Suchergebnisse

Report of phase 1 of the preprimary project of the International Association for the Evalution of Educational Achievement (IEA): a cross national study into early childhood care and education services and their use by families in 11 countries. The research results provide information on: preprimary school and care provision in the countries concerned; the research methology used; characteristics of parents, family, household, child health and daily routine; families use of provisions. (CESO/DÜI)

We are presenting a study with the objective of justifying the need to create new publications to promote communications of different research and experiences involving Environmental and Sustainable Education. These publications are a means to communicate to the scientific community as well as to society in general information about the social-environmental crisis but also to offer possible solutions to this situation. In order to collect data on the subject a total of 1743 articles publish between 2014-2018 have been revised, in eight different journals from this area of education as well as one from the area of the experimental sciences. We analyzed the politics and the scopes of these journals and their different sections to characterize better the type of publications involved. The results have shown that the presence of these themes is relatively low in the journals we have gone through. There is a need to broaden spaces and possibilities to publish. To do so it is important that existing journals increase their responsiveness to this kind of work, but also absolutely necessary to create new journals like the one we propose in this article: Revista de Educación Ambiental y Sostenibilidad. ; Presentamos un estudio cuyo objetivo es justificar la necesidad de creación de nuevos espacios que permitan la comunicación de investigaciones y experiencias en torno a la Educación Ambiental y la Educación para la Sostenibilidad. Estos espacios son una vía para hacer llegar tanto a la comunidad científica como a la sociedad, información sobre la situación de crisis socioambiental pero también sobre posibles soluciones a la misma. Para aproximarnos al estado de la cuestión, se han revisado un total de 1743 artículos para el periodo 2014-2018, en ocho revistas del ámbito educativo y una del campo de las ciencias experimentales. Asimismo, se analizó la política y el alcance de estas revistas, y sus secciones para caracterizar mejor el tipo de publicaciones que recogen. Los resultados muestran que la presencia de estos temas es relativamente baja en las revistas analizadas. De manera que es necesario ampliar los espacios y posibilidades de publicación. Para ello es importante que las publicaciones existentes aumenten su receptividad a este tipo de trabajos, pero también es imprescindible la creación de nuevas publicaciones como la que presentamos en este trabajo: Revista de Educación Ambiental y Sostenibilidad.

The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual's achievements, which are usually associated with the innate talents and efforts. The analysis of an individual's social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual's reproduction process and education system, based on the approach to this theory, is defined by individual's habits (habitus), and harmony with individual's social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players' behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community. ; Straipsnyje pristatomos pagrindinės švietimo sociologijos paradigmos (modernybės ir vėlyvosios modernybės; socialinio konflikto ir socialinio konstruktyvizmo; tinklaveikos ir kapitalo), laiduojančios švietimo kaip socialinio instituto gilesnę ir platesnę analizę. Ypač aktualu, remiantis aptartomis paradigmomis, analizuoti aktualiausias šių dienų ugdymo mokslų problemas: lygiavertišką dalyvavimą, ugdymo(si) lygiavertiškumą, švietimo prieinamumą, įtraukųjį ugdymą ir t. t. Šios teorijos suteikia galimybę iš sociologinės perspektyvos įvertinti dabartinio laikotarpio visuomenės tendencijas, atskleisti skirtingų pakopų švietimo institucijų veiklos suderinamumo ir nuoseklumo problemas, jų tarpusavio sąveiką ir santykį su kitomis visuomenės socialinėmis sistemomis, švietimo vaidmenį tobulinant visuomenės socialinę struktūrą.

The scientific goal of the paper is to present the issue of the development of internationalization "abroad" in Polish and Ukrainian higher education.The leading research method is a comparative method, specifically the method of international comparison. The authors focus on the national and institutional level comparison of the development of internationalization "abroad" in Polish and Ukrainian higher education systems. In addition to the comparative method, the authors applied the method of secondary research (desk research), the method of description and analysis and critique of the scientific literature. By using the source materials and indicated numerical data, it is possible to verify the thesis.The process of reasoning in the article was conducted in the following stages. First, the definition of internalization in higher education was given with respect to Polish and Ukrainian approach. Next, the stages in the development of internationalization "abroad" in Polish and Ukrainian higher education were featured. Afterwards, the development process of internationalization was presented on the background of processes occurring in the European Higher Education Area. The paper ends with conclusions.The conclusions drawn in the paper allowed to verify the thesis. In both countries, Poland and Ukraine, the diversity of activities in frame of internationalization "abroad" occur. Among these activities mobility of students and academic teachers remain the most visible in Poland as well as in Ukraine. The development of internationalization "abroad" in relation to mobility of projects, programmes and providers seems to be more advanced in Poland. ; The scientific goal of the paper is to present the issue of the development of internationalization "abroad" in Polish and Ukrainian higher education.The leading research method is a comparative method, specifically the method of international comparison. The authors focus on the national and institutional level comparison of the development of internationalization "abroad" in Polish and Ukrainian higher education systems. In addition to the comparative method, the authors applied the method of secondary research (desk research), the method of description and analysis and critique of the scientific literature. By using the source materials and indicated numerical data, it is possible to verify the thesis.The process of reasoning in the article was conducted in the following stages. First, the definition of internalization in higher education was given with respect to Polish and Ukrainian approach. Next, the stages in the development of internationalization "abroad" in Polish and Ukrainian higher education were featured. Afterwards, the development process of internationalization was presented on the background of processes occurring in the European Higher Education Area. The paper ends with conclusions.The conclusions drawn in the paper allowed to verify the thesis. In both countries, Poland and Ukraine, the diversity of activities in frame of internationalization "abroad" occur. Among these activities mobility of students and academic teachers remain the most visible in Poland as well as in Ukraine. The development of internationalization "abroad" in relation to mobility of projects, programmes and providers seems to be more advanced in Poland.

Empires and nation-states are not opposed or distinct forms of polity but closely linked forms. Pre-modern empire existed without any contrasting form of polity we might call a nation-state. Rather, they contrasted with non-national state forms such as city-states, small kingdoms and mobile, nomadic polities. These in turn were in constant interaction with any neighbouring empire or empires, perhaps becoming the core of an empire themselves, perhaps taking over all or part of an existing empire, perhaps maintaining some autonomy by virtue of remoteness or lack of attractiveness, perhaps by balancing opposed empires against each other. Empires did not have a national core, and non-empires were not national. By contrast, modern empires have always had a clearly designated nation-state core and a physically separate set of non-national peripheries. This has been crucial to ensuring that when formal empire is ended, both the imperial core and the former colonies are defined as nation-states. But ex-imperial nation-states and ex-colonial nation-states are really two kinds of states. Much contemporary confusion about the prospect for a world order of nation-states revolves round the failure to make that basic distinction.

This paper will focus on issues relating to diversity leadership in higher education, the assessment ofdiversity leadership issues, and suggestions for successful diversity leadership initiatives. Highereducation is in the process of creating more opportunities for a diverse faculty body and issues such asmentoring, building recruiting networks, and creating sponsorship programs are at the forefront ofcurrent discussions. Moreover, developing institutional strategic plans and initiatives are essential inthe development of diversity leadership agendas. Additionally, issues relating to the distribution ofpower and participatory management are of particular interest to many institutions of higher education.

TABLE OF CONTENTS -- INTRODUCTION: (RE)TEACHING TRAYVON -- REFERENCE -- PART I: PORTRAYALS AND BETRAYALS OF THE BLACK MALE BODY -- THE UNDERSTANDING -- 1. BLACKNESS ENCLOSED: Understanding the Trayvon Martin Incident through the Long History of Black Male Imagery -- INTRODUCTION -- Modernity and the Human Other -- ENSLAVED AFRICANS: CURSED, DANGEROUS AND FEEBLE MINDED -- God, Race and Black Men -- Scientific Discourse and the African Male -- Lynching and the Negro as Beast -- HISTORY AND TRAYVON MARTIN -- REFERENCES -- 2. "LOOKING-LIKE TRAYVON": The Narratives We Tell about Race -- FRAMING THE ISSUES -- Postmodern Approach: A Methodological Perspective -- THE PRODUCTION OF RACIALIZED IDENTITY -- The Production of Racialized Space in Education -- Summary -- Conclusion and Recommendations -- REFERENCES -- 3. WHAT SUSPICIOUS LOOKS LIKE: The Murder of Trayvon Martin -- INTRODUCTION -- IT'S NOTHING NEW: THE HISTORY OF VIOLENCE AGAINST BLACK MEN -- PART I: THE MURDER OF TRAYVON MARTIN -- TRAYVON MARTIN, ACCORDING TO SYBRINA FULTON -- A BRIEF HISTORY OF MURDERING BLACK MALES -- THE ACQUITTAL: A MURDERER SET FREE AND OTHERS GIVEN A LICENSE TO KILL -- COUNTER-STORY TELLING: AN INTERVIEW WITH MR. CHRISTOPHER SMITH -- Analysis of the Counter-Story -- Implications for African American Males Who Experienced Racial Profiling -- Limitations of the Study -- Recommendations for Future Research -- CONCLUSION -- REFERENCES -- 4. FROM TRE STYLES TO TRAYVON MARTIN: The Implications of Socially Constructed Identities on the George Zimmerman Verdict -- THE PLAYERS -- THE PLACE -- THE PROBLEM -- REFERENCES -- 5. DAMAGING GLANCES IN EDUCATION: Understanding the Media's Role in Stereotype Reproduction and Reinforcement of Negative Images of African American Males -- LET'S TAKE A LOOK AT THIS -- TELL ME WHAT YOU SEE -- "WHY YOU LOOKING AT ME LIKE THAT?" -- OPEN YOUR EYES

AbstractWe study the trade‐off between governmental investments in pretertiary and tertiary education from an efficiency point of view. We develop a model comprising agents with different incomes and abilities, public and private schools, and public universities that select applicants based on an admission exam. Reallocating governmental resources from tertiary to pretertiary education may positively affect aggregate production and human capital if some conditions are satisfied. For instance, in an economy with a high proportion of credit‐constrained students, a reallocation of expenditure toward public schools benefits many students, compensating for the negative effect of a decrease in public university investments. We also quantitatively investigate the optimal allocation of public investment between pretertiary and tertiary education, and we find that a 10% increase in productivity of public investments in pretertiary education could increase the optimal GDP between 2.1% and 3%.

Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET).

Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant.

Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. "Professional ethics and stance" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the topic of multicultural education. Teachers with relaxed profile reported having fewer skills than teachers with medium and reasonably tense profiles.

Conclusion: The current study suggests that the culturally diverse student population creates tensions for teachers in SSVET and - depending on the type of profile - for some teachers more than others. The most frequently experienced tension on professional ethics and stance in all profiles confirms that all teachers experience conflicts with regard to their own norms, values and convictions and those of their students on the one hand, and the standards of the labor market with its own specific requirements for professional ethics and stance as a third party on the other. For teacher educators, the profiles can be useful as a reflection tool during study and professional development, as different groups of teachers have been distinguished and some groups need extra training in all the tensions. In SSVET, teachers with the different profiles could support each other in the process of coping with the value-based tensions.