Suchergebnisse

This year 2020 has marked by a global pandemic that causes a strange and unpredictable situation at the planetary level. All countries are in health prevention processes due to COVID-19, a virus that attacks the immune system. Trying to do any activity poses a risk of contagion, since the coronavirus spreads especially through human breath, which has led to the invasion of new daily habits, such as leaving the house with a mask, or not being able to meet other people for celebrations and events, or to teach in the classroom. Immersed in this unfavorable situation for any educational normality, in the case of artistic education we suffer doubly from this painful reality. In Spain, we started the year presenting a series of complaints to the new education law that the government wants to pass (LOMLOE), a law that practically eliminates the visual arts from the school curriculum. Also in other countries, there is a constant decline in Art Education as curricular teaching. If the coronavirus is promoting the use of digital technologies, and society claims the teachings on prevention, health, inclusion, equality, diversity and emerging technological languages, we should attend to the needs required by the new educational and vital scenario. Faced with such evidence, we are committed to a death worthy of our specialty, as we understood it until now, understanding that this right to euthanasia implies the birth of a renewed concept of artistic education, something that we must do immediately as a priority. ; El año 2020 ha estado marcado por una pandemia global causante de una situación extraña e impredecible a nivel planetario. Todos los países del mundo se encuentran en procesos de prevención sanitaria contra la COVID-19, un virus que ataca agresivamente el sistema inmunológico de las personas. Intentar llevar a cabo cualquier actividad supone un riesgo de contagio, ya que el coronavirus se propaga sobre todo a través del aliento humano, lo cual ha supuesto la irrupción de nuevos hábitos cotidianos, como usar siempre la mascarilla, o no poder reunirse con otra gente para celebraciones y eventos, ni tampoco dar clase en el aula. Inmersos en esta tesitura, desfavorable para cualquier intento de normalidad educativa, en el caso de la educación artística padecemos doblemente esta penosa realidad. En la coyuntura española, iniciábamos el año presentando una serie de alegaciones a la nueva ley de educación que el gobierno quiere aprobar (LOMLOE), una ley que prácticamente elimina las artes visuales del currículum escolar. También en otros países se está evidenciando un retroceso constante en materia de educación artística. Si el coronavirus está impulsando la práctica de las artes mediante el uso de tecnologías digitales, y la sociedad reivindica más enseñanzas en materia de prevención, salud, inclusión, igualdad, diversidad y lenguajes tecnológicos emergentes, deberíamos atender a estas necesidades que requiere el nuevo escenario educativo y vital. Ante tales evidencias, apostamos por una muerte digna de nuestra especialidad, tal y como la entendíamos hasta ahora, valorando que este derecho a la eutanasia supone el nacimiento de un concepto renovado de la educación artística, algo que deberemos abordar como prioridad y de manera inmediata.

Education is the foundation for progress; it's the root of development for every community. For this project, I wanted to do brief exploration of the some of the factors that constitute the educational makeup of every the countries with the best universities. There are countless attributes that we can investigate and analyze when it comes to education, such as teacher salary, training, enrollment, etc. For this project, I'll be looking into the latter, for both secondary and tertiary level education, as well as expenditure on education, years of required schooling, and average pupil-to-teacher ratio for those countries that house the best schools in the world. I'll also look at the spending by the governments of these countries on research and development in these higher educational institutions, and finally the correlation between having top quality schools and compulsory years of education with overall well-being and happiness. The data I used for this project on the top universities come from the Center of World University Ranking, or CWUR. Per their self-description, CWUR "is a leading consulting organization providing policy advice, strategic insights, and consulting services to governments and universities to improve educational and research outcomes." They released their list earlier this year, which holds the names of 2,000 school. Among its top 10 universities, the US is home to 8, including Harvard, MIT, and Stanford at the top of the list. The United Kingdom has the remaining two universities: the University of Cambridge and the University of Oxford, at number 5 and 6, respectively. For CWUR's methodology, see their page: https://cwur.org/methodology/world-university-rankings.php

Intro -- Mentoring: Program Development, Relationships and Outcomes -- Contents -- Preface -- Analysis of Mentee Factors in Learning Minimal Access Surgery in Relation to Retroperitoneal Renal Surgery in Children -- Abstract -- Introduction -- Part 1 - Trainer's Perspective -- Acquisition of Surgical Skills -- Part 2 - Trainee's Perspective -- References -- Mentoring in Context: A Sociological Approach to the Study of Mentoring Relationships -- Abstract -- Introduction -- Life Course Perspective -- Formal Versus Informal Mentoring -- Selection Versus Causation -- Inequality -- Sociological Concepts -- Multiple Sources of Mentoring -- Social Network Analysis -- Mentoring in Comparative and Historical Perspective -- Conclusion -- References -- Developing the Spectrum of Supportive Relationships Including Mentoring -- Introduction -- Background -- When is Mentoring Really Mentoring? -- The Spectrum of Supportive Relationships -- Conclusion -- References -- Mid-career: The Proper Period for the Mentoring of Newly Appointed Principals -- Abstract -- Introduction -- The Career-Stage Approach -- Mid-career: The Most Suitable Stage for Taking on Mentorial Tasks -- Implications for Further Research on Mentoring -- References -- Effective Mentoring of Student Teachers: Attitudes, Characteristics and Practices of Successful Associate Teachers within a New Zealand Context -- Abstract -- Introduction -- Findings -- Conclusion -- References -- Author Note -- Faculty Mentoring at a Distance: Coming Together in the Virtual Community -- Abstract -- Introduction -- Mentoring in the Virtual Institution of Higher Education -- A Study of Virtual Mentoring -- Mentoring Practices -- References -- Supporting Future Teachers Learning to Teach Through an Integrated Model of Mentoring -- Abstract -- Introduction -- Teacher Education Reform of Taiwan.

The article discusses Stanley Cavell's interpretation of Ralph Waldo Emerson with a focus on the concepts of individuality, self-acknowledgment, and Bildung as one's education through reading, called "the education of grownups". Beginning with Emerson's essay "Self-Reliance", his critique of Descartes' cogito is examined and the Emersonian alternative vision of acquiring individual existence is reconstructed. In this depiction, a solipsistic Cartesian account of man is replaced with a vision of the grammatical self, which is at the same time social, linguistic, and, as a result, literary. Creating the self proceeds through a critical discussion with the extant tradition and, besides self-acknowledgment, aims at contributing to the founding of a particular form of life (within a nation, a community). The two goals of creating the self—the individual and the social one—constitute for Emerson the core of the Bildung construed as the forming of a particular person. In this context, the Emersonian phrase of "new yet unapproachable America" is placed against the educational background, in which neither the individual self nor the communal we are ever completely grasped. The distinctive feature of such Bildung is that it is not confined to the process of one's growing up, but extends to the life of adults and, as a result, finds its realisation within "the education of grownups". Accordingly, the process of education assumes that one individual needs another as a teacher—who paradigmatically speaks to her via a literary text—to constantly be open to some unknown, possible direction of her development. For Cavell, mutual education, i.e. one's being a teacher or/and a learner, is a precondition of democratic society. ; Dolnośląska Szkoła Wyższa

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.

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.

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.

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.

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.

After the tsunami disaster and Aceh political reconciliation, awareness of education's importance began spreading to the villages. The awareness creation process is preferable because the prominent supporters of this effort are the people only. At the same time, the Indonesian government's role is also active in gaining a positive image in the province. Therefore, this paper investigated the level of community awareness in setting aside a portion of the members' income to build elementary schools, pay teacher salaries, and meet other educational needs. The result showed that the community movements were not positively correlated with management and awareness-raising and the general donation movement in Aceh. Besides, community education empowerment has been fast considering various possible future challenges to be encountered. Nevertheless, the targeted awareness has not been accompanied by public attention towards building higher-quality educational facilities and infrastructure.

I n deaf education , the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and expressive narrative sign language skills of 10 teacher and interpreter candidates in a university preparation program. The candidates evaluated signed renditions of two signing children, as well as their own expressive renditions, using the Signed Reading Fluency Rubric (Easterbrooks & Huston, 2008) at the completion of their fifth sign language course. Candidates' evaluations were compared overall and across 12 sign language indicators to ratings of two university program professors. Some variation existed across ratings for individual indicators, but generally the candidates were aware of and could accurately rate their own abilities and those of two signing children.

The following is a book review of Institutional Time: A Critique of Studio Art Education by Judy Chicago.

Against the backdrop of the COVID-19 outbreak, an emergency policy initiative called "Suspending Classes Without Stopping Learning" was launched by the Chinese government to continue teaching activities as schools across the country were closed to contain the virus. However, there is ambiguity and disagreement about what to teach, how to teach, the workload of teachers and students, the teaching environment, and the implications for education equity. Possible difficulties that the policy faces include: the weakness of the online teaching infrastructure, the inexperience of teachers (including unequal learning outcomes caused by teachers' varied experience), the information gap, the complex environment at home, and so forth. To tackle the problems, we suggest that the government needs to further promote the construction of the educational information superhighway, consider equipping teachers and students with standardized home-based teaching/learning equipment, conduct online teacher training, include the development of massive online education in the national strategic plan, and support academic research into online education, especially education to help students with online learning difficulties.

This study investigates the impact of in-person professional development (PD) with ongoing emailed practice-based feedback (EPF) on teacher correct implementation of a multicomponent shared reading intervention for students with extensive support needs (ESN) embedded within general education (GE) instruction within three multiple baseline across skills designs. Skills within the shared reading intervention included (a) student engagement, reinforcement, and redirection, (b) planned questioning with wait time and error correction, and (c) in the moment data collection. A functional relation between PD with EPF package and teacher correct implementation of the multicomponent shared reading intervention was established for all three teachers. Teachers reported the experience was positive and felt comfortable delivering the small group shared reading intervention. No negative impact on student comprehension occurred. Findings show general and special educators can embed individualized shared reading using modified grade-level books and collect data on literacy skills for students with ESN in GE instruction with fidelity. This successfully implemented specialized instruction and data collection on the individualized educational goals of students with ESN provides more evidence that GE settings are an effective location for individualized service delivery and progress monitoring. Further implications for research and practice are shared.