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Editor Hans-Hermann Hohmann's Kultur als Bestimmungsfaktor der Transformation im Osten Europas. Konzeptionelle Entwicklungen -- Empriische Befunde ([Culture as Destination Factor of the Transformation in Eastern Europe. Conceptual Thought and Empirical Tests] 2001) describes an array of possible beginnings regarding economic-cultural transformation science resulting from a conference at the U of Bremen. Wolfgang Franzen, Hans Peter Harland, & Hans-Joachim Niessen's Transformationsbarometer Osteuropa 2000 ([Transformation barometer Eastern Europe 2000] 2000) presents topics that critically address traditional transformation ideas, drawing on surveys. The publication by the Russian Independent Research Instit for Social & National Problems is engaged in the study of change of attitudes & value orientations in Russia. In Rossija na rubeze vekov ([Russia in the Twentieth Century] 2000) transformation processes, Russian attitudes regarding Germans, youth attitudes, the ideal Russian society, profile of the Russian middle class, & the history of the modern Russians at the end of the 20th century are explored. Adapted from the source document.

The aim of this study is to investigate the professional status of teachers working in educational institutions and problematic sources of anxiety. From the past to the present, there has been a strong correlation between the social status and respect Deciency of professions and the qualifications of those who belong to those professions. If the status of the profession that teachers perform is evaluated in accordance with the educational and educational purpose and goal, it shows an important situation in this case. Therefore, the fact that the goal and purpose attributed to the teaching profession can be realized by teachers also affects the status of the profession. the new liberal economy and social policies followed since the 1980s have also changed the point of view of teaching to a sufficient extent in a very positive sense. There are social and cultural influences that determine the attitudes and behaviors of teachers who perform an important function in the social fabric towards their profession. It is known to everyone that there are difficulties and shortcomings that teachers, who are among the most important parts of social life, face after education and upbringing. Dec. These may be due to the status and positioning of those who perform the teaching profession in social life. Considering that there are people at the central triangulation point of education and training activities, it comes across as an undeniable fact that teachers are at the head of the professional groups that are most affected by the development in all areas. The non-professional factors are; the media, the understanding of being a teacher if you can't be anything, the value given to the teacher by society, the personal characteristics of the teacher. Key Words: Educational Institutions, Teachers, Professional Status, Anxiety Problems

Benjamin Joel Luna, M. M. James Madison University, 2021 Supervisor: Lisa M. Maynard The purpose of this study was to examine the Multicultural Music Education (MME) practices of established (i.e. more than three years of music teaching experience) Elementary Music Teachers in the state of Virginia by examining their responses to a series of survey questions specific to the topic. Participants (N=18) were all current Elementary Music Teachers in the state of Virginia with more than three years of experience. Participants were asked to use Likert-scale ratings for the majority of the questions but were also given the opportunity to provide optional additional input for each question if they should choose to do so. Subtopics within the questions included the following areas of focus: teacher preparation; teacher perceptions of preparedness to incorporate multicultural music into their classes; pedagogical practices used by current elementary music educators; access and availability of resources specific to multicultural music education; and administrative and parental influences in relation to the topic. The survey questions were administered using QuestionPro. Results were analyzed within the QuestionPro software and re-examined by the researcher-practitioner to identify existing trends and/or themes within the data. Optional responses and comments provided by the participants were also examined to further illuminate the survey findings. Findings indicated that participants held generally positive feelings and beliefs concerning MME and racial/linguistic/cultural diversity in ways that surpass historical references to a politically correct and ambiguous MME, reported a lack of preparation to teach from an MME perspective, were ambivalent toward racially and linguistically diverse repertoire, and held contradictory beliefs concerning the role of Western European notational decoding. Implications for future research include the need for replication of previous studies, meta-analysis of current trends, and investigation of the intersections between race studies, ethnomusicology, and music pedagogy best practices.

In Portugal, the initial training of teachers for the first three levels of education (children from 3 to 12 years old) is carried out through a single 3-years undergraduate degree, called Basic Education. This training is completed with a professional master's degree where future teachers choose which levels they will teach. Most master's degrees cover two levels of education: pre-school and 1st cycle or 1st and 2nd cycles. This means that most teachers become qualified to teach the 1st cycle, usually known as elementary school. First cycle teachers teach all educational areas, including mathematics. It is, therefore, essential that they finish their degree in Basic Education with a solid background in Mathematics. Until the academic year 2017-18 there was no mandatory entry requirement in Mathematics to the Basic Education Degree and many students were admitted without having had any Mathematics in secondary education. To ensure a better pre-university training in Mathematics, the Portuguese government imposed an admission exam, as from the academic year 2018-19. This work aims to assess the impact of the government measure on the training of future teachers in the area of mathematics, through the analysis of the performance of students in the 1st year of the Basic Education Degree, from a Portuguese university, in a mathematics course of the 1st semester, over the academic years 2017-18 to 2019-20. The statistical study carried out reveals that there were significant improvements in the results of the students. An analysis of the gender tendency in the choice of the teaching profession was also done and showed that there is a disproportion between men and women in pre-service teachers, since most young people who want to become teachers are female. This study contributes to a better understanding of the impact certain measures and policies can have on the quality of Higher Education academic training. This type of approach can be applied to other similar situations, for other programs and other courses, ...

Maģistra darba pētījums balstās uz Latvijas Valsts vēstures arhīva dokumentu, Latvijas Nacionālās bibliotēkas fondu, Latvijas Akadēmiskās bibliotēkas un Latvijas Universitātes bibliotēkas fondu materiālu atlasi, analīzi un interpretāciju. Pētījuma mērķis - izpētīt Latvijas Vidusskolu Skolotāju biedrības struktūru un darbību Latvijā 20.gs. 20.-30.gados. Pētījums par konkrēto tēmu Latvijā līdz šim nav veikts. Pētījuma gaitā eksplicēti LVSB darbības mērķi un uzdevumi, finansiālā un materiālā bāze, reģistrētas avotos pieejamās biedru identitātes. Pētījumā atklāta biedrības valdes darbība un aktivitātes nozīme biedrības darba koordinēšanā un organizēšanā. Pētījumā analizēta LVSB komunikācija publiskajā izglītības telpā; atklāta LVSB loma vidusskolu skolotāju kongresu, konferenču u.c. pasākumu, kā arī skolotāju profesionālās kvalifikācijas un tālākizglītības organizēšanā; starptautiskās aktivitātes; sabiedriskā darbība dažādās IM (Izglītības Ministrijas) u.c. struktūrās. Kopumā pētījums atklāj konkrētas skolotāju organizācijas darbību, nozīmi un ietekmi izglītības politikas veidošanas sfērā. ; Magister paper research is based on Latvia State history archive documents, Latvia National library funds, Latvia Academical library and Latvia University library fund material selection, analysis and interpretation. The goal of research work was to find out Latvia Secondary School Teachers association (LVSB), its structure and activities in Latvia 20th century 20ties and 30ties, uniqueness of this research is, that such theme in Latvia research history never examine. In research work were explicated main periods of Latvia Secondary School Teachers association (LVSB) history, their statutes, goals of activity, sources of financing and identities of members. The research observes activity of LVSB board and board's activities importance in coordination and organization of associations work. The research explains: way of LVSB consolidation, communication with society, importance of LVSB as organizer of teacher conferences, congresses and other events, their publishing forms, international activities, membership in social structures and institutions of Ministry of Education and participation in organization of teacher continuing education events. In general research demonstrates activity of concrete teacher organization and its influence in sphere of education.

International audience ; The issue of gender is, for the teaching of French as a foreign language, both a grammatical and civilization issue. After the wave -vogue? - of political correctness, the question of gender and the feminization of job names is still today a place where one can observe in vivo the evolution of the language as a reflection of an evolution of society. However, teaching a language is alsoteach the link that exists between vocabulary, grammar and civilization not only in a synchronic dimension, which allows for a variational insight on the same language (French-speaking dimension), but also diachronic, in order to have a historical explanation. This is why this contribution is above all on the socio-linguistic level. How to teach gender in French and, a fortiori, in FLE, today? Gender has been constructed, for women in France, according to very precise structures and laws set by both etymology, the French Academy and the General Delegation for the French language. However, in this area, it seems that usage is law before all the regulatory authorities and that this is (perhaps) a consequence of the systematic feminization that exists elsewhere, such as in Quebec, where we speak of "rights". of the person ", and no longer of" human rights ". Also, in French French, we often find ourselves faced with inconsistencies and indecision on what is correct 'and not correct' to the extent that usage is sometimes in contradiction with the institutions that issue the rules. This trend towards systematic feminization, not yet recognized as relevant, sometimes leads to difficulties in knowing what to teach and how to teach it. We propose here to reflect on this issue around semantic inconsistency, and on the contributions of an etymological and morphological approach to teaching the female gender, while associating it with a sociolinguistic approach approaching the teaching of civilization. . We will examine a series of examples taken from authentic documents (Internet and FFL textbooks), where some of ...

International audience ; The issue of gender is, for the teaching of French as a foreign language, both a grammatical and civilization issue. After the wave -vogue? - of political correctness, the question of gender and the feminization of job names is still today a place where one can observe in vivo the evolution of the language as a reflection of an evolution of society. However, teaching a language is alsoteach the link that exists between vocabulary, grammar and civilization not only in a synchronic dimension, which allows for a variational insight on the same language (French-speaking dimension), but also diachronic, in order to have a historical explanation. This is why this contribution is above all on the socio-linguistic level. How to teach gender in French and, a fortiori, in FLE, today? Gender has been constructed, for women in France, according to very precise structures and laws set by both etymology, the French Academy and the General Delegation for the French language. However, in this area, it seems that usage is law before all the regulatory authorities and that this is (perhaps) a consequence of the systematic feminization that exists elsewhere, such as in Quebec, where we speak of "rights". of the person ", and no longer of" human rights ". Also, in French French, we often find ourselves faced with inconsistencies and indecision on what is correct 'and not correct' to the extent that usage is sometimes in contradiction with the institutions that issue the rules. This trend towards systematic feminization, not yet recognized as relevant, sometimes leads to difficulties in knowing what to teach and how to teach it. We propose here to reflect on this issue around semantic inconsistency, and on the contributions of an etymological and morphological approach to teaching the female gender, while associating it with a sociolinguistic approach approaching the teaching of civilization. . We will examine a series of examples taken from authentic documents (Internet and FFL textbooks), where some of ...

Judicial decisions are an integral part of American politics and,
despite the presence of written and explicated opinions of federal
judges, the internal deliberations and decision making processes of
judges themselves remains a mystery to many. A burgeoning body of
literature focuses on the use of simulations to engage students and
bridge theory to practical application. Few simulations target the
judicial component of politics, despite its natural disposition for
group participation in a simulation project. Richard J. (Rick) Hardy is the director of the
Institute for Leadership in Civic Education, director of the
National Institute for Advanced Civic Studies (sponsored by the
Center for Civic Education), and assistant director of the
Honors College at the University of Missouri-Columbia. He
regularly teaches courses in American politics, constitutional
law, and the Supreme Court. His publications include:
Government in America (Houghton Mifflin),
Missouri Government and Politics (Missouri
Press), Civic Education (Pearson), and
Politics: The Art of Drawing Dividing Lines
(Thomson). Hardy also serves as a political commentator for
numerous national outlets and is a presidential elector in the
Electoral College. Chapman Rackaway teaches courses in American
government, political campaign management, political parties,
and voting behavior at Fort Hays State University. He is the
director and advisor for the Political Campaigns and Management
tract at FHSU. He has published in the Journal of
Politics and has consulted on numerous state and
national political races. Laurie E. Sonnier currently teaches
social studies courses at St. Martin high school in Ocean
Springs, Mississippi. She earned her B.A. in political science
at the University of Southern Mississippi and her M.Ed. in
Education from Bowie State University. Laurie has won numerous
teaching awards and has been actively involved with the National
Council for the Social Studies and the Center for Civic
Education. She is the co-editor of Voices of Advocacy in
American Democracy (Pearson).

The objective of liberal education is, surely, to help students develop the skills, capacities, perceptions, and imagination to enable them to enrich and enhance not only their own lives, but the life of the community as well. Educating for citizenship, thus broadly defined, is an endeavor shared by political scientists with colleagues in related fields, in the arts, the sciences, and the humanities. Citizenship as subject matter, however, has fallen within our purview. Put differently, as educators all of us consider, in a diffuse sort of way, the relationship between our teaching on the one hand and the polity on the other. Those of us who are political scientists must consciously concern ourselves with matters that fall under the rubric of citizenship. Notwithstanding the high purposes of the Academy as a whole, citizenship has for all practical purposes been defined in terms of the political, and political science has been charged with providing an academic experience that should inform and inspire the citizen experience. A tension, therefore, may be said to exist between political science's competency to teach about and its more general responsibility to educate for citizenship. The writers here address the question of how we can best teach about citizenship, ply our trade as it were, in ways that educate for citizenship.First, it would be useful to remind ourselves how we typically teach about citizenship. That some subfields of the discipline lend themselves more readily than others to the enterprise is not at issue. Whatever the emphasis in a wide variety of courses, our students should leave our tutelages with an understanding of citizenship as a status, a cluster of activities, a concept, and a value. More tellingly, most of us would like to think that we expose our students to frames of reference and modes of analysis that encourage them to make and act upon informed, critical, and sophisticated judgments about political phenomena and public affairs.

Citation: Baird, Nellie Wilhelmina. The relation of the physical body to the mental body. Senior thesis, Kansas State Agricultural College, 1905. ; Morse Department of Special Collections ; Introduction: When we consider physical culture in the various states of development, we find that it runs parallel with the intellectual and ethical efforts of mankind. The latter were caused, to a great extent, by the material wants of the individual. To the pre -historic human being, the struggle for existence was a severe teacher of physical training. Man, in his primitive state soon found that he who could handle the largest club and throw the heaviest stone had the best prospects for life. The wild woods were his gymnasium; his competitive games were battles for life, either with the beasts of the woods or with the human foes of his tribe. History tells us of but one people in whom physical culture manifested itself, as it were, as the living idea of beauty. These were the ancient Greeks. But only for a comparatively short time did the Greeks stand on this unparalleled high pedestal of physical culture. In proportion to their intellectual and political decline physical culture returned again to little better than barbarism, proving thus that mind and body will always ascend or descend together. Though the aspiration for the noble and beautiful had proved the most successful teacher of physical culture, the Romans dismissed him and engaged Master War again as their ideal teacher. It is true he served them faithfully, but could not prevent the dawn fall of the Roman Empire, because the Roman mind soon degenerated and mighty Rome died of voluptuousness. In the Middle Ages chivalry became the bearer of physical training, but the people at large were "dumb -driven cattle". Europe fell victim to this piratical state. Rapacity, ambition, struggle for supremacy were the motives of its physical culture.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations.In Routes to Reform, Ben Ross Schneider examines education policy throughout Latin America to show that reforms to improve learning--especially making teacher careers more meritocratic and less political--are possible. He contends that the first bottom-up route to reform is electoral. The second route was more top-down and technocratic, with little support from electorates or civil society. By framing education policy in a much broader comparative perspective, Schneider demonstrates that contrary to much established theory, reform outcomes in Latin America depended less on institutions and broad coalitions, but rather--due to the emptiness of the education policy space--on more micro factors like civil society organizations, teacher unions, policy networks, and technocrats.

Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation.

This study examined the impact school leaders had on the self-efficacy of African American Male (AAM) teachers who matriculated through an alternative certification program. Purposeful sampling was used in this study with four inclusion criteria. The study occurred at a large urban Title 1 school district in the Southeast. The district was selected based on its implementation of an alternative certification program and relative success in recruiting and maintaining a diverse teaching staff. Tschannen-Moran and Hoy's 12-item teacher self-efficacy survey was administered to select teachers who scored high on their self-efficacy scale. Eleven AAM teachers from various urban school sites participated in this study. Data were collected through one-on-one and focus group interviews. Findings revealed three themes that captured the ways school leaders impacted teacher self-efficacy. Study results can help provide leaders and policymakers with guidance as they seek to address the teaching shortage and develop a more diverse teaching workforce through alternative certification programs.

This dissertation analyses the efficiency of teacher policies in France with regard to their three main objectives: attract and retain quality teachers, help teacher progress and reduce educational inequalities through the matching of teachers to their students. ; Cette thèse analyse l'efficacité des dispositifs mis en place par la puissance publique pour atteindre leurs trois principaux objectifs : attirer et retenir des enseignants de qualité, aider les enseignants à s'améliorer, et appareiller les enseignants à leurs élèves de façon à réduire les inégalités éducatives. Par rapport à l'essentiel de la littérature académique existante consacrée aux politiques éducatives à destination des enseignants, cette thèse élargit le champ d'analyse au rôle d'acteurs peu étudiés dans la littérature : les jurys des concours de recrutement, les inspecteurs d'académie et les chefs d'établissement, mais aussi les enseignants remplaçants, qu'ils soient titulaires ou contractuels .Elle étend enfin la discussion au système éducatif dans son ensemble à travers l'analyse d'un mécanisme d'incitations non-monétaires mis en place pour attirer et retenir les enseignants dans les établissements défavorisés.