Search results

Abstract
Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.

The study examines the perception of secondary school principals on the influence of value education on governance in Bayelsa state. The research design adopted for the study was the descriptive survey. The instrument for data collection was a researchers' structured questionnaire named "Value Education and Governance Questionnaire (VEGQ)" made up of twenty items and formatted on a four-point Likert type. To determine the reliability of the instrument, the test-retest method was used; scores paired and computed using the Pearson Product Moment Correlation to obtain a reliability coefficient of 0.72. Mean and standard deviation was used to answer the research questions with a criterion mean score of 2.50 as basis for accepting or rejecting responses. The simple regression statistics was used to test the hypotheses at 0.05 level of statistical significance. The results showed that the teaching of value education in secondary schools influenced governance in Bayelsa state on all the variables measured in the study. It was therefore recommended among others that regular workshops and seminars should be instituted and made compulsory for concerned teachers and principals to properly reposition the teaching and learning of value education in secondary schools to serve as a tool for the actualization of good governance in Bayelsa state.

"This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world. Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right. A must-read for practitioners, policy-makers, scholars and students in the field of education."

"October 1969." ; Includes bibliographical references. ; Mode of access: Internet.

Verne was five minutes early for this session... he was able to keep eye contact when the discussion was about others. He looked down or toward the wall when the conversation was brought back to him He demonstrated his uneasiness by his switching from side to side in his chair, first crossing his legs one way and then another; his hands wrestled with each other as usual.

By acting early and using a measured response to COVID-19, Singapore was able to keep higher education intact far longer than many countries. The government implemented rigorous contact tracing, social distancing regulations, and isolation strategies that prevented rapid spread. University students, faculty, and staff were required to follow strict temperature taking routines, travel declarations, and the like. With a recent surge in confirmed cases, the authors highlight several uncertainties for the coming academic year in Singapore higher education.

This volume of "International Perspectives on Education and Society" investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. Much has been written recently about the global progress made toward gender parity in enrolment and curriculum in nations around the world. And there is much to tout in these areas. Although gender parity is not yet the global norm, the expectation of gender equality increasingly is. Some have gone so far as to say that the global expansion of modern mass schooling has created a world culture of gender equality in education. Yet, while there have been many positive advances regarding girls' and women's education around the world, there are still significant differences that are institutionalized in the policies and administrative structures of national education systems. For example, some of the strongest evidence of gendered inequality in schooling is the fact that in many developing countries there are large proportions of school-age children who are not in school - many if not most of whom are girls. The question this volume investigates is whether gender equality in education is really being achieved in schools around the world or not.

1. Does the free exercise of religion have a future in the marketplace of public education in the United States? / Charles J. Russo -- 2. School prayer / Martha M. McCarthy -- 3. Religion and the public school curriculum / Suzanne E. Eckes and Allison Fetter-Harrott -- 4. Distribution of religious materials in public schools / Ralph D. Mawdsley -- 5. Religious displays and holiday observances in public schools / Kevin P. Brady -- 6. Wearing religious garb in public schools / Allan G. Osborne, Jr. -- 7. Clash of values : religious autonomy and state efforts to eliminate all forms of discrimination / William E. Theo -- 8. The constitution religious education and the future of religious freedom in Australian schools / Paul Babie and Ben Mylius -- 9. From "Common Christianity" to "Equal concern and respect" : working out a new understanding of religion's place in Canada's schools / Gregory M. Dickinson and Nora M Findlay -- 10. Adapting to religious diversity : legal protection of religious preference in state-funded schools in England / Neville Harris and Javier Garcia Oliva -- 11. The legal status of religion in publicly-funded schools in Ireland / Dympna Glendenning -- 12. Freedom of religion and religious practices in school : the judicial approach in Malaysia / Fatt Hee Tie -- 13. Freedom of conscience and the right to education in Russia : a secular country of cultural and religious diversity / Maria Smirnova -- 14. Education, religion, and the law in South Africa / Marius Smitt -- 15. Analysis and recommendations / Charles J. Russo.

In the paper it is presented a conceptual defense of a liberal and democratic conception of education. Since the main function of individual's education consists in his socialization and the existence of educated individuals is the minimal guarantee for a social creative and enriched process, then the development of democracy is internally bounded with the development of education in general and of civic education in particular. Therefore the politician, in a democratic system, should be a pedagogue. The reflection, principally conceptual, ends with the presentation of an example of the recent political history of Colombia. ; El artículo propone una defensa conceptual de una concepción liberal y democrática de la educación. Por cuanto la principal función de la educación del individuo consiste en su socialización y la existencia de individuos educados es la garantía mínima de un proceso social creativo y rico, el desarrollo de la democracia está íntimamente ligado al desarrollo de la educación en general y al de la educación ciudadana en particular. Por esa razón el político, en un sistema democrático, debe ser un pedagogo. La reflexión, eminentemente conceptual, termina con la presentación de un ejemplo de la historia política reciente de Colombia.