Suchergebnisse

King reviews 'Education and Middle-class Society in Imperial Austria, 1848-1918' by Gary B. Cohen.

This paper is a conceptual exploration and diffractive reading of refugee/(im)migrant education through multiple lenses, including data-driven decision making, critical refugee studies, new materialism and critical feminist and posthumanist studies, and trans theorizations such as Black trans feminism. After a brief introduction to "the field" of refugee/(im)migrant education, the paper turns to diffractive readings of refugee/(im)migrant education as means of exploring what is the matter, as in the material and discursive substance, in refugee/(im)migrant education, and why and how (including when, where, and by whom) does that matter come to matter? The paper concludes with discoveries, or findings, from this diffractive, transdisciplinary exploration and considerations for educators, policymakers, researchers, activists, and other actors (co)constituting and "becoming with" refugee/(im)migrant education.

Paper discussing the history of Sri Lankan education, the present obstacles to be overcome, and the issues and circumstances which will shape the future development of education in the country. (CESO)

Intro -- Preface -- Contents -- About the Editors and Authors -- Editors -- Authors -- Chapter 1: International Policy Perspectives on Change in Teacher Education -- 1.1 Introduction -- 1.2 Teacher Education Policy Change -- 1.3 Policy and 'Insider' Perspectives -- 1.4 The Structure of the Book -- References -- Chapter 2: Collective Agency-Promoting Leadership in Finnish Teacher Education -- 2.1 Introduction: Importance of Leadership in Teacher Education -- 2.2 Theoretical Outlines: Promoting Shared Leadership Practices Through Agency -- 2.3 Teacher Education in Finland -- 2.4 Methodological Considerations -- 2.4.1 The Context of the Study -- 2.4.2 Leadership Practices in the Department -- 2.5 Data Collection and Analysis -- 2.6 Findings -- 2.6.1 Creating Collective Leadership Practices -- 2.6.2 Enhancing the Professional Agency of Staff -- 2.6.3 Building Leaders' Collective Agency -- 2.7 Conclusion and Discussion -- References -- Chapter 3: An Insider Look at the Implications of 'Partnership' Policy for Teacher Educators' Professional Learning: An Australian Perspective -- 3.1 Introduction -- 3.2 Teacher Educators: A Profession or Occupational Group? -- 3.3 The Janus-Faced Profession: The Problem for Teacher Educators and Their Professional Learning -- 3.4 The Study -- 3.4.1 The Australian Teacher Education 'Partnership' Policy Context: Document Analysis -- 3.4.2 Teacher Educators: Partnerships and Professional Learning -- 3.4.3 Teacher Educator's Identity and Professional Learning in Partnership Work -- 3.5 Conclusion -- References -- Chapter 4: An Exploration of Teacher Educator Identities Within an Irish Context of Reform -- 4.1 Introduction -- 4.2 Discourses of Identity and Teacher Educators' Identities -- 4.3 Irish Social and Policy Landscape: Seismic Shifts.

Abstract
We exploit the West African Ebola epidemic as an event that necessitated the provision of a common-interest public good, Ebola control measures, to empirically investigate the effect of public good provision on state legitimacy. Our results show that state legitimacy, measured by trust in government authorities, increased with exposure to the epidemic. We argue, supported by results from SMS-message-based surveys, that a potentially important channel underlying this finding is a greater valuation of control measures in regions with intense transmission. Evidence further indicates that the effects of Ebola exposure are more pronounced in areas where governments responded relatively robustly to the epidemic.

Education is the most important and vital insitutiton that is in charge of upbringing and development of the personality of adolescents and youth. The essential vitality of paying heed to the development of human personality and the importance of psychosomatic cultivation of the students have caused this important issue to be considered as one of the essential functions of the educational system. Thus conceived, the goals of higher education are realized when the coordination with other social institutions including family is reached. Most of the educational instructors, psychologists, sociologists, and so on and so forth, trace the origin of many social and behavioral problems of students back to the existing behavioral patterns at home. Accordingly, the role of family in education and its ideal methods has been continuously recognized by humans and has had great importance in human life in all ages. The negligence or ignorance of families regarding the issue of religious education has caused many psychological, social and religious harms. In the current essay, we seek to explain the religious and social education in family and the methods of religious and social education of the family.