Suchergebnisse

The complexity of situations in the educational sphere generated by the presence of people at risk, in vulnerable situations is currently one of the priorities of governments worldwide. Historical periods show us that their social perception and acceptance was not at all favorable, on the contrary, attitudes ranged from hostility to extermination programs. History shows us that the separation of people with disabilities from others was determined by the fear of contamination and also by the desire to escape responsibility regarding those who were a burden to society and considered useless.

Inklusive Bildung ist ein zentrales Thema der Lehrer*innenbildung und ein wichtiger Baustein mit Blick auf die Professionalisierung von angehenden Lehrpersonen. Im Sinne einer dekategorisierenden Form inklusiver Schul- und Unterrichtsgestaltung erweist sich die Inblicknahme der Rechte der Kinder und Jugendlichen (UN-Kinderrechtskonvention) auf die Ausgestaltung entsprechender hochschulischer Praxis als gewinnbringende Perspektive. Dabei sind die Kinderrechte sowohl individuell als auch strukturell ein bedeutsames Element der Ausrichtung pädagogischer Handlungen. Im Seminar "Inklusive Bildung unter dem Fokus der Kinderrechte" lernen die Masterstudierenden die UN-Kinderrechte als völkerrechtlich verbindliche Grundlage schulischer Praxis kennen und können sie im Kontext Inklusiver Bildung und Sozialer Ungleichheit verorten. Anschließend kommen sie mit verschiedenen Akteur*innen der pädagogischen Praxis zusammen und entwickeln im Sinne des forschenden Lernens explorative Interviewvorhaben, die in Kleingruppen durchgeführt werden. In Hinblick auf die Professionalisierung von Lehrkräften für Inklusion deuten die Ergebnisse der Studierenden auf eine reflektierte Auseinandersetzung mit den schulischen Herausforderungen der Verwirklichung der UN-Kinderrechtskonvention und UN-Behindertenrechtskonvention hin. Dabei gerät auch die Antinomie aus schulpolitischen Forderungen und schulstrukturellen Rahmenbedingungen in den Blick, in der sich Lehrkräfte tagtäglich bewegen. ; Inclusive education is a central topic in teacher training and important for the professionalisation of future teachers. In the sense of a decategorising form of inclusive school and teaching, the consideration of Children's Rights in the design of corresponding higher education practice proves to be a profitable perspective. In this context, children's rights are a significant element in the orientation of pedagogical actions, both individually and structurally. In the seminar "Inclusive Education with a Focus on Children's Rights", the Master students ...

Die Frage, wie eine dem Gegenstand der Erziehungswissenschaft angemessene Theoriebildung und Forschung zu betreiben und zugleich in ihrer Objektivität, in ihrer Gegenstandsangemessenheit metatheoretisch zu rechtfertigen sei, hat eine lange, in vielen Kontroversen immer neu belebte Tradition, deren letzte Etappe der sog. "Positivismusstreit" war. In den vergangenen drei Jahren sind in rascher Folge zahlreiche neuere Arbeiten erschienen, von denen in dieser Sammelbesprechung insgesamt fünf Monographien und vier Sammelbande diskutiert werden. Der Verfasser geht dabei vor allem der Frage nach, in welchem Maß die neuen Versuche nicht nur ihr eigenes Selbstverständnis artikulieren, sondern auch aus früheren Kontroversen lernen konnten, um sich, als metatheoretische Überlegungen, nicht mehr dem Vorwurf auszusetzen, nur ein Wechselspiel von Wortautomatismen zu sein. Im ganzen deuten die neueren Veröffentlichungen daraufhin, daß die Erziehungswissenschaft nach einer intensiven Phase der Rezeption neuer Theorieansätze und am Ende bildungs- und wissenschaftspolitischer Expansion erneut damit beschäftigt ist, ihr disziplinspezifisches Selbstverständnis, auch im Rückgang auf die Tradition, neu zu formulieren. Die Frage nach dem "Pädagogischen", nach der Besonderheit "pädagogischen Handelns" und nach der "Eigenständigkeit von Erziehung und Erziehungswissenschaft" durchzieht leitmotivisch die Überlegungen. (DIPF/Orig.)

This study investigates the diversity, equity, and inclusive education documents with a perspective of STEM learning from three countries as Canada, the United States and Turkey. Curriculum and policy documents across these countries were reviewed and analyzed to make comparisons on the inclusive education approaches of Canada, the United States and Turkey. Review analysis was conducted as the way of a content analysis method. Results indicated that Turkey and Canada display the highest similarity based on the polycorric correlation computations ( poly. r. = .57) , following the similarity between Canada and the United States (poly.r. = .55) , and the least similar counties were the United States and Turkey (poly.r. = .52). However, the differences between three countries were statistically small due to the moderate level effects sizes shared for each pairwise comparison, indicating: Canada, the United States and Turkey only slightly differ in STEM curriculum inclusion and statistical similarity amongst them is attaining with the consideration of the numerically resembling polycorric correlation and effect size values.

The transition to online teaching during the COVID-19 pandemic included almost all teachers and students. Digital (inadequate) skills and (in)competencies of both teachers and students have come to the fore. Accelerated adaptation, getting used to new forms of work, learning and teaching in these two years has introduced significant changes in the educational process and has shown the need to revise the educational system and the need for modernization and transformation. The study presents the results of a survey of a sample of 1,600 upper primary teachers in primary schools in the Republic of Croatia, which aimed to examine their attitudes and impressions regarding the implementation of online teaching during the pandemic COVID-19. The results of the research showed the following: The vast majority of respondents (94.1%) answered that the classic form of teaching is better than online teaching. Most of the respondents spent 2 to 4 hours in the preparation and evaluation of student materials.

Examines the decision by the State School Board for Kansas to delete the topic of Darwinian evolution from the required curriculum for high school biology, and the topic of big-bang cosmology from the required curriculum for high school physics.

This volume pursues two central objectives. On the one hand, it is necessary to sharpen our analytical tools in order to better appreciate the term governance in the educational field. To this end the five different paradigmatic approaches on governance as well as different topics and sectors shall be confronted/contrasted and related to each other. In the course of this process, the particularly critical educational issue of the relation between academic analyses of governance and the so called governmentality studies will be discussed. On the other hand, the so far marginally studied issue of change in the 'educational science order' will be addressed. The transformations mentioned affect the nucleus of the pedagogical understanding of education. The promise of a greater adequacy to the needs and interests of those addressed by education, because more flexible, more user-oriented, more precise control of effects presents a challenge to educational science and pedagogy. This marks the interface of "governance" and "performance" on a systems or organization level (Soguel/Jaccard, 2008; Simons, 2007) with the individual as the subject of education.

Being outdoors allows children to explore, experience natural phenomena, it gives them more space and freedom for development. Educators should arouse children's interest in nature so that children develop feelings and learn from experience. The research aimed at determining the attitudes and reflections of educators employed in preschool institutions in the Republic of Croatia regarding the attitudes and reflections of educators about being outdoors. The research was conducted on a sample of 351 educators. A measuring instrument designed for the needs of this research was used. The results of the research show that 53% of educators agree or completely agree with the statement that they spend their free time in nature. Furthermore, 35.6% spend up to 6 hours a week walking, recreation, cycling and the like. Regarding the statement which limiting factors prevent going outdoors with children, 58.1% of educators completely agree or agree with the statement. We asked the respondents which other limiting factor they see as an obstacle and 36.9% mentioned the weather. Educators are the ones who decide whether children will spend time outdoors. This affects children's different experiences because their time outdoors depends on the beliefs and attitudes of their educators.

It is argued that the root of the crisis in educational sciences & educational research is their lack of relevance to individuals & societies. New interdisciplinary forms are necessary if educational policies are to meet public needs. The guiding principle should be respect for reality & creativity. Research in education will fulfill its purpose if it helps to solve the problems impeding the full utilization of human resources. S. McAneny