and simulation and critical Black patriotism. Each of these snapshots is grounded in theories from scholars in the field of social studies, demonstrating one way to put theory to work.Originality/valueAs the aforementioned snapshots show, the authors found a place like CCHR that can serve as important space to think with theory and deconstruct presented narratives. The authors “plugged” concepts from social studies scholarship “into” the narratives presented at the CCHR. Specifically, the authors used villainification (van Kessel and Crowley, 2017), AsianCrit (Chang, 1993), Black Patriotism (Busey and Walker, 2017) and messianic narratives and martyrdom (Alridge, 2006).
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Kanan, Lilia, Jaime Dresch, and Renata Nunes. "Sex education in school and teacher training:." International Journal for Innovation Education and Research 9, no. 10 (2021): 91–107. http://dx.doi.org/10.31686/ijier.vol9.iss10.3415.
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From this brief preamble, it is opportune to investigate how sexual education is taught in schools as well as the production of researchers engaged in studying this matter. Teachers are the main agents involved in the mediation of knowledge. After all, they mediate contents and discuss information on sex and sexuality that come from the family, society or media, with which children and adolescents interact. This study aims to investigate, from a selection of productions available on Capes Journal Portal, which are the theorists/theories most cited by researchers who discuss the teaching of sex and sexuality to children and adolescents. To identify the theoretical sources used by these authors to support their studies, the following research question was formulated: according to the authors that discuss sexuality education for adolescents and children, what are the characteristics of the teacher education program and which theorists are more cited in their studies? The study consists of a qualitative-convergent mixed systematic review. We used the descriptors ‘sexuality’ and ‘teaching’ in exact terms. The eligibility criteria consisted of articles (i) published from 2019 to 2020; (ii) with open access; (iii) reviewed by; and (iv) with a focus of interest on basic education (adolescents and children). The content analysis of the main results obtained allowed to organize the findings into four categories: school-based sexual education and teacher training: contributions to an inevitable discussion; teaching and sexuality; teacher training for sexuality education; theories cited. From the results, it can be seen that the mediation between the two theories – teaching and sexuality – takes place almost exclusively in Biology and Sciences classes. And in these subjects, the teachers’ focus is on reproductive issues, something that does not allow an effective exploration of the sexuality topic by the main players of the teaching action.
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Hartung, Kris K. "What Are Students being Taught about the Ethics of Technical Communication?: An Analysis of the Ethical Discussions Presented in Four Textbooks." Journal of Technical Writing and Communication 28, no. 4 (1998): 363–83. http://dx.doi.org/10.2190/g08w-fd0r-vnpb-ahaw.
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This article analyzes the ethical perspectives of four technical communication textbooks. It argues that the authors do not engage in ethical inquiry as it is defined traditionally. Instead, they engage in the ethics-related activities known as moral casuistry, which deduces moral judgements, and moralism, which prescribes moral principles. The authors deduce and prescribe, but they do not justify or critically examine the underlying principles of morality. The analysis also suggests that at least two of the textbooks introduce ideas that are either inconsistent with traditional ethical theories or are subject to the objections that philosophers have raised against them in previous ethical inquiries. Finally, the article recommends that authors avoid approaches that are either strictly rhetorical or provide no ethical guidelines for students. They should avoid resorting to cursory accounts of traditional ethical theories because briefly mentioning philosophers' ethical approaches has very little practical value. They should also treat moral principles, not as objective and self-evident statements of fact, but as evaluative assumptions whose truth-values and meaning are both tentative and lacking universal agreement.
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Lalovic, Dejan. "Verbal ability: A review of correlational research." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 5–27. http://dx.doi.org/10.2298/zipi0501005l.
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A means for the classification of results of research examining verbal intellectual ability is proposed. A review of co relational studies of verbal intellectual ability was also conducted. The role of verbal ability in various standard factor-analytic theories of intelligence was examined with special emphasis on research conducted in the Serbian language. It was concluded that verbal ability plays a significant role in all factor-analytic models and theories of intelligence, regardless of whether this was explicitly or implicitly identified by their authors. Moreover, a strong tradition of research of verbal intellectual ability in the Serbian language was found to exist.
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Wang, Tao. "Progress and Reflections of International Cartographic Education." Kartografija i geoinformacije 21 (January 3, 2023): 178–87. http://dx.doi.org/10.32909/kg.21.si.11.
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With the development of geospatial information science and technology and applications in numerous areas, cartography and geospatial information education is becoming increasingly more important in training graduates equipped with new capacities. Cartography and geospatial information education are crucial to cartography and geospatial information science, as a discipline and a profession. The contents have always gradually been changing, as well as corresponding effective approaches to deliver sustainable and resilient education. In the new normal era of post COVID-19, summaries and reflections on the progress of available practices and theories can support better design of effective and quality education. In this paper, the conference papers and abstracts on educational topics published in the last 10 International Cartography Conferences are used to trace the path that educators in cartography and geospatial information have gone through. Bibliometric analysis is conducted on educational topics, authors, and regions. A domain term knowledge map is drawn showing that the number of publications on education in the International Cartography Conferences has been increasing. The geographic distribution of authors is very concentrated, with authors from European countries contributing about 50% of the publications and those from the top ten countries contributing 60%. Works in many other regions are less reported. The research topics are mainly focused on undergraduate and graduate education in geographic information systems, secondary education, education atlas, learning theories, learning environmental design, online education, etc. Pedagogies and experience of distance learning and online education in the last 20 years have been well applied. However best practices of online and distance education are rarely reported to support effective new normal education in the context of COVID-19 pandemics.
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Knupfer, Peter B. "How to Write a History Textbook: The Willard–Willson Debate over History Education in the Common School Era." History of Education Quarterly 59, no. 2 (2019): 257–87. http://dx.doi.org/10.1017/heq.2019.6.
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The essay reinterprets the 1845–1847 pamphlet war between Emma Willard and Marcius Willson, authors of popular history schoolbooks. Willson publicly attacked the accuracy and literary quality of history schoolbooks by eight leading authors, with particular attention to Willard's, just as he was publishing his first school history. Willard and Willson practiced different kinds of history authorship that reflected their different backgrounds, intellectual milieus, and professional circumstances. This essay questions conventional readings of the debate and argues that their subsequent exchange over plagiarism, style, and sourcing illuminated important issues in the purposes of history education, the challenges of growing markets, and new theories of historiography. The debate showed that schoolbooks were not simply derivative “guardians of tradition,” but that they could be portals for new disciplinary theories in an age without a robust professional research infrastructure to test and filter them.
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VICOL, Nelu, Viorica-Torii CACIUC, and Victoria FEDERIUC. "Ethics in education: correlative entities." Univers Pedagogic 1(65) (January 15, 2020): 7–20. https://doi.org/10.5281/zenodo.3716146.
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The authors debate the classical theories of ethics that are outweighed by the extent of human and ecological correlative problems, which can only be improved by their coherent approaches. The development of an environmental ethic correlated with that of the ethics of the human being represents an opportunity for shaping a responsible conscience and attitudes towards the environment and towards human life. The paper elucidates and substantiates the issues addressed by the ethics of the environment (ecological ethics / eco-ethics) and the ethics of life (bioethics) which grounds humanity and must be elucidated interdisciplinarily and correlatively.
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Henderson, Tammy L., and Gladys Hildreth. "Experiences in the Face of Disasters." Journal of Family Issues 32, no. 10 (2011): 1277–84. http://dx.doi.org/10.1177/0192513x11412488.
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The current collection contributes to our understanding of the stress experienced by and resilience of individuals and families in the aftermath of a disaster. We begin the collection with an article on two theories, vulnerability and social capital theory. These theories serve as tools to capture physical, social, and economic vulnerabilities as well as to determine how the dynamics of social networks interact when experiencing a disaster. The remaining authors of the current collection examined the experiences, stresses, and resilience of lower-income mothers, special education teachers, older adults, and families. Authors offer recommendations for disaster planning or future research.
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Tiemensma, Britt Due, and Connie Stendal Rasmussen. "Entrepreneurship Education in a Democratic Perspective." Discourse and Communication for Sustainable Education 10, no. 2 (2019): 100–111. http://dx.doi.org/10.2478/dcse-2019-0021.
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Abstract Entrepreneurship Education often emphasizes the practical applications of competencies. This article aims to collect findings on entrepreneurship education linked to democratic formation in primary education as experienced by teacher students. Based on a model from the Danish Foundation for Entrepreneurship and theories on democratic formation and active citizenship, the authors analyze what entrepreneurship and democratic formation have in common. Entrepreneurship education will also be linked to education for sustainable development. By following a group of teacher students in two different cases, the authors discuss how a potential synergy is visible, when the teacher students learn by reading, discussing and solving concrete tasks connected to social entrepreneurship education. The teacher students’ personal attitudes and understanding of authentic practical experiences turns out to be important to their learning from entrepreneurial education tasks. The structural organization of teacher education is a challenge to the organization of teaching entrepreneurship education.
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Shelbourn, M., J. Macdonald, T. McCuen, and S. Lee. "Students’ perceptions of BIM education in the higher education sector." Industry and Higher Education 31, no. 5 (2017): 293–304. http://dx.doi.org/10.1177/0950422217725962.
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The use of building information modelling (BIM) has increased in the global architecture, engineering, construction and owner-operated (AECO) industries. This increased use has contributed to a recognition by project stakeholders of its importance across the building life cycle, leading higher education institutions to rethink their AECO provisions. There has been much debate about how BIM should be employed in undergraduate curricula: should it be included as a stand-alone subject in a programme or as an underlying theme across the programme? Research has also been conducted into theories of practice with regard to BIM education. This article builds on previous research in the codeBIM project and describes students’ perceptions of current practice in the United States and the United Kingdom. The article begins with a literature review of current theories of BIM teaching in AECO and a summary of good practice. The use of focus groups is described and the findings from focus group sessions held in the United Kingdom and the United States are discussed. The authors identify six key areas required for BIM to be inclusive in higher education: collaborative curricula, space, teamwork, relevance to the industry, technical/technological skills and the role of the professor or lecturer. Each of these areas is discussed in light of the findings from the focus groups.
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Ogbadu‐Oladapo, Lydia, Hsin‐Husan Chung, Jiyuan Li, and Jiangping Chen. "An Investigation of the Use of Theories in Misinformation Studies." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 303–15. http://dx.doi.org/10.1002/pra2.790.
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ABSTRACTThis paper examines social science and humanity theories that have been applied to studies dealing with misinformation. We identified 273 articles published from 2012 to 2023 from Web of Science, Scopus, and ScienceDirect. These articles are empirical studies that have applied one or more social science or humanity theories. Applying content analysis approach, we identified 124 theories that authors have used in their studies. These theories belong to different disciplines or fields, such as political science, psychology, communication, sociology, and economics. We discuss the top 11 theories and how they have been used to understand misinformation and its impacts. This study provides insights into understanding current misinformation studies and rich resources for information evaluation and information literacy education.
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Wood, Keith. "On the theorization of lesson study and learning study." International Journal for Lesson and Learning Studies 7, no. 3 (2018): 166–71. http://dx.doi.org/10.1108/ijlls-05-2018-0033.
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Purpose The purpose of this paper is to provide an introduction of the papers in the current issue. Design/methodology/approach By revealing contrasting features of alternative theories of learning, this paper offers a contribution to the on-going discussion about the role of learning theory in Japanese lesson study and its global adaptations. Findings Attempts to theorize lesson study in contrast to the theory-based learning study reveal a fundamental difference in the learning theories used to underpin this task related to the different world views on which they are founded. Originality/value This paper review provides an overview of the insights into lesson and learning studies provided by the authors in this issue of the journal.
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Santos, Romércia Batista dos, Ana Cláudia Sousa Mendonça, Iarley Pereira de Sousa, and Veruska Pedrosa Barreto. "School education and curriculum: Common National Curriculum Base and inclusive education." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, no. 1 (2022): e13635. http://dx.doi.org/10.20952/jrks3113635.
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This study aims to foment reflections on School Education and the historical perspective of curriculum theories, within the institutions, having the Common National Curriculum Base (BNCC) as one of the references, while asking how Inclusive Education is placed in this construction that is thought of as an education for all. This is a documentary and bibliographic research that dialogues with authors who discuss the curriculum such as Ribeiro (2017), Arroyo (2014), among others. In conclusion, it was evident that it is worth reflecting on the current proposal of the BNCC, analyzing its foundations and the ideological aspects hidden in the content of the document, due to inconsistencies regarding the curricular thinking and its structuring for a curriculum that is fair, democratic, comprehensive and that serves everyone with inclusive public educational policies.
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Strukova, A. S., and K. N. Polivanova. "Well-Being in Education: Modern Theories, Historical Context, Empirical Studies." Современная зарубежная психология 12, no. 3 (2023): 137–48. http://dx.doi.org/10.17759/jmfp.2023120313.
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<p style="text-align: justify;">Nurturing students&rsquo; well-being is a significant trend in education. Although the concept is intuitively clear, it is difficult to define. The paper reviews philosophical, psychological, sociological, and pedagogical sources and aims to answer how modern theories of well-being are applied in education and what is the socio-psychological context of students&rsquo; well-being. The authors argued that well-being is a characteristic of the whole school system, and even its small details can affect the level of well-being It is important to consider the well-being of not only students but also of school staff. Well-being in research is interpreted more broadly than pleasure and positive affect &mdash; the need for competence, personal development, and the system of relationships are important elements of well-being. It is important not only to create a positive environment but also to educate students (and perhaps teachers) on how to use available resources to promote well-being. Different groups of students face different risks, therefore, when studying well-being at school, it is important to select exactly those indicators of well-being that will correspond to the risks of a particular vulnerable group. For example, gifted students can have some difficulties in relationships with classmates, thus while studying their well-being it could be useful to choose indicators of well-being that are related to relationships.</p>
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Ford, Donna Y., Tanya J. Middleton, Erik M. Hines, Edward C. Fletcher, and James L. Moore. "Theories and Models: Anti-Racist, Culturally Competent Counselors for Black Gifted and Talented Students." Gifted Child Today 46, no. 1 (2022): 63–69. http://dx.doi.org/10.1177/10762175221131063.
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This article focuses on what school-based mental health counselors need to know to be anti-racist and culturally responsive for Black students, while recognizing that many of the presented theories and frameworks have implications for other minoritized gifted and talented (GATE) students/clients. The authors provide an overview of the most promising works for guiding counselors (and all educators) in their efforts to effect meaningful, equity-driven changes, to disrupt prejudice and discrimination, and to be advocates and allies for Black clients/students.
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Lamtara, Sana. "[RETRACTED ARTICLE] Pedagogical Knowledge for Technology-Enhanced Learning." Journal of Pedagogy and Education Science 3, no. 01 (2024): 72–90. http://dx.doi.org/10.56741/jpes.v3i01.424.
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The inexorable growth of technological use amidst COVID-19 strengthens the emerging paradigm in education and accelerates the need for technology-supported pedagogical knowledge. This paper examines how the principles of the four learning theories, behaviourism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. A review is conducted to survey relevant literature concerning learning theories and pedagogical models to achieve this goal. This review relies on four major bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar, through which many articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to determine the four learning theories implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a hierarchical hierarchy according to their adherence to the student-centred learning approach. Connectivism is at the top of the pyramid due to its vast opportunities for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centred on learners, allowing for knowledge construction. RETRACTION NOTICE: This article has been formally retracted as of March 12, 2024, at the authors' request. The authors assert that a paper similar to this article1 has been published in the International Journal of Higher Education Pedagogies (IJHEP) without their knowledge or consent. The authors maintain that, having previously submitted their work to IJHEP for review before submitting it to JPES, they received no communication from IJHEP regarding the publication status, leading them to believe that their submission had been disregarded. Operating in good faith under this assumption, the authors subsequently submitted their article to JPES. In their statement, the authors emphasize that they never intended for their paper to be concurrently published in two journals, as they fully comprehend the ethical implications associated with such actions. 1https://www.diamondopen.com/journals/index.php/ijhep/article/view/412
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Sayapina, Natalia N., and Mohammed K. Al-Jazaeri. "Theoretical and methodological principles in development of art education." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 12, no. 3 (47) (2023): 267–75. http://dx.doi.org/10.18500/2304-9790-2023-12-3-267-275.
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The study appears relevant due to the need of theoretical and applied pedagogy to research the issues of art education concerning its theoretical and methodological aspects. The purpose of the research is to study the theoretical and methodological principles in development of art education. Attention is drawn to the content of the Art Education Framework as a federal-level document that develops the strategy of the cultural policy of the Russian Federation in the designated area and regulates art education in educational organizations of different levels. Research results. It is shown that the creation of art education theories is a rather complex process which makes scholars consider basic scientific theories: the theory of artistic perception and the theory of artistic creativity, which are regarded through their applied aspect. Our interest in visual fine art determines the prerequisite of considering the theories of visual fine arts in various historical periods. These theories serve as a theoretical basis both in the field of art education and in the field of fine arts. The article summarizes the main movements in teaching fine arts at school created by various authors. The article emphasizes that the study of both these movements and the fine arts educational programs that correspond to them facilitate the choice in favor of the program that would fit the curriculum of a particular educational organization. The idea of what results of students’ visual arts development should be is reflected in both the concepts and methods of fine arts education that are presented in the program an educational organization will choose. These results become the methodological basis in development of art education. Main conclusions: the article emphasizes the necessity to carry out theoretical and methodological research in the field of art education as well as to overcome the problems of creating “coherent” theories of art education, theories of visual fine art and methods of teaching it based on the experience accumulated by Russian and foreign theorists and practitioners.
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Emmanuel, NDINGA GO’O. "Economic Theories and Models: a Contribution in Understanding Their Foundations." International Journal of Scientific Research and Management 10, no. 10 (2022): 3887–98. http://dx.doi.org/10.18535/ijsrm/v10i10.em01.
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The interest of discovering and unveiling the thoughts of great scholars, condensed in theories comes at the right time in order to understand the knowledge revealed during studies of social sciences, in particular economics. The main intention of this article is to make understand the ideas that led these authors to state them, taking into account the temporal spatial conditions of the corresponding eras. This led to the emergence of these ideologies. Which over time have been considered as framework laws of a constitution, or even more gospel words to follow and not to break.
 The answer to the question posed in the background, namely can we easily affirm that the theories and models designed by these authors are founded on the basis of facts and phenomena observed in their time? In other words: do these theories have a link with their times? Bring us to adopt a comparative analysis which allowed us to note that most of the results or constructions of models married the living ideology at that time. That the classics, for example, could only build models with reference to the functioning of their time, or that the Keynesians could only develop theories that matched the image of the facts observed at that time.
 Understanding this constructive process of theories and economic models will allow us, my liver, at the end of this look, to understand the reasons which animated the founders of these theories to state them. Better still, we will be able to envisage future visions and ideological thoughts of future generations, in view of the evolution of human behavior observed today.
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Andrason, Alexander, and Jessica van den Brink. "Publishing (mal)practices and their (re)colonising effects: Double affiliations in academic publishing." Journal of Education, no. 91 (July 13, 2023): 70–93. http://dx.doi.org/10.17159/2520-9868/i91a05.
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This article is dedicated to one of the less-researched flaws in the South African subsidy system (SASS), namely, the issue of doubly affiliated appointees. The authors review the case of an undisclosed organisational entity at a South African university, and analyse the role doubly affiliated appointees (specifically, extraordinary professors and research fellows) played in the research output generated over six years, that is, from 2016 to 2021. The authors couch their findings within decolonial theories and conclude the following: the recruitment of doubly affiliated appointees to boost the research output of tertiary educational centres constitutes a practice that violates the principles of SASS and contributes to the epistemic recolonisation of academy.
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Osovsky, Oleg, Vera Kirzhaeva, Ekaterina Chernetsova, and Elizaveta Maslova. "Education-for-Myself and Education-for-the Other: The Right to Freedom of Education and Mikhail Bakhtin’s Experience." Dialogic Pedagogy: An International Online Journal 8 (September 21, 2020): SF71—SF79. http://dx.doi.org/10.5195/dpj.2020.346.
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The article contains reflections on the problem which has arised in Eugene Matusov's article on freedom of education, and considers the experience of Mikhail Bakhtin as an example of the way the right to the freedom can be fulfilled. Not only Bakhtin's life and ideas play a significant role in contemporary social and educational theories and practices, but they reveal how education becomes a result of selection of particular knowledge and one's conscious choice. The core of the article is a correlation of notions “Education-for-myself” and “Education-for-the other” which are taken by the authors as derivatives of the terms of Bakhtin’s early philosophy “I-for-myself” and “I-for-the other”. Thus ideas of “Education-for-an individual” and “Education-for-the society” result from the reflections and can be evidence of the need in mutual understanding and dialogue in order to achieve freedom of education.
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Levina, Elena, Alsu Kamaleeva, and Larisa Mukhametzyanova. "Cognitive Approach: Methodology Development in the Era of Digitalization." ARPHA Proceedings 3 (November 25, 2020): 1449–64. https://doi.org/10.3897/ap.2.e1449.
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The actuality of this article is caused by the information revolution at the present period of social development, where digitalization is becoming a key element. The position of completely different way of knowledge generation with a setting on effective use of knowledge via means of the individual system of competences, including competences of student's cognition in the digital world is defined. The authors reveal cognitive theories of teaching which act as psychological and pedagogical foundation for the didactic systems, realizing values of cognition and development of students' cognitive abilities.The purpose of the article is to consider the appearance of a new direction in education – "cognitive pedagogy", aimed at transforming processes of teaching and upbringing in the context of formation of human's cognitive and personal structures. The author's methodology, supporting the development of cognitive approach, has been proved: information-cognitive and social-cognitive approaches and human-conformity, chronotope, fractality, and iteration principles. The authors substantiate cognitive pedagogy as an integral unit of psychological and pedagogical sciences with person-oriented focus of education, and as a reference point on formation of a cultural and semantic basis of education subjects' worldview, and the generation of subject, pedagogical and scientific knowledge. Authors have substantiated "cognition" in all pedagogical aspects, such as human's development, didactics, university management, which acts as an ability to reprocess new information and generate knowledge. The practical value of the research results, presented in this article, is in the possibility of cognitive approach implementation, while solving problems of processing, reconfigurating of information and generation of knowledge, taking into consideration human's cognitive opportunities (perception, representation, cognition, understanding, explanation).
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Pshembayev, M., and A. Kudysheva. "Student Leadership Development as a new trend of Higher Education in Kazakhstan." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 98–103. http://dx.doi.org/10.31489/2020ped4/98-103.
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In this paper, some specific issues of student leadership development in Kazakhstan universities were consid-ered. The authors draw attention to the fact that leadership development is now becoming an integral part of the undergraduate and graduate educational programs. This paper reviews different leadership approaches and theories to analyze the question of student leadership development and gives the historical classification of leadership studies in the USA. Likewise, in the paper, a brief review was given to the experience of Toraighyrov University in implementing a specific leadership development program, which is designed with taking into account the cultural, professional and educational uniqueness of the region. The researchers of the article offer another alternative way for leadership skills development — creation of a leadership school in the form of non-government organization. Based on the theoretical research conducted by the authors, the main ways of formation of leadership qualities and necessary skills due to several objective and subjective circumstances were identified.
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Konovalov, Anton Andreevich, Airat Ildarovich Satdykov, and Ekaterina Yurievna Esenina. "Training, professional development and competence assessment of vocational and professional education teachers: An international review." Science for Education Today 12, no. 6 (2022): 138–64. http://dx.doi.org/10.15293/2658-6762.2206.06.
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Introduction. Training, professional development and evaluation of professional competence of vocational education teachers is considered to be the basis of providing any national economy with qualified workers and specialists. It has been increasingly recognized that more attention needs to be paid to this area. The vocational training systems are currently undergoing significant changes worldwide and require new strategies for administrative decisions. The purpose of this article is to analyze and systematize the international experience of training, professional development and competence assessment of vocational education teachers with a focus on Germany, Finland, and China in order to take it into account in modern Russian education. Materials and Methods. The theoretical and methodological basis of the research includes theories of vocational training and vocational teacher education, theories focusing on the content of vocational and teacher education and professional development of teaching staff. The authors used the following research methods: reviewing and comparative analysis of scholarly literature, reports of state institutions, regulations, and websites of educational settings in Germany, Finland and China. Results. The authors have identified trends in the convergence of qualifications and positions of teachers of professional disciplines and industrial instructors. Significant differences in the qualifications and skills of teachers and instructors in the workplace have been identified. Among the forms of professional development for vocational teachers, the authors have highlighted in-service training and activities focused in teaching methods and curriculum development. It is emphasized that the development of teachers' competence is gradual and level-based, the set of skills being determined by vocational education positions, duties and responsibilities In the countries analyzed, internships and professional self-assessment play a particularly important role in the professional development of vocational school teachers. Conclusions. A comparative international analysis of training, professional development and competence assessment of vocational teachers has enabled the authors to determine the main vectors for updating the system of professional training and vocational teacher education in Russia.
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Browning, Ella R., and Lauren E. Cagle. "Teaching a “Critical Accessibility Case Study”." Journal of Technical Writing and Communication 47, no. 4 (2016): 440–63. http://dx.doi.org/10.1177/0047281616646750.
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As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories—theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in TC curricula through the inclusion of a “critical accessibility case study” (CACS). In explicating the theoretical and practical foundations that support teaching a CACS in TC courses, the authors provide an overview of how TC scholars have productively engaged with disability studies and case studies to question both our curricular content and classroom practices. They offer as an example their “New York City Evacuation CACS,” developed for and taught in TC for Health Sciences courses, which demonstrates that critical disability theory can help us better teach distribution and design of technical information and user-based approaches to TC. The conceptual framework of the CACS functions as a strategy for TC instructors to integrate disability studies and attention to disability and accessibility into TC curricula, meeting both ethical calls to do so as well as practical pedagogical goals.
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Decker, Valerie D., Philip D. Suman, Barb J. Burge, et al. "Analysis of Social Work Theory Progression Published in 2004." Advances in Social Work 8, no. 1 (2007): 81–103. http://dx.doi.org/10.18060/133.
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The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field education, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed.Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression.
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Dr., Igor Anikin. "Methods for Evaluation of the Education Quality in Higher Education Institutions." American Educational Research Journal 55, no. 04 (2017): 17. https://doi.org/10.5281/zenodo.1116924.
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<em>The purpose of the article is to disclose the essence of the </em>“<em>education quality</em>” <em>concept, to study the approaches and concepts developed in the world practice with regard to the evaluation of the higher education quality, to analyze specific methods and tools within one of the approaches. The methodological basis of the research includes the theories of scientific cognition, development, quality management, neural network modeling, and symbolic mathematics. The authors have formulated an interpretation of the </em>“<em>education quality</em>” <em>concept. The methods used to evaluate the education quality in higher education institutions at the international level, although they cause certain controversy and criticism, but the decisive significance of the ratings drawn up on their basis, as an indicator of the quality of education for all stakeholders of the educational process, makes them an integral element in the development of the educational space worldwide.</em>
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Huang, Rongjin, Yanping Fang, and Xiangming Chen. "Chinese lesson study: a deliberate practice, a research methodology, and an improvement science." International Journal for Lesson and Learning Studies 6, no. 4 (2017): 270–82. http://dx.doi.org/10.1108/ijlls-08-2017-0037.
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Purpose Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS. Design/methodology/approach The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time. Findings Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy. Originality/value This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.
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Fedotova, Olga, Elena Platonova, Oleg Igumnov, Tong Bu, and Tianhui Zhang. "The impact of the digital technological platforms on the institutional system of the higher education during the COVID 19 pandemic." E3S Web of Conferences 273 (2021): 12069. http://dx.doi.org/10.1051/e3sconf/202127312069.
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The article is devoted to the assessment of the impact of the digital technological platforms on the higher education in the new conditions of the Covid-19 pandemic. The modern literature presents the various approaches to the analysis of the current situation in the higher education. The novelty of the authors ’ approach is that the institutional system of the higher education is analyzed from the standpoint of the theories of new institutionalism. The authors considered the institutional system of the higher education as a four-level system. The article presents assessing the impact of the digital technological platforms on the first level of the institutional system of the higher education, which is represented by deeply rooted informal institutions (values, traditions, customs, unwritten norms and rules, and more). Assessing the impact of the digital technological platforms on other levels of the institutional system of the higher education requires the additional prospective research.
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Helsing, Deborah, Annie Howell, Robert Kegan, and Lisa Lahey. "Putting the "Development" in Professional Development: Understanding and Overturning Educational Leaders' Immunities to Change." Harvard Educational Review 78, no. 3 (2008): 437–65. http://dx.doi.org/10.17763/haer.78.3.888l759g1qm54660.
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In this article, authors Deborah Helsing, Annie Howell, Robert Kegan, and Lisa Lahey argue that today's educational leaders face a host of complex demands as they strive to implement lasting, meaningful change in their school environments. As these demands often require a level of personal development many adults may not yet have, there is a need for professional development programs that are genuinely developmental. This article describes one such program that provides the opportunity for participants to make qualitative shifts in the ways that they understand themselves and their work. Using case study methodology, the authors explore the psychological development of one participant as she increases her capacity to determine, and be guided by, her own theories, values, and expectations of her personal and professional relationships and responsibilities.
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Buribaevich, Murotmusaev Komiljon, Sheryigit Ergashevich Yuldashev, and Shovkiev Lukmoniddin Boynazar Ugli. "Psychology of Modern Leadership as an Important Phenomenon of Effective Management." International Journal of Early Childhood Special Education 14, no. 1 (2022): 577–84. http://dx.doi.org/10.9756/int-jecse/v14i1.221071.
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The article deals with contemporary understanding of the phenomenon of leadership. The authors analyze the distinctive features of a leader and his behavior, the specifics of leader's image representation. The paper touches upon the problem of choosing a motivation to be/to become a leader and not only to choose him/her and follow him/her in modern society. The authors of the article analyze the psychological types of personality of the modern leader. An overview of modern research, theories, leadership concepts is given. The issues devoted to the problem of leadership as a mechanism necessary for effective management of the organization are considered. Interdisciplinary understanding of leadership phenomenon within sociology, philosophy, political science, pedagogy and psychology is presented. The similarities and differences of such concepts as leader, manager, authority are revealed. The definition of such concepts as premiums and disadvantages of leadership is given. The characteristics of an effective leader are presented. The article deals with the types of groups, the personality of the leader, the traits of his character that contribute to his becoming a leader, the relationship between the leader and the rest of the group, the theories of leadership and types of leaders are studied. The relevance of this topic is due to the necessity of the presence of a leader in any group that solves the task set before it.
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Dimou, Helen, and Achilles Kameas. "Quality assurance model for digital adult education materials." Quality Assurance in Education 24, no. 4 (2016): 562–85. http://dx.doi.org/10.1108/qae-03-2015-0008.
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Purpose This paper aims to present a model for the quality assurance of digital educational material that is appropriate for adult education. The proposed model adopts the software quality standard ISO/IEC 9126 and takes into account adult learning theories, Bloom’s taxonomy of learning objectives and two instructional design models: Kolb’s model (the learning cycle) and Gagne, Briggs and Wager’s model. Design/methodology/approach The structure of this paper is as follows: in the second section, the theory of “the learning cycle of Kolb” is discussed. The third section discusses the model of Gagne, Biggs & Wager. The fourth section discusses and categorizes the characteristics and sub-characteristics of the quality of digital educational material. The fifth section discusses and categorizes the quality attributes of digital educational material. Moreover, the correlation of the sub-characteristics of the material with the model of Gagne and that of Kolb are examined. Findings The authors developed a quality model that adopts the structure of ISO/IEC 9126 standard, using basic notions of theories of adult education to define its characteristics and sub-characteristics. The model has been successfully applied in the quality evaluation of educational material distributed to distance learning adult students. Originality/value The innovative combination of an established quality model with sound educational theories yields a comprehensive model that allows both a qualitative and quantitative evaluation of the appropriateness of digital educational material. The applicability of the model is demonstrated by applying it to specific digital materials specially developed for adult education.
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Bach, Jacqueline, and Susan Weinstein. "Who’s the Teacher? What Tony Danza Taught Us about English Education." English Education 46, no. 4 (2014): 300–326. http://dx.doi.org/10.58680/ee201425778.
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This study examines the reality TV series Teach: Tony Danza and argues for its value as a teaching tool in the secondary English methods class. Drawing on television studies, in particular, theories surrounding reality television, the authors suggest that their students’ knowledge of the conventions and practices of reality television shows opens up a space for them to focus on the “real, but not quite real” representations of Danza’s experiences teaching. His celebrity status creates a distance between him and our preservice teachers that allows them to feel comfortable analyzing and critiquing his often-problematic practices. The authors, having used excerpts from this series in methods courses with undergraduate and graduate preservice English teachers, find that the series, along with its accompanying, interactive website, provides opportunities for students to interrogate questions of classroom management, assessment, student teacher relationships, and course content.
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Esdaile, Susan A., and Helen M. Madill. "Causal Attributions: Theoretical Considerations and Their Relevance to Occupational Therapy Practice and Education." British Journal of Occupational Therapy 56, no. 9 (1993): 330–34. http://dx.doi.org/10.1177/030802269305600905.
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The aims of this article are to outline the principles of causal attribution theory, within the broader context of social learning theory; to relate these theories to occupational therapy practice; and to describe ways in which the authors have applied these constructs to the education of occupational therapy students. The last involved both the teaching of this subject to senior students and the use of theoretical constructs in the assessment of students' coping strategies in clinical fieldwork placements.
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Asep, Asep Idin, and Siti Fadjarajani Siti. "PERAN FILSAFAT DALAM PENGEMBANGAN TEORI PENDIDIKAN THE ROLE OF PHILOSOPHY IN THE DEVELOPMENT OF EDUCATIONAL THEORY." Multidisciplinary Indonesian Center Journal (MICJO) 2, no. 1 (2025): 170–74. https://doi.org/10.62567/micjo.v2i1.357.
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The relationship between philosophy and educational theory has always been an intriguing subject, especially for those who delve deeply into educational studies. To explore the vast field of educational theory, philosophy plays a key role in helping educators and thinkers develop and understand educational theories. This paper, through a literature review, aims to explore the connection between philosophy and educational theory, drawing on various theoretical approaches and findings from prAevious authors. Philosophy influences the development of other fields of knowledge, and this forms the horizontal relationship between philosophy, including philosophy of education, and other branches of knowledge. In a vertical sense, philosophy of education is connected to other fields, such as educational science and the history of education. The results of this study conclude that philosophy's role in educational theory provides a profound contribution to discovering the truth in educational theories, thus making education not only a scientific discipline but also offering practical benefits in its implementation.
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Mazhar, Bal, and Şule Tepetaş Cengiz Gülüzar. "Inclusive education in the preschool period: A bibliometric mapping analysis." i-manager's Journal on School Educational Technology 19, no. 1 (2023): 1. http://dx.doi.org/10.26634/jsch.19.1.19865.
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The aim of this study is to reveal the general view of research on inclusive education in the preschool period using the bibliometric analysis method. The data used in the research were obtained from 261 articles in the Web of Science (WOS) database. Within the scope of bibliometric analysis, the VOSviewer software program was used to create network maps and graphs of authors, countries, keywords, and citations. Based on the findings regarding the network of collaboration between authors, two different conclusions were reached: first, the subject appears to be outdated, and second, a sufficient network of relations could not be established in the literature. In terms of the countries' co-authorship network, it has been determined that the countries in the Americas, Europe, and Australia continents are closely related to each other. The oldest key concepts for the research date back to 2014. These key concepts do not directly address inclusive education. In contrast, the key concepts of recent studies directly pertain to inclusive education. Considering the findings on the authors' co-citation network, it is possible to categorize them into four groups: authors working directly in the field of inclusive education, institutions and organizations, theories that form the theoretical foundations of inclusive education, and method studies. In this context, the analysis results serve as a guide for those interested in working in inclusive education in the preschool period.