Suchergebnisse

The presentation will examine the major trends in education for teacher librarianship in Australia. Issues of direct concern to the profession of teacher librarianship as a specialist position in schools will be identified and situated in a global context. The presentation will conclude with a discussion on the future of education for teacher librarianship with an emphasis on the situation in Australia and Hong Kong. ; Dr Ken Dillon is the Associate Professor in Teacher Librarianship and Head, School of Information Studies at Charles Sturt University (CSU). He was formerly a teacher and teacher librarian in both government and non-government schools in New South Wales. Ken is Course Coordinator of the Master of Applied Science (Teacher Librarianship) at CSU. He has coordinated many professional development activities and presented at numerous conferences nationally and internationally. He has contributed to a range of scholarly and professional journals and has co-written and co-edited several books including "Brought to book: Censorship and school libraries in Australia", "School library automation in Australia" (2 editions) and "Collection management for school libraries" (2 editions). Ken is Co-Administrator of OZTL_NET, a listserv community for teacher librarians in Australian schools. His current teaching and research interests include online learning communities for teachers, issues related to student access to the Internet, the information needs and professional development of teachers and teacher librarians, contemporary conceptions of teacher professional learning, teaching and learning online and censorship in schools. In 2005, Ken was recipient of the John Hirst Award "in recognition of his commitment and support of teacher librarianship and school libraries" from the Australian School Library Association (NSW). ; published_or_final_version ; Centre for Information Technology in Education, University of Hong Kong

English
In contrast to the widespread local popularity of the police-led Drug Abuse Resistance Education (DARE) school-based programme, evaluation studies have consistently questioned its sustained impact on adolescent drug use. Our focus in this article is on the role of state government in DARE policy. Semi-structured personal interviews were conducted with 30 people, including past or present state agency officials and external researchers. These cases are organised chronologically along three time periods: (1) the genesis and expansion of DARE; (2) the resiliency of the programme to negative evaluation evidence; and (3) the decline of DARE.

China has experienced significant social, economic and political transformations since its economic reform started in the late 1970s. Considerable changes in its policy-making and implementation approaches have also emerged. Confronted with the intensified tension between the call for efficiency and strong pressure to improve social welfare, the Chinese government had no choice but to become instrumentally pragmatic in adopting different governance strategies to address the increasingly complex social, economic and political developments. Thus, neoliberal tenets were introduced. This article sets out to examine, against the wider policy context, how neoliberal tenets, particularly its emphasis on market principles, have been injected in higher education governance. This article aims to explore how the multi-faceted dynamics shaped the development of transnational higher education and influenced the governance of Sino-foreign cooperation universities.

In this symposium we will present a theme based on our research projects within the doctoralprogramme specialisation Philosophical Studies of Educational Relations. With backgrounds asteachers from different fields of the education system we immerse in epistemological, aesthetic,ethical and political questions of the educational relation, from a dynamical perspective combiningtheoretical reflection and practical experience. Given this, we will highlight the educationalrelation from four perspectives.Firstly, an analysis of presentation, representation and re-presentation, discussing thecurriculum not as a representation of the world but as a representation of itself. The inquirydelves into the difference between representation departing from fixed category and representationas a testimony.Secondly, a phenomenological investigation of emotions as existential conditions in theeducational relation. The point of departure provides an understanding of the reciprocal influencesbetween the lived body, the lived space and the lived time fixing the searchlight on emotions asphenomenon.Thirdly, a reexamination of the prior critique of the "soft pedagogy", contextualized by theimage of today's teacher with enthusiasm and inspiration as required appliances at hand,reconnects the inquiry to the ongoing discussion of the importance of a relational perspective.Forthly, an analysis of the paradox of education as the will for the other to will, starting from aradical intersubjectivity, continuing through three perspectives of intersubjective willing andthereby proceeding a voyage from will as concept to will as phenomenon.The overarching aim of this symposium is philosophing about educational research,philosophising as educational research and philosophising in educational research.The symposium is intended for the session of philosophy of education. ; Godkänd; 2013; 20130605 (ysko)

This article examines how education, linguistic and citizenship policies have influenced the development of Moldovan identity and relations with the breakaway region of Transnistria. The article explores the influence of three specific education policies (Russian language instruction, an integrated history course and Romanian language school closures in Transnistria) on the debate concerning Moldovan identity and ultimately Moldovan statehood. The Romanian language school closures in Transnistria demonstrate that education is not only an important agent of identity formation, but also that such crude political tactics as school closures ultimately affect other education policies, reinforce negative stereotypes and make meaningful dialogue impossible. The larger issue than the school closures in Transnistria is whether devolution of authority on issues such as education policy is possible no matter how autonomy is granted.

Examines and explains the articles and sections of the Constitution of the State of Florida for the purpose of providing instruction on civil government. This is followed by a briefer examination of the Constitution of the United States. Each part includes a "Topical analysis" which arranges the provisions of the constitutions according to subject matter. ; Origin and advantages and forms of government -- Constitutions -- Preamble and declaration of rights -- Boundaries and distribution of powers -- The legislative department -- The executive department -- The judiciary department -- Suffrage and eligibility. Election law -- Census and apportionment. Counties and cities -- Taxation and finance. Laws governing the collection of taxes -- Homestead and exemptions -- Education. Summary of school law. Examination and certification of teachers. Studies to be taught. The state schools -- Public institutions -- Militia and public health --Miscellaneous provisions -- Amendments. Schedule. Local option -- Relation of our state to the nation. Relation to the legislative department. Relation to the executive department. Judicial branch of federal government. ; Includes index. ; Signed by the author on end papers: "Presented by Dr. W. F. Yocum, Gainesville, Fla, July 1906." ; "Important changes made by the legislature of 1905" (p. [215-216]), on pink tinted paper. ; Electronic reproduction. [Florida] : State University System of Florida, PALMM Project, 2003. (Florida heritage collection) Mode of access: World Wide Web. System requirements: Internet connectivity; Web browser software; Adobe Acrobat Reader to view and print PDF files. Electronically digitized by the University of Central Florida from a book held in the Main Library at the University of Central Florida, Orlando.

Starting from the idea that education is at the service of personal freedom, the author of this article explains and justifies the thesis that in order to form free persons, freedom of education is an indispensable condition. After identifying the concepts of education, freedom, and person, as well as the relationships that exist between the educactional process and the right to education, the author warns that the meaning of freedom and the acceptance of responsability are closely related to the concept which one holds of person and especially to the difference between considering the person as a beginning or as a result. If the human person is understood to be a starting principle, then implicitly we say that the person constitutes the free origin of all action, for which there is complete responsability. If, on the other hand, we consider man to be the result of, say, social, biological or technological factors, then neither freedom nor responsability can be attributed to him. The author then studies the Reductionist conceptions of education which are in vogue today. These are the Pragmatistic, Political and Criticistic approaches. He especially underlines the difficulties and obstacles that lie in the face of freedom of education, arising from the confusion between educative action and social or political action, a confusion that stems principally from Social Determinism. The author then underlines the points of friction that arise from different opinions and attitudes with respect to the distinct contents of the educational process and which are projected mainly in the field of the different interpretations given of culture as well as in the field of personal values, especially religious values. The action of the State can be effective in the field of technical affairs but it does not possess any legitimate capacity to impose a particular interpretation of culture or of the religious fact. For this reason, in the field of education the action of the State can only be a propelling and permitting force, or, ...

The Republic of Korea (hereafter, Korea) has historically affirmed that the country is ethnically homogeneous and this belief is often expressed in the nation's government compiled and issued textbooks. However, this dogmatic view does not correspond to the trends of globalization with mass global migration. International organizations also urged the Korean government to alter its emphasis on mono-ethnicity and revise this notion in the curriculum. Given both the external recommendations and the internal demographic transformation, the government eventually revised curriculum and initiated multicultural education. This study examines how Korean elementary school teachers recognize multicultural contents in textbooks and how they analyze and communicate them in class. In order to investigate this, three research questions were raised: a. What multicultural content is in elementary school textbooks? b. How do elementary school teachers consider the subject of multicultural education? c. How do teachers communicate multiculturalism to their students at the elementary school level? To answer these questions, I analyzed fifth grade Korean Language and sixth grade Korean Language and Social Studies textbooks utilizing Christine I. Bennett's "Conceptual Model of a Comprehensive Multicultural Curriculum." Interviews were also conducted with fifth and sixth grade teachers to explore how they recognize and communicate multicultural content in class. The study had two major findings. First, most interviewed teachers thought that multicultural education material should relate to multicultural family issues. These teachers perceived the term multiculturalism and multicultural education as referring to multicultural families, that is, foreign workers and marriage immigrant families. This was due to how the government initiated multicultural education and defined these families. Second, teachers interviewed had difficulties communicating multicultural materials with their students regardless of whether multicultural family students were in the class or not. If these students were in class, teachers did not want to draw special attention to them. On the contrary, if these students were not in class, teachers articulated their lack of experience with multicultural education or direct contact with multicultural families. These findings shed light on a gap between the Korean government's intentions regarding multicultural education and teachers' perceptions on multicultural materials and its practical use in instruction.