Suchergebnisse

AbstractThe purpose of this paper is to identify competencies that are essential to systems learning in undergraduate and graduate education. Specifically, the paper describes various stages of adult cognitive development, utilizing the theoretical framework of William Perry, and shows how these stages are related to basic epistemological issues and concerns that have predominated in the evolution of the philosophy of science. The paper identifies the stage of adult cognitive development and its related epistemological position that is most compatible with the assumptions of general systems theory. The paper argues that general systems theory cannot be adequately understood or applied by undergraduate or graduate students until their thinking has reached a particular developmental level and they have integrated particular epistemological assumptions into their world views. The paper demonstrates that the goals and requirements of systems learning are compatible with the goals and requirements of liberal or general education and suggests that educators in all disciplines, not just systems experts, must contribute to the development of systems competencies.

This report discusses about the primary issue of concern to the congress in elementary and secondary education. It further discusses about federal government strategies to support the education of elementary and secondary students in the United States.

A system of values, attitudes, beliefs, persuasions, ideals and other personal constructs that determine personal development in future is formed in the educational process at a higher education institution. During the period of training, the institutional impact on a person is completed and further personal changes are formed through the prism of practical experience. That is why this period is very important for the formation and development of a competitive and hardy person. Using the multi-tier structure of higher education, a qualitatively new level of professional training of students can be achieved. The current social, economic and political situation in Russia sets special requirements for the goals and objectives of higher professional education in general and for the future professional in particular. Today, higher professional education should provide high-quality training of highly qualified specialists, as well as a search for and introduction of new forms, methods, technologies in educational work with students. Mentoring of students as activity directed towards the improvement of the educational process quality can be used to achieve these goals, along with traditional methods in the educational space of a higher education institution. The purpose of our work was to study the concept of "mentoring" in the system of moral education and increasing the effectiveness of this activity in the process of morale building activity of a higher education institution. The paper contains the analysis of the theoretical foundations of the concepts of "moral education" and "mentoring". The program "Mentoring activities in the educational space of students" was designed and tested. It has been proved that mentoring has an effect on the adaptive abilities of students, and it is an effective method of increasing the personal-adaptive potential of students, and also has an effect on the individual typological qualities of students forming a competitive person.

By focusing on teachers' approach, the article analyses one of the most relevant issues of today's realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers' inclusion in inclusive education by implementing the statistical analysis according to The Teachers' Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.

Various conceptual approaches to understanding inclusive education have historically been formed in international and Russian law, in social and pedagogical experience and the ways of its implementation are multifaceted. Bringing legislation in conformity with international standards requires substantial reform in all areas of law, the formation of a new conceptual and categorical apparatus, classifications, a new approach to the implementation of interaction between agencies, social welfare, education, and medicine. A serious psychological and pedagogical assessment of each step of these reforms is required, taking account of the delayed results, achieving unity and understanding in society. The authors of this paper substantiate the importance and necessity of developing and implementing a program to create a model of inclusive education for children with disabilities. The authors conclude that the contemporary general education program should include the changes and conditions required for the successful implementation of inclusive education, namely, accepting the individuality of each student, the provision of the special needs of each child and appropriate systematic training of teachers, psychologists, medical and social workers

The passing of federal Public Law 94–142 has created new job opportunities for teachers trained in both early childhood and special education.

Introduction -- Tableau 1 The brushstroke of interculturality -- Tableau 2 Problematic realities: Interculturality from the past – but still with us? -- Tableau 3Are critical approaches to interculturality contributing to interculturalizing interculturality? -- Dream 1 Polycentric alternatives: Thinking and analysing fiction and actuality.-Dream 2 Verblendungen (Bedazzlement) -- Conclusion: Let's dream together!

submittet march 2012 ; Abstract Since 2003 a Bilingual Education programme has been offered in selected rural schools of Mozambique. An instance of an early-exit transitional model, the local language is used as medium of instruction (MoI) during the first three years and maintained henceforward as subject whereas Portuguese is introduced orally from the start with its share of time as subject and role as MoI gradually increasing. In respect of education proper Chimbutane's book undertakes to inform on, review and assess the experiment, the issues raised evolving essentially around the choice and use of language in schools. I look here specifically at some educational and linguistic aspects and conclude by drawing from the South African scene where African languages have been used as MoI for a much longer period but where they face significant and growing challenges, especially in urban areas, to bring in some lessons that might prove relevant for the future of what is no more an experiment in Mozambique. ; Au Mozambique un programme expérimental d'éducation bilingue, faisant des langues locales les langues de première alphabétisation pour être remplacées progressivement par le portugais, a été introduit depuis le début du millénaire. Le récent livre de Chimbutane nous informe sur cette expérience pilote dans le pays, tout en l'évaluant et en questionnant les patiques lingusitiques en classe. J'examine ici ces memes questions à travers ce qu'en dit Chimbutane, me référant à l'expérience sud-africaine pour en tirer des lessons qui peuvent etre pertinentes dans la perspective d'une extension du modèle éducatif aux cités.