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The Government through the Minister of Education and Culture who is responsible for education issued Permendikbud number 23 of 2017 as a legal basis for full day school policy. Full day school has a negative impact on teachers. One of them has an impact on work discipline. With a variety of problems that occur in the field, ranging from lack of infrastructure to the behavior of students. The teacher will also experience the saturation point, coupled with the number of teacher assignments besides teaching such as administration of learning and so on. With the density of activities, many teachers carry out learning only as a routine, it happened because of the different theories with practice in implementing full day school.

The Outdoor Experiential Education Program at NTID/RIT uses innovative learning strategies designed to maximize the personal/social development of hearing-impaired students. In order to meet the needs of students with special learning problems, a six projector multi-image slide presentation was developed. This was used in conjunction with an experiential activity known as a "wild walk" to expose incoming students to the excitement of the Outdoor Experiential Education Program and to teach some specific skills necessary for students to negotiate the wild walk successfully. This mediated introduction linked to a reinforcing experiential activity has proven to be an effective way to teach technical skills and increase student awareness and motivation in addressing personal/social issues through an experience based educational process.

Desde un análisis crítico y reflexivo de la educación, se hace necesario preguntar por el sentido del lenguaje en los procesos formativos que hacen parte del acordona­miento ideológico de esta sociedad dirigida por la razón instrumental hacia los princi­pios del consumo y la competencia. Poner en este contexto el lugar de la pregunta por el lenguaje es, necesariamente, preguntar por el lugar y el propósito de la pregunta en la educación. ¿Tiene lugar la pregunta en la hegemonía de un modelo capitalista que se extiende a la concepción mercantilista de la educación? ¿Qué intencionalidades le subyacen a la pregunta como acción polí­tica en la que se le da apertura al diálogo con criterios ético, político y propositivo? En este texto, me propongo desarrollar estas inquietudes desde el horizonte de indagación de la pregunta como una ex­periencia pedagógica de liberación, en la cual se trazan retos epistémicos y estéti­cos de relevancia en los propósitos de una educación con responsabilidad social, y en el compromiso de un maestro con claridad práctica y discursiva frente a su papel como sujeto político ; From an education critical and reflexive analysis, it is necessary to ask for the sense of the language in education processes, which belong to the ideological link of this society directed by instrumental reasoning toward competition and consumption prin­ciples. To place in this context the place of the question for language it is necessary to ask for the place and purpose of the question, in education. Does the question has a place in the hegemony of a capitalist model which extends itself to a mercanti­list conception of education? What is the intention underlining the question as a po­litical action in a dialogue with an ethical, political, and propositional criterion? It is my intention to develop these enquiries in this text, from the horizon of asking for the question as a liberation pedagogical expe­rience, in which epistemic and esthetical challenges, relevant to the purposes of an education with social responsibility are marked, and in the commitment of a teacher with practical and discursive clarity before his/her role as a political subject.

From an education critical and reflexive analysis, it is necessary to ask for the sense of the language in education processes, which belong to the ideological link of this society directed by instrumental reasoning toward competition and consumption prin­ciples. To place in this context the place of the question for language it is necessary to ask for the place and purpose of the question, in education. Does the question has a place in the hegemony of a capitalist model which extends itself to a mercanti­list conception of education? What is the intention underlining the question as a po­litical action in a dialogue with an ethical, political, and propositional criterion? It is my intention to develop these enquiries in this text, from the horizon of asking for the question as a liberation pedagogical expe­rience, in which epistemic and esthetical challenges, relevant to the purposes of an education with social responsibility are marked, and in the commitment of a teacher with practical and discursive clarity before his/her role as a political subject. ; Desde un análisis crítico y reflexivo de la educación, se hace necesario preguntar por el sentido del lenguaje en los procesos formativos que hacen parte del acordona­miento ideológico de esta sociedad dirigida por la razón instrumental hacia los princi­pios del consumo y la competencia. Poner en este contexto el lugar de la pregunta por el lenguaje es, necesariamente, preguntar por el lugar y el propósito de la pregunta en la educación. ¿Tiene lugar la pregunta en la hegemonía de un modelo capitalista que se extiende a la concepción mercantilista de la educación? ¿Qué intencionalidades le subyacen a la pregunta como acción polí­tica en la que se le da apertura al diálogo con criterios ético, político y propositivo? En este texto, me propongo desarrollar estas inquietudes desde el horizonte de indagación de la pregunta como una ex­periencia pedagógica de liberación, en la cual se trazan retos epistémicos y estéti­cos de relevancia en los propósitos de una educación con responsabilidad social, y en el compromiso de un maestro con claridad práctica y discursiva frente a su papel como sujeto político

In industrialized societies, individuals are facing major challenges that mobilize many of their psychological and social resources. The world of work is changing constantly. Adults have to adapt their technical skills and knowledge continuously. For teenagers and young adults, choosing a vocation and constructing their future career paths is becoming increasingly difficult. The migration of people and the globalization of the workforce raise questions about social inclusion and the future of affected individuals. These examples highlight of the importance of the field of Career Counseling and Guidance to support citizens individually and collectively in building their future. The challenges our societies face demonstrate how crucial the development of research in this field is. The European Doctoral Programme in Career Guidance and Counselling (ECADOC), funded by the European Commission from 2013-2016, has brought together PhD students working on burning issues in this field, using various theoretical references and methodologies. The four parts of this book present a selection of innovative research aiming to find answers to the named challenges. Part 1 deals with key psychological processes involved in career construction of young adults. Part 2 presents research concerning transitions over the course of life. Part 3 covers research related to interventions of career guidance and counseling. Part 4 outlines perspectives for the future and proposes a European Research Agenda for our field of research. Perspectives on Current Research in Career Guidance and Counseling - Building Careers in Changing and Diverse Societies is dedicated to students, researchers and practitioners in the fields of education, career guidance, psychology, human resource management to inform them about very recent work and promote the development of innovative interventions and programmes.

The paper analyzes the impact of Karamzin»s world outlook on features and principles of his social and historical research. The authors investigate the impact of ideas observed in the Enlightenment on Karamzin»s ethical and philosophical world outlook. The Enlightenment in Germany played the most significant role in development of his world outlook. His mentor and teacher, professor from Moscow State University, Johann Matias Schaden had a major impact on his world outlook. The main difference between French and German Enlightenment is that French Enlightenment focused on the issues related to socio-political structure of society whereas German Enlightenment focused on the issues of moral and intellectual improvement of a human being. German Enlightenment didn»t consider the development of political doctrine. Karamzin didn»t agree with the French rendering because it was moving from society to personality and they believe that changes in the socio-political structure of society will entail personal moral development. According to Karamzin, the tragedy of the French Revolution proved this logic to fail. Following Karamzin, it should be from personality to society. He developed this point of view in his socio-historical concept. This concept renders intellect and morality as a real historical force, which is acting through people, through their awareness of themselves as moral beings. Karamzin believed that education and enlightenment should act as the main task of the country, which will lead to sustainable development and prevent population from falling into revolutionary extremes. Social changes become real, and political institutions begin to work only when people have moral and political education. The criticism of this point of view which appeared among the national thinkers is highlighted in the final section of the article. ; Статья посвящена анализу влияния мировоззрения Н. М. Карамзина на характер и принципы его социальных и исторических исследований. Сначала исследуется влияние идей эпохи Просвещения на формирование этико-философского мировоззрения Н. М. Карамзина. Наиболее существенную роль в становлении его мировоззрения оказало именно немецкое Просвещение, с которым он познакомился еще в юности благодаря своему наставнику и учителю, профессору Московского университета Иоганну Матиасу Шадену. В отличие от французского, немецкое было ориентировано не столько на вопросы социально-политического устройства общества, сколько на вопросы нравственного и интеллектуального совершенствования человека, в котором народное образование и воспитание занимает ключевое место. Разработка политической доктрины явно не была в центре внимания немецкого Просвещения. Несогласие с французской мыслью состояло в первую очередь в неприятии логики этой мысли, которая шла от общества к личности, полагая, что изменение социально-политического устройства общества неизбежно повлечет нравственное совершенствование человека. Трагедия французской революции, как считал Н. М. Карамзин, доказала ошибочность этой логики. По мысли Н. М. Карамзина, логика размышлений должна быть обратной: от личности к обществу. Он развивает эту точку зрения в своей социальноисторической концепции, в рамках которой разум и нравственность понимаются в качестве реальной исторической силы, действующей через людей, через их осознание себя в качестве нравственных существ. Социальные изменения становятся реальными, а политические институты начинают работать только по мере «нравственного воспитания человека… и политического воспитания гражданина». Именно максимально широкое образование и просвещение народа, считал Н. М. Карамзин, должно быть основной задачей государства, которая в итоге приведёт страну к устойчивому эволюционному развитию и предотвратит впадение населения в революционные крайности. Полемика среди отечественных мыслителей вокруг этой точки зрения представлена в заключительном разделе статьи.

Case studies can be an important methodology for ethics and philosophy in humanistic management and liberal education as well as in the social sciences because they integrate a deeper, reflective, philosophical, and ethical understanding of the organization. A case study approach based on philosophy of management contributes to putting into practice the Carnegie Foundation report Rethinking Undergraduate Education: Liberal Learning for the Profession. This approach is both inductive and deductive and very different from a soft Socratic approach to case studies such as the one often used in business schools following the Harvard method, wherein students are supposed to get knowledge through the reading of a case prepared by the teacher or from a business textbook. The aim of the case study is to analyze a concrete case and get general knowledge through the integrated analysis of the different ethical, philosophical, and economic dimensions of the case. This article presents an argument for case studies that highlight ethics and philosophy in the following parts: (1) Introduction, (2) Historical and Philosophical Definitions of Case Studies, (3) The Quality and Structure of the Case Study, (4) Scientific Validity of Case Studies, (5) Application and Use of Case Studies in Philosophy of Management and Ethics of Organizations, and (6) Conclusion.

There is little doubt of public school's role in the enculturation of youth into American democracy. There are several aspects about which little is known that should be addressed prior to seeking options to understand and address civic education for the 21st century: first, the desired civic knowledge, skills, and predispositions are not clearly identified; and second, little is known about the knowledge, skills, and beliefs of the faculty, administration, staff and board of education members about democracy or the patterns of congruence among adults connected to K–12 education. In this pilot study, we investigate the patterns of beliefs through the use of an innovative Q-sort and interviews of participants among four public school districts, a statewide group of policy advisors, and some teacher union officials.

This thesis is two single case studies that represent the emic and etic views of the parenting choices of the researcher as well as 12 multilingual writers who were not parents but who offered their opinions in simulated journals that appear unedited in the thesis. The mother/researcher of two boys discusses the challenges she faced when trying to introduce the heritage language, Arabic, to her children, one of whom was born in the United States. Both were raised in the United States outside their home country for almost seven years while the parents were government scholars earning degrees. This is also autoethnography and literacy narrative in which the researcher traces her education in a Quranic girls' school in Dammam, Saudi Arabia and her experience as an English Literature major in her home country. In raising her children as monolinguals in the United States, she reflects on the consequences her decision not to teach her children Arabic. She explains that they identify as American and have only American friends, resulting in the non-acquisition of the parents' heritage language, Arabic. The researcher's parenting and teaching philosophies do not include an Arabic-only rule at home or punishment for not speaking Arabic, as some of the 12 subjects recommended.

Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.

This book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization and inequality of ethnic groups in Rwanda - all factors that underlay conflict. The book further argues that today's post-genocide schools are dangerously replicating past trends. This book is the first to offer an in-depth study of education in Rwanda and to analyze its role in the genesis of conflict. The book demonstrates that to build peace, we cannot simply prescribe more education, but must understand who has access to schools, how schools are set up, and what and how they teach

Education in South Africa is a national concern and the training and professional development of teachers, especially in science and mathematics, has consequently been prioritised by the National Government. More than 60 percent of the teachers in South Africa are older than 40 years of age, which means that within the next 10-15 years many experienced teachers will exit the system, leaving a younger and less experienced cohort of teachers behind. This study aims to make explicit the learning trajectories of physical sciences teachers, specifically with respect to their knowledge for teaching chemical bonding, in order to support other teachers and thereby accelerating the route to expertise. Learning can be viewed as change, and change has a trajectory. Mapping the learning trajectories, and the significant events that influenced teachers' learning over time, can give insight into how the change had taken place. This study used a mixed methods approach within the pragmatic research paradigm to map learning trajectories for a group of 60 South African physical sciences teachers. Pedagogical content knowledge (PCK), the unique knowledge held by teachers, was used for the theoretical framing of the study. An adapted version of the Model of Teacher Professional Knowledge and Skill, including PCK, was used as an analytical framework. A measuring instrument for topic specific knowledge for teaching chemical bonding was designed and validated using the Rasch measurement model. Quantitative and qualitative analysis of the teachers' responses to the instrument and a grounded analysis of story-line interview data from ten purposively selected teachers were used to identify the factors that played a role in the development of the teachers' knowledge. A further qualitative analysis of PCK episodes from the interview data revealed how the above factors influenced the teachers' knowledge. Findings revealed that teaching the same content multiple times and at multiple grade levels, embracing changes in the curriculum as opportunities for learning, and further studies at tertiary level, especially completing post-graduate studies in education, all played a role in the teachers' perceived shifts in their topic specific knowledge for teaching (TSKFT). Three learning trajectories were identified for the teachers in this study: teachers shifted towards deeper conceptual understanding of the content and used more sophisticated explanatory frameworks; teachers shifted towards more integrated topic specific knowledge for teaching; and teachers shifted from being text book bound and teacher-focussed towards becoming more student-focussed in their approach to teaching. The findings from this study provide guidelines for professional development programmes in terms of differentiated support to teachers according to their career stages and the inclusion of content specific training programmes which makes teaching for conceptual progression explicit. A further recommendation includes encouraging teachers to embark on post-graduate studies in education as this played a pivotal role in shifting teachers' topic specific knowledge for teaching chemical bonding.

Aims: The objectives of the study were to look at the influence of KEMI's capacity building programme on head teachers' competencies in curriculum supervision
Study design: The research adopted a descriptive survey approach.
Place and duration of study: This study was conducted in Uasin Gishu County of the North Rift region. The county lies within latitude: 0° 31' 0.00" N and longitude: 35° 16' 59.88" E. The study was carried out between May 2019 to October 2019
Methodology: The study targeted 5 sub-county education officers and 141 head teachers in public primary schools in the county. Random sampling was employed in choosing selecting the 141 public primary schools proportionately from each of the six sub-counties in the county. Every head teacher of the selected public primary schools took part in this study. Data was also gathered from all the six sub-county directors of education of Moiben, Kesses, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaires.
Results: Findings indicated that there was a strong positive correlation between KEMI capacity- building programmes and head teachers' competencies in curriculum supervision.
Pearson's Product-Moment Correlation indicated that there was a weak positive correlation between KEMI capacity building programme and head teachers competency in curriculum supervision, r (132) = .272, p < .0005, with KEMI capacity building programme explaining 7% of the variation in head teacher competency.
Conclusion: Head teachers capcity in curriculum supervision had been enhanced through KEMI capacity building program.The curriculum activities that had been enhanced comprise monitoring of timetable, schemes of work, records of work and lessons plans. This has enabled syllabus coverage in time.

What are the processes of exclusion and inclusion amongst girls' friendship groups? Can friendship and bullying coexist? Is the leader in the class always the most popular member of the class? What is the role of the teacher in consolidating group friendships? How are culturally diverse friendships negotiated? What impact does the process of transition from primary to secondary school have on existing friendship networks? Through an exploration of the emotional and social dynamics of young girls' friendship groups, this book addresses these and other questions, which are important in their lives. The girls that feature in this book are inner city preadolescent girls as they transfer from their inner city primary school to their secondary schools. The schools are all located within an urban context and represent the state and public sector of education. The girls encompass the diversity of ethnicities that are found within large urban communities and how they negotiate and manage their friendships across ethnic divisions is a key aspect of this book. By focussing on the constitution of the friendship groups, questions of 'leadership' and 'popularity', 'race' and ethnicity and 'bullying' are interrogated and their resonance for the 'exclusionary' and 'inclusionary' practices which often characterise friendship groups are examined. This book highlights the emotional investment girls make in their friendships and will support teachers, youth workers and others working within educational contexts, in making visible this previously unattended aspect of young girls' lives.

PurposeThe aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision‐making paradigm, and critically appraise ways of achieving related learning outcomes.Design/methodology/approachThe paper presents the experience of the School of Civil Engineering at the University of Sydney in teaching environmental sustainability and engineering ethics to third‐year undergraduate students. It discusses the objectives of the course and the merits and drawbacks of incorporating ethics and sustainability in the same teaching framework. In addition, it evaluates ways of incorporating theoretical and applied perspectives on sustainability.FindingsEthics and sustainability overlap but do not coincide; incorporating them in the same engineering course can be effective, provided that points of linkage are clearly recognized in the syllabus, a suitable combination of theory and practical applications is drawn upon and adequate teaching methods, including decision‐making case problems, are used.Research limitations/implicationsWhile environmental sustainability, economic rationality and ethical reasoning can be easily fitted into the syllabus, social sustainability is more difficult to teach because it requires a significant conceptual departure from deep‐seated preconceptions on the part of students and teachers, and does not lend itself easily to conventional classroom activity, such as lectures and weekly workshops. Further research on effective ways of incorporating social sustainability in engineering curricula is therefore needed.Originality/valueThe paper evaluates sustainability issues within the context of civil engineering education.