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Journal articles on the topic 'Theory and practice of education; congresses'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Rajah, Ibrahim. "International Conference on Social Development and Social Work Education." American Journal of Islam and Society 9, no. 4 (January 1, 1992): 586–88. http://dx.doi.org/10.35632/ajis.v9i4.2548.

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The Twenty-Sixth Congress of the International Association ofSchools of Social Work (IASSW) and the Seventh International Conferenceof the Inter-University Consortium for International Social Development(IUCISD) was held during 13-19 July 1992, in Washington, DC.These biennial international conferences are held simultaneously in thesame location to encourage interested social work educators to participatein the activities of both conferences.IASSW represents the interests of almost two thousand schools of socialwork and training institutes worldwide. The theme of the 1992 conferencewas "Realities of Global Interdependence: Challenges to SocialWork Education." Papers presented spanned the wide range of interestsof social work educators, from practice theory formulations to curriculumdevelopment to indigenous case materials. They also dealt with many diversefields of social work practice, for example, from family and childwelfare to rural and urban community development. Papers also dealt withclinical practice interests, polity, planning, and social development issues.IUCISD is a younger multidisciplinary organization of social workeducators and other allied professionals with an interest in the broaderarea of international social development. The theme of the IUCISD 1992conference was “Strategies of Social Development for Improving the HumanCondition.” Papers presented covered diverse topics, including socialwelfare provisions in Eastern Europe and countries of the former SovietUnion, peace and development, sustainable agriculture, refugees, socialdevelopment skills, social development and indigenous populations, socialdevelopment and aging populations, social development and children, andmany others ...

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2

Ефлова, Зинаида Борисовна. "SUMMER PEDAGOGICAL SCHOOL AS A FORMAT OF ADDITIONAL PROFESSIONAL EDUCATION FOR RURAL TEACHERS." Pedagogical Review, no. 6(34) (December 14, 2020): 115–23. http://dx.doi.org/10.23951/2307-6127-2020-6-115-123.

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Аргументирована актуальность поиска и апробации новых форм дополнительного профессионального образования педагогов сельских малочисленных, малокомплектных образовательных организаций, в частности формата Летней педагогической школы (ЛПШ). Представлена обобщенная характеристика материалов и методов исследования. Обоснованы исторические предпосылки формата, истоки которого обнаружены в учительских съездах и курсах сельского учительства России в XIX в., а также принципиальные положения, обусловленные традициями отечественного образования. Определены теоретико-методологические и научно-практические основы содержания образовательной программы и ведущие образовательные модули. Отмечена центральная линия образовательной программы ЛПШ – непрерывное образование как путь профессионально-личностного становления и развития сельского педагога. Приведены примеры тематики и блочного структурирования образовательных программ из опыта летних школ разных лет. Представлены приоритетные образовательные технологии и особенности ЛПШ содержательно-организационного порядка. Сформулированы выводы о результативности формата ЛПШ. The urgency of the search and testing of new forms of additional professional education of teachers of small rural small-scale educational organizations, in particular, the format of the Summer Pedagogical School is proved. The generalized characteristics of materials and research methods are present. The historical prerequisites of the format, the origins of which were found in teachers’ congresses and courses for rural teachers in Russia in the 19th century, are substantiated, as well as the fundamental provisions due to the traditions of Russian education. The theoretical-methodological and scientific-practical foundations of the content of the educational program and the main educational modules have been determined. The central line of the educational program of the summer pedagogical school is noted – this is continuous education as a way of professional and personal formation and development of a rural teacher. Examples of topics and block structuring of educational programs from the experience of summer schools in different years are given. The priority educational technologies and features of the content-organizational order of the summer pedagogical school are presented. Some conclusions about the effectiveness of the format of the summer pedagogical school are formulated. The material of the research was the works of: Russian educators of the 19th – early 20th centuries; modern researchers of the socio-cultural educational situation in rural areas of Russia, a rural small-numbered small educational organization, the professional activities of a rural teacher; domestic and foreign specialists in the field of continuing teacher education; professional training, formation and development of rural school teachers. The sources are the results of the laboratory of the theory and practice of rural school development at Petrozavodsk State University, the Karelian Institute for Education Development and the Association of Rural Schools of the Republic of Karelia, on the initiative and with the support of which the LPS was tested. Accordingly, the main research methods were historical and pedagogical analysis, theoretical analysis, experimental and practical work.

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Sahuichenko, Valentyna Volodymyrivna. "In an orbit of the European philosophy of education: a look from within the Ukrainian participant of the congress of 2018." Filosofiya osvity. Philosophy of Education 24, no. 1 (December 4, 2019): 258–70. http://dx.doi.org/10.31874/2309-1606-2019-24-1-258-270.

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The author of article shares the impressions of participation in the 8th congress of the Polish society of philosophical pedagogics of Bronislav F. Trentovsky devoted to the 100-anniversary of the Polish philosophy of education which took place with participation of communities of Poland, Great Britain, Ukraine. Acted as organizers the Ministry of science and the Higher education of Poland, Ministry of Education and Science of Great Britain. The attention to communities of theoretical philosophical and cultural approaches of the European researchers, but different results in practical activities of scientific and practical workers is focused that can be tracked by results of sociological researches on questions of priorities of the choice of training in higher educational institutions of Europe and, in particular, Poland. They testify in favor of the choice of the Polish higher educational institutions and desire of the Ukrainian students graduates to remain after the end of training in Poland. The purpose of article is identification of methodological opportunities of the analysis of an educational perspective diversely of communicative action of Jürgen Habermas which allows to consider educational institutions together with subjects of communicative and strategic actions. In conclusions it is emphasized that the regulatory construct of perfect communicative community offered by Habermas focuses agents and addressees of educational and educational actions on reaching consensus in understanding of prospects of development of educational institutions. At the same time, this theory demands addition with methodological practices of N. Luhmann in which theory of self- reference social systems educational institutions and, first of all, an educational system, are considered as self-reference communication during which internal paradoxes educational and educative the practice which are wrongly interpreted in system self-descriptions as organizational and institutional and such which demand reformatory efforts from the outside though it is possible to eliminate such paradoxicality through selection of meanings of own autopoiesis come to light.

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4

Ponizovkin, Andrey Yu. "XX Mendeleev Congress on General and Applied Chemistry." Vestnik RFFI, no. 2 (June 25, 2019): 14–25. http://dx.doi.org/10.22204/2410-4639-2019-102-02-14-25.

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A comprehensive report on the XX Mendeleev Congress on General and Applied Chemistry is presented. The most interesting reports are considered, among them are: presentation of Nobel Prize winner Professor D. Shechtman on quasi-periodical crystals; report of Professor S. Dmitriev about completing Mendeleev’s Periodic Table of chemical elements with super heavy elements (atomic numbers 113–118); lecture of then RAS President Academician V. Fortov on the behavior of chemical elements under extremal conditions of superhigh pressures where materials basically change their properties; presentation of Professor K. Ganesha on a new generation of peptide nucleic acids analogs capable of selectively binding DNA or RNA molecules; the combined report of Academicians O. Chupakhin and V. Charushin on the intensive entry of the nucleophilic functionalization of C–H bonds into the theory and practice of organic synthesis, and others. Possibilities of cooperation of fundamental science and leading industrial companies are discussed. Significant attention is given to the modern chemical education as well.

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Chen, Shijie. "Research on Cultivation Ways of New-Type Professional Farmers under the Background of Rural Revitalization Strategy." Finance and Market 5, no. 4 (December 22, 2020): 248. http://dx.doi.org/10.18686/fm.v5i4.2598.

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<p>Due to the focus on solving the issues concerning agriculture, rural areas and peasantry, the 19th National Congress of the Communist Party of China proposed a rural revitalization strategy. In this era, new-type professional farmers came into being. They helped the development of agriculture and accelerated the process of rural revitalization. However, there are still some obvious problems which urgently need to take corresponding improvement measures in the cultivation and development of new-type professional farmers. To solve these problems, it is required to set a premium on basic education in rural areas and promote advanced technology; cultivate correct professional values and improve the social status of farmers; adhere to the training model that combines theory with practice and enrich teaching methods; pay attention to the targeted training of talents at different levels and form reasonable teaching structures; coordinate agricultural development planning and develop regional characteristic agriculture.</p>

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Reichertz, Peter L. "IMIA and its Members: On Balancing Continuity and Transition in Biomedical and Health Informatics." Yearbook of Medical Informatics 18, no. 01 (August 2009): 01–06. http://dx.doi.org/10.1055/s-0038-1638628.

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Summary Objective To report on major past (2008) and future (2009 and beyond) activities of IMIA, the International Medical Informatics Association. Method Summarizing discussions and planning activities within IMIA, in particular with respect to its Board and General Assembly meetings in 2008; looking at recent progress of biomedical and health informatics by commenting on IMIA Yearbook surveys and best paper selections. Results Major recent IMIA efforts include preparatory work for Medinfo 2010, global partnership activities in collaboration with WHO, planning activities for shifting to a biennial Medinfo cycle and setting up an IMIA office, all in accordance with IMIA’s longterm strategic plan ‘Towards IMIA 2015’. The IMIA Yearbook of Medical Informatics, published annually since 1992, can be regarded as an important observatory for progress in health and biomedical informatics. Future activities include conference events in 2009 and IMIA’s world congress, Medinfo 2010, finalizing a revision of IMIA’s recommendations on education in biomedical and health informatics, and publication activities to stimulate the transfer of knowledge from theory to practice Conclusions Since its inception in 1967, IMIA has evolved into a truly global organization, in a world where medical informatics has gained in significance and importance for supporting high-quality, efficient health care and for research in biomedicine and in the health sciences. Now in its 5th decade, IMIA’s responsibilities, as well as opportunities, as a global, independent organization have both increased. Finding the right balance between continuity and transition, in order to appropriately support, stimulate, and, to some extent enable high-quality translational communication, research, education, and practice in biomedical and health informatics is a key IMIA challenge.

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Romaniuk, S. "CURRENT TRENDS OF TEACHER TRAINING IN UKRAINIAN ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 195–210. http://dx.doi.org/10.33989/2226-4051.2021.23.238280.

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The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.

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8

Liao, Yuan. "Perspective of the Legal Basis of NPC’s Discussion and Decision-making Power on Major Issues." Journal of Finance Research 3, no. 1 (April 29, 2019): 72. http://dx.doi.org/10.26549/jfr.v3i1.1377.

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The decision of local people's congresses to discuss major issues is a basic right granted to local people's congresses by the Chinese Constitution and laws. However, in practice, the implementation of the power of deliberation of major issues by local people's congresses is worrying. By applying the theory of Chinese traditionalism and unity in the theory of law, the theory of “sovereignty in the people” in the social contract theory of Western natural law school, Austin's “legal command theory” in Western positivist law and Hart's “recognition” “Rules theory” to argue that the integrity of rights necessarily involves the dual factors of decision-making and execution. At the same time, the existence and operation of the law always reflects the development of the political system. The realistic political situation requires us to make more precise and meticulous refinement of the external form and specific technical links of the legal system, and to coordinate the rules to make up the legal theory and Conflicts and conflicts in legal practice help to reform social institutions.

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9

Macias, Jose. "Anti-Racism Education: Theory and Practice.:Anti-Racism Education: Theory and Practice." Anthropology Education Quarterly 29, no. 1 (March 1998): 133–35. http://dx.doi.org/10.1525/aeq.1998.29.1.133.

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10

Glossop, Deanna. "Theory and practice clinical education." Nursing Standard 10, no. 29 (April 10, 1996): 21. http://dx.doi.org/10.7748/ns.10.29.21.s39.

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11

Rossillo, Kim, Vivian Norman, Mary Wickman, and Elizabeth Winokur. "Caritas Education: Theory to Practice." International Journal for Human Caring 24, no. 2 (June 1, 2020): 106–20. http://dx.doi.org/10.20467/humancaring-d-19-00030.

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Increasingly complex occupational demands along with varied educational and personal examples of caring, may impact the ability to deeply connect with patients. Literature has identified that nurses and patients have differing perceptions of caring behaviors. Jean Watson's Theory of Human Caring provides a framework for care delivery that focuses on the caring nurse–patient relationship and the experience through the patients' lens.Caring healing relationships are at the core of professional nursing. The purpose of this project was to design and deliver an educational seminar based on Jean Watson's Theory of Human Caring to newly graduated nurses to examine the impact on self-efficacy in caring behaviors.The project participants (N = 56) consisted of a nonprobability convenience sample of newly graduated nurses at a local faith-based community hospital. The educational intervention consisted of experiential learning activities to facilitate translating theory to practice. The study utilized the Caring Efficacy Scale (CES), which is an instrument based on Watson's caring theory and Albert Bandura's self-efficacy theory. Results demonstrated a significant improvement in caring efficacy between the preintervention (M = 5.1, SD = .47), and immediate post intervention (M = 5.5, SD = .38); t (52) = −9.09, p = .000.The knowledge from this study could provide insights for the development of effective teaching strategies to facilitate translating nursing theory to practice. Establishing and developing skills to facilitate nurturing, caring nurse–patient relationships may enhance both the patient and caregiver experience.

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12

Andrews, John, and R. F. Dearden. "Theory and Practice in Education." British Journal of Educational Studies 34, no. 1 (February 1986): 107. http://dx.doi.org/10.2307/3120972.

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13

Hartnett, Anthony, Michael Naish, and R. F. Dearden. "Theory and Practice in Education." British Journal of Educational Studies 33, no. 1 (February 1985): 102. http://dx.doi.org/10.2307/3121185.

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14

Schwartz, Amy. "Transforming Education Theory into Practice." Journal of Museum Education 34, no. 2 (June 2009): 144–45. http://dx.doi.org/10.1080/10598650.2009.11510629.

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Coulby, David. "Intercultural education: theory and practice." Intercultural Education 17, no. 3 (August 2006): 245–57. http://dx.doi.org/10.1080/14675980600840274.

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О.Ю., Хацринова, Тарасова Е.Н., and Галиханов М.Ф. "ELITE EDUCATION: THEORY, METHODOLOGY, PRACTICE." “Educational bulletin “Consciousness” 21, no. 9 (September 30, 2019): 31–37. http://dx.doi.org/10.26787/nydha-2686-6846-2019-21-9-31-37.

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Hatfield, Agnes B. "Family education: Theory and practice." New Directions for Mental Health Services 1994, no. 62 (1994): 3–11. http://dx.doi.org/10.1002/yd.23319946203.

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18

Barrow, Robin. "Teacher education: Theory and practice." British Journal of Educational Studies 38, no. 4 (November 1990): 308–18. http://dx.doi.org/10.1080/00071005.1990.9973859.

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19

Hochbaum, Godfrey M., James R. Sorenson, and Kate Lorig. "Theory in Health Education Practice." Health Education Quarterly 19, no. 3 (October 1992): 295–313. http://dx.doi.org/10.1177/109019819201900303.

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20

Wollen, Peter. "Theory and practice." Journal of Media Practice 6, no. 2 (January 1, 2005): 73–81. http://dx.doi.org/10.1386/jmpr.6.2.73/1.

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21

Baird, Jo‐Anne. "The theory–practice gap." Assessment in Education: Principles, Policy & Practice 17, no. 2 (May 2010): 113–16. http://dx.doi.org/10.1080/09695941003732357.

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22

Gross, Patricia. "Grounding Theory into Practice." Teaching Education 8, no. 1 (January 1996): 37–44. http://dx.doi.org/10.1080/1047621960080106.

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23

Clark, Stella. "Finding Theory in Practice." Educational Action Research 4, no. 1 (January 1996): 9–13. http://dx.doi.org/10.1080/0965079960040102.

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24

KAPLAN, ROBERT. "Practice Without Theory and Theory Without Practice." TESOL Quarterly 42, no. 2 (June 2008): 294–96. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00121.x.

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25

Sandroni, Stephen. "Practice into theory." Medical Education 36, no. 11 (October 28, 2002): 1001. http://dx.doi.org/10.1046/j.1365-2923.2002.01324_2.x.

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26

Abdi, Ali A., and George J. Sefa Dei. "Anti-Racism Education: Theory and Practice." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 4 (1997): 472. http://dx.doi.org/10.2307/1585805.

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27

Djordjevic, Srboljub, and Lucija Djordjevic. "Theory and practice of inclusive education." Godisnjak Uciteljskog fakulteta u Vranju, no. 5 (2014): 115–25. http://dx.doi.org/10.5937/gufv1405115d.

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28

Banna, Nadia, N. Berry, and S. Mayer. "Museum Education, History, Theory and Practice." Canadian Journal of Education / Revue canadienne de l'éducation 16, no. 3 (1991): 392. http://dx.doi.org/10.2307/1494887.

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29

Broudy, H. S. "Theory and Practice in Aesthetic Education." Studies in Art Education 28, no. 4 (1987): 198. http://dx.doi.org/10.2307/1320298.

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Williams, Betty Lou, N. Berry, and S. Mayer. "Museum Education: History, Theory, and Practice." Studies in Art Education 37, no. 2 (1996): 123. http://dx.doi.org/10.2307/1320515.

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31

Hoghughi, M. S., and Gilbert Childs. "Steiner Education in Theory and Practice." British Journal of Educational Studies 40, no. 3 (August 1992): 294. http://dx.doi.org/10.2307/3120900.

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Watson, Keith, and Mal Leicester. "Multicultural Education: From Theory to Practice." British Journal of Educational Studies 39, no. 2 (May 1991): 232. http://dx.doi.org/10.2307/3120934.

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Roberts, Lisa C. "Curriculum Theory and Museum Education Practice." Journal of Museum Education 31, no. 2 (June 2006): 77–78. http://dx.doi.org/10.1080/10598650.2006.11510533.

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34

Hoekstra, Marike, and Talita Groenendijk. "Altermodern art education: Theory and practice." International Journal of Education Through Art 11, no. 2 (June 1, 2015): 213–28. http://dx.doi.org/10.1386/eta.11.2.213_1.

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Colliver, Jerry A. "Educational Theory and Medical Education Practice." Academic Medicine 77, no. 12, Part 1 (December 2002): 1217–20. http://dx.doi.org/10.1097/00001888-200212000-00012.

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36

Haigh, Martin. "Invitational Education: Theory, Research and Practice." Journal of Geography in Higher Education 35, no. 2 (May 2011): 299–309. http://dx.doi.org/10.1080/03098265.2011.554115.

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Parks, Marjorie E., Laura Tucker Longsworth, and Isidora Espadas. "Harmonising Nursing Education: Theory and Practice." Caribbean Quarterly 59, no. 3-4 (September 2013): 76–97. http://dx.doi.org/10.1080/00086495.2013.11672498.

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Gustafson, Donna. "Childbirth Education, Practice, Research, and Theory." Nursing Research 38, no. 2 (March 1989): 72. http://dx.doi.org/10.1097/00006199-198903000-00003.

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Gibbs, Simon. "Psychology in education: critical theory~practice." Educational Psychology in Practice 31, no. 1 (November 6, 2014): 101–3. http://dx.doi.org/10.1080/02667363.2014.975434.

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Palfreyman, David. "Marketing Higher Education: Theory and Practice." Perspectives: Policy and Practice in Higher Education 15, no. 2 (April 2011): 71–73. http://dx.doi.org/10.1080/13603100902808825.

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Jacobs, Jo Ellen, and Charles Plummeridge. "Music Education in Theory and Practice." Journal of Aesthetic Education 27, no. 1 (1993): 122. http://dx.doi.org/10.2307/3333354.

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Jones, David, Allison Templet, Victor Sierpina, and Mary Jo Kreitzer. "Functional Medicine: Theory, Education, and Practice." EXPLORE 5, no. 3 (May 2009): 177–79. http://dx.doi.org/10.1016/j.explore.2009.03.008.

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Greenberg, Susan. "Theory and practice in journalism education." Journal of Media Practice 8, no. 3 (January 1, 2007): 289–303. http://dx.doi.org/10.1386/jmpr.8.3.289_1.

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Sayer, John. "Theory, Practice and Policy in Education." Oxford Review of Education 18, no. 3 (January 1992): 297–301. http://dx.doi.org/10.1080/0305498920180309.

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Smith, Rosemary D. "Childbirth education: Practice research and theory." Nurse Education Today 9, no. 5 (October 1989): 357. http://dx.doi.org/10.1016/0260-6917(89)90126-3.

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46

Heyneman, S. P. "Education design: theory, practice and policy." Asia Pacific Education Review 17, no. 3 (August 8, 2016): 377–79. http://dx.doi.org/10.1007/s12564-016-9452-7.

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Sirakaya, Mert. "Gestalt Theory in Education and Practice." Academic Radiology 26, no. 4 (April 2019): e18. http://dx.doi.org/10.1016/j.acra.2019.01.023.

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48

Cherryholmes, Cleo H. "Theory and Practice: On the Role of Empirically Based Theory for Critical Practice." American Journal of Education 94, no. 1 (November 1985): 39–70. http://dx.doi.org/10.1086/443831.

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49

Maguire, Meg. "Practice theory and education. Diffractive readings in professional practice." Journal of Education Policy 33, no. 2 (September 21, 2017): 323–25. http://dx.doi.org/10.1080/02680939.2017.1379810.

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Gross, Alan G., Nancy Roundy Blyler, Charlotte Thralls, Stephen Doheny-Farina, Rachel Spilka, Thomas B. Farrell, and Steve Fuller. "Theory, Method, Practice." College English 56, no. 7 (November 1994): 828. http://dx.doi.org/10.2307/378492.

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