Suchergebnisse

Proposes opening an academy with Col. Rodriguez in Norwich, Vermont and describes his plan; would Partridge let them use his buildings (the former A. L. S. & M. Academy buildings?) there if they pay so much per scholar? ; Transcription by Paul Safy. Transcriptions may be subject to error.

This article presents the findings of a study of emerging perceptions of national identity held by preservice teachers who completed their student teaching overseas. To help them become better global citizens and teachers in this constantly changing and increasingly diverse world, each in a unique international setting, and based on Crèvecoeur's question, "What is an American?" reflected on what it means to be American in a foreign country and what it is that characterizes national identity in their host country. Several significant thematic findings related to the participants' perception of national identity that emerged included observations about lifestyle, economic inequality, diversity, politics, religion, patriotism and perspectives on national identity. The most significant conclusion that can be drawn from the findings is that these student teachers were immersed in the experience to such an extent that they were unable to reflect back upon their American national identity. Clearly, the intensity of context in which they found themselves, did not allow them to identify the characteristics of American through their own eyes. When describing American identity, they did so largely from the generally negative perspective of the people they encountered in their host country.

For Romanian society and the education system after 1990, Health Education has a special relevance, especially on increasing health, increasing the quality of life, reducing some risk factors that lead to diseases, etc. From a public perspective, health is, due to its huge individual, but also social and demographic implications, one of the most relevant elements of government policies and strategies around the world. In the Romanian education system, teaching of first aid notions is of particular relevance, especially given that students / students from postgraduate courses urge qualified staff to organize such courses / activities. The paper presents the results of an opinion poll conducted among the students in the gymnasium cycle on the knowledge to be included in the Health Education discipline, but also the results of a questionnaire administered to the teachers, to doctors of some specialties (school doctors, specialists in medical emergencies, anesthesiology-intensive care physicians) who teach this discipline or who are involved in practicing practical activities with students. The school, through its moral authority, can make a substantial contribution to the transmission of this knowledge of student health education (with a strong emphasis on first aid) and has the ability to encompass and address, over time, to a high percentage of the population.

South Africa has achieved a lot in term of accessibility to education. According to the Consortium for Research on Educational Access, Transitions and Equity (CREATE, 2008), almost all children of school-going age (7 to 13 years) are enrolled in schools in South Africa. However, there are still some gaps between success and access in term of performance in some subjects especially mathematics. In fact the results of students in mathematics according to the Southern Eastern African Consortium for Monitoring Education Quality (SACMEQ) were of great concern. Therefore, the study explores some factors that affect the teaching and learning of data handling in mathematics at primary school. The study succinctly examines factors such as inability of the educators to explain and understand the curriculum according to Curriculum Assessment and Policy Statement (CAPS) that is, Pedagogical Content Knowledge (PCK); Subject Matter Knowledge (SMK) and Pedagogic Knowledge (PK), lack of qualified teachers to teach mathematic, lack of mathematics problem solving skills, language difficulties, inadequate statistical qualifications, and poor mastery of the prerequisite skills, fact and concepts. The study however, recommends among others that; the mathematics teachers should endeavour to identify what constitute challenges in mathematics. Especially in data handling oriented concepts, and devote more time to each of them in order to enhance students achievement, government needs to intensify teacher development to prepare educators for the implementation of the Curriculum and Assessment Policy Statement (CAPS) and pay special attention to the training of principals/educators DOI:10.5901/mjss.2014.v5n23p814

This article reads from Andrew Feenberg's Critical Theory of Technology, analyzing the International Bank of Educational Objects (BIOE) in Physics teaching, investigating whether the Educational Objects (EO) available in BIOE contemplate a process of teaching and learning that is critical and reflexive and that articulates with one or more pedagogical conceptions linked to its educational objective. For this, the qualitative approach of the documentary type was used for data collection and content analysis to arrive at the results. Thus, we verify that the EO for Physics available in BIOE do not contemplate a critical and reflexive teaching and learning process articulated to one or more pedagogical conceptions linked to its educational objective; it does not broaden the problematization related to educational practices in physics towards the politicization of science and technology, in understanding the implications of an educational technology; and it is absent in the very understanding of human relations with such objects and the systems in which they operate, including the teaching and learning process.

Choosing to Participate focuses on the civic choices-both large and small-people make about themselves and others in their community, nation, and world. As teachers and students explore the readings in this collection they will come to understand that choices people make may not seem important at the time, but little by little they shape us as individuals and responsible global citizens. The stories in this collection focus on individuals and groups-the famous and the not so famous-wrestling with a question that many young people ask: how can I make a positive difference in the world?This res

The technological revolution which accelerated so rapidly with the advent of the Internet, combined the increased mobility of populations, has brought about great changes in international communication. This has led to an increasing demand for translation and for greater intercultural understanding, which in turn has resulted in a proliferation of translator-training programmes. Translators and interpreters are needed to facilitate international exchanges, both commercial and political, and at the same time ever more sophisticated machine-translation programmes are being developed to cope with the growing body of material that requires translation. Unquestionably the role of the translator is changing and the confusion around the terminology of translation reflects growing discomfort with the traditional concept of translation as interlingual transfer. ; peer-reviewed

Inputs to try to understand the facts that are occurring in Oaxaca in this 2016 related to the conflict of teachers and the repression of the Mexican Government by the imposition of Educational Reform. ; Insumos para tratar de comprender los hechos que están ocurriendo en Oaxaca en este 2016 relacionados con el conflicto de los profesores y la represión del Gobierno Mexicano por la imposición de la Reforma Educativa.

AbstractCulturally responsive evaluation (CRE) education has gained traction over the past 15 years, yet there is a dearth of literature on this topic. In response, we offer guidance on CRE education in higher education. Influenced by Stafford Hood, we engage CRE education as a social responsibility or a higher calling. Accordingly, in this article, we describe the importance of culturally responsive pedagogy (CRP) to fulfill our social responsibility in CRE education. We also highlight signature CRP used in our CRE courses, namely the incorporation of diverse practical field experiences and innovative instructional technology. We conclude with lessons learned.