This paper examines the tradition of interdisciplinary research developed in the 40-year history of the Workshop in Political Theory and Policy Analysis. In the late 1960s, Vincent and Elinor Ostrom began to plant the seeds for a teaching and research environment that would promote deliberation, contestation, and collaboration among their colleagues and students at Indiana University, Bloomington. Based on their experiences of working with a master woodworker in Bloomington, they envisioned a 'workshop' setting. From a simple tradition of voluntarily organized weekly colloquia with their colleagues across campus, they crafted an academic environment in which students, visiting scholars, and colleagues from diverse disciplines interacted daily, studying issues of institutional analysis and collective action. This paper examines the historical foundations of the research center created by the Ostroms. Particular focus is placed on the evolution of inquiry that led to the path-breaking research on collective action in the 'commons.'. Adapted from the source document.
The main research question considered in this article is the relative prominence of social equity among public administration curricula via an examination of program mission. It has long been asserted that social equity is a key component of public administration education so much so that the National Academy of Public Administration (NAPA) made social equity a fourth pillar of public administration. The article points to a serious dilemma faced within the discipline, namely the unequal geographic distribution of social equity mission statements at the program level, while at the same time promoting it as essential to the discipline nationally. Based on an analysis of 184 public administration programs, this article advocates for a continued commitment and dedicated resources to promote social equity across smaller Masters of Public Administration programs.
A ZJER journal article. ; The study investigated the perception of academic and non-academic staff, heads of tertiary institutions, students, student union executives, and parents about the participation of student unions in the administration of institutions of higher learning in Nigeria. Specifically, the study investigated the areas in which the respondents perceived that the student union should or should not be involved. A Student Union Involvement Questionnaire (SUIQ) was administered to the respondents. A total of 45 academic staff, 61 nonacademic staff, 140 students, nine heads of institutions, and 52 parents returned their questionnaires. The data were analyzed with the aid of the t-test statistics. The study found that there was no significant difference between the perception of academic and nonacademic staff and the perception of students and their parents about the involvement of students in the administration of tertiary institutions. However, there was a significant difference in the perception of student union executives and heads of institutions. The study recommends that tertiary institutions should initiate democratic reforms in the administration of the institutions. Indeed, every member of the academic community; academic and nonacademic staff and studentsshould be actively involved in every aspect of the institution's administration. This, it is hoped, will go a long way in reducing the crisis that has almost crippled teaching and research in Nigerian tertiary institutions.
The article analyses the notion and ideology of language formed at the state level in Lithuania and Denmark. The aim is to examine the notion of language and the understanding of language functionality conveyed in the documents of language education policy and ideology emerging in them, also the purposes raised for language education. The official language education policy formed by the state exerts direct influence on language teaching at school and on the students' formation of the notion of language. Therefore, the questions raised in this research are aimed at identifying what is implemented with the official language education policy, how much attention is devoted to developing the students' communicative, argumentative skills and skills of independent critical thinking, and how much the policy focuses on the advocacy of national ideology and identity. The data of the research includes national language education policy documents which determine the implementation of language policy in the system of education of Lithuania and Denmark. The following aspects have been analysed: language functions as presented in the education policy documents: the communicative function and the function of national identity; the formation of ideology of nationality through language education; the formation of standard language ideology in language education policy; also the students' linguistic competences to be developed at school. The results have shown that the notion of language emerging in the Lithuanian language education policy documents encompasses ideologies of standard language, language correctness and linguistic nationalism. The main goal of the Lithuanian language teaching is the implementation and strengthening of a single standard language norm and the formation of the notion of language as a protector and disseminator of national identity. However, the aim to develop language as a communicative tool as well as to develop the students' critical thinking is also identifiable. The main goal of the Danish education policy is the development of the students' communicative language function, critical-analytical thinking, and the formation of the notion of language as a means of communication, as well as of the notion of linguistic variation. ; Šiame straipsnyje analizuojama kalbos samprata, formuojama švietimo politikos dokumentuose Lietuvoje ir Danijoje. Tyrimo objektas yra ideologija, išreiškiama kalbinio švietimo politikoje. Tyrimo tikslas – išnagrinėti bei palyginti, kaip apie kalbą kalbama švietimo politikos dokumentuose, ir kokie tikslai bei siekiai formuluojami ir keliami kalbos mokymui dviejose kalbinėse bendruomenėse – Lietuvoje ir Danijoje. Atlikta kokybinė lyginamoji dokumentų diskurso analizė leidžia įžvelgti, jog Lietuvos švietimo sistemoje akcentuojamas kalbos norminimas, taisyklingumo reikalavimai ir bendrinės kalbos normų diegimas, taip pat kalbos kaip tautinės tapatybės saugotojos ir skleidėjos samprata. Tuo tarpu Danijos švietimo sistemoje vyrauja komunikacinė kalbos samprata ir atvirumas kalbiniam variantiškumui.
Abstract The Netherlands is a country of diverse, often contradictory and dynamically changing views and policies with regard to civic integration of immigrants. In this context, studying how young Dutch immigrants express their citizenship may provide valuable insight. This research analyses how Dutch youth of immigrant and local origin differ in forms of expression of their citizenship, with a special distinction between immigrants of western and non-western origin. Results of an analysis of a convenience sample of 376 Dutch students aged 10–19 years revealed that immigrant status was related to significant differences between students on several dimensions of citizenship, in particular in its passive forms: national identity and patriotism. National identity was significantly higher among youth who were not from an immigrant origin, while with respect to patriotism both youth without an immigrant origin and those of western immigrant origin scored higher compared with children of immigrants with non-western roots. Children of immigrants from western countries scored higher than youth of non-western descent and native Dutch children on three dimensions of (semi-)active citizenship: intention to vote; action for change; and civic virtues. Study results confirmed the concern that young immigrants of non-western origin in particular struggle with identification with the host country. It did not confirm popular concerns about limited loyalty to the host country or lack of civic engagement among young (second-generation) immigrants. The results of the study should be generalized with caution due to the nature of the utilized sample.
En el ámbito educativo, atendiendo a procesos de globalización en Colombia, se ha dado prioridad al alcance de metas trazadas en cuanto al aprendizaje del inglés a través del diseño de políticas públicas; es por ello que el objetivo de esta investigación consistió en analizar las tensiones generadas en las prácticas de los docentes de inglés frente a la implementación del Currículo Sugerido de Inglés (CSI), desde el Plan Distrital de Segunda Lengua (PDSL), mediante el análisis crítico del discurso. En concordancia con lo anterior, la investigación se enmarcó en el paradigma hermenéutico cuyo enfoque fue el análisis crítico del discurso a través del análisis de contenido, tanto de los documentos generados por el MEN, los syllabus institucionales, como de entrevistas semiestructuradas y grupos focales, permitiendo caracterizar las tensiones presentes en las prácticas docentes. En cuanto a los resultados obtenidos se evidenciaron vacíos y limitaciones frente al proceso de implementación de esa política pública a nivel institucional que fueron manifestados por los docentes desde sus percepciones, observadas en la reflexión frente a sus prácticas. Es por ello que se esclarecieron diferentes factores en ese proceso de implementación evidenciado en las tensiones latentes de la práctica docente en el marco de una política pública diseñada por el Programa Nacional de Bilingüismo (PNB). A manera de conclusión se precisaron los sentires de los docentes en los que se ve continuamente vulnerada su profesión, a tal punto que no son escuchados y mucho menos se les brindan las herramientas y el acompañamiento que se requiere para implementar políticas tan ambiciosas y con estándares tan elevados, en las que se resalta la falta de lectura del contexto por parte de quienes las crean y las gestionan. ; Tabla de contenido RESUMEN 7 INTRODUCCIÓN 9 CAPÍTULO I PLANTEAMIENTO DE LA INVESTIGACIÓN 12 1.1. Formulación del problema 12 1.2. Objetivos de la investigación 15 Objetivo general 15 Objetivos específicos 16 1.3. Justificación 16 CAPÍTULO II MARCO DE REFERENCIA 20 2.1. Estudio de antecedentes 20 2.2. Marco teórico y conceptual 25 2.2.1. La práctica docente 26 2.2.2. El Currículo 33 2.2.3. Metodologías y enfoques para la enseñanza del inglés 36 2.2.4. Currículo Sugerido de Inglés 39 2.2.5. Política pública 43 2.2.6. Política pública de bilingüismo en Colombia 46 CAPÍTULO III DISEÑO METODOLÓGICO 54 3.1. Tipo de investigación, enfoque y metodología 54 3.1.1. Paradigma hermenéutico 54 3.1.2. Análisis crítico del discurso 56 3.1.3. Análisis de contenido 57 3.2. Descripción de la población y muestra 59 3.3. Instrumentos para la recolección de los datos 60 3.3.1. Grupos focales o de enfoque 60 3.3.2. Entrevista abierta o semiestructurada 61 3.3.3. Técnica de triangulación 62 3.4. Fases del diseño metodológico 62 3.4.1. Fase 1 63 3.4.2. Fase 2 65 CAPÍTULO IV PRESENTACIÓN DE LOS RESULTADOS 68 4.1. Acerca del proceso de implementación del Currículo Sugerido de Inglés (CSI) 68 4.1.1. Operatividad de la norma y su carácter vertical 69 4.2. Acerca de las percepciones de los docentes 82 4.2.1. Tipos de percepción 83 4.2.2. Ámbitos del currículo 93 4.3. Acerca de las tensiones 101 4.3.1. Tensiones 101 CAPÍTULO V ANÁLISIS DE RESULTADOS 112 5.1. Tensión entre intereses globales y necesidades locales 113 5.2. Tensión entre concertación e imposición 115 5.3. Tensión entre la libertad del docente en su práctica y el autoritarismo 116 5.4. Tensión entre cultura global y cultura escolar 120 CONCLUSIONES Y RECOMENDACIONES 124 Recomendaciones 126 REFERENCIAS 129 Lista de Tablas 133 Lista de Anexos 133 Lista de Figuras 134 ANEXOS 135 ; In the educational system, taking into account the globalization process in Colombia, it has been a priority to reach the goals established in relation to the English learning along the design of public policies. Therefore, the objective of this research is to analyze the tensions in the English teachers' practices related to the implementation of the Suggested English Curriculum, through critical discourse analysis. Accordingly, with the above, the research was framed within the hermeneutic paradigm of which focus was the critical analysis of discourse through content analysis, both of the documents generated by the MEN and the institutional syllabi, also the semi-structured interviews and focus groups, allowing for the characterization of the tensions present in teaching practices. The results obtained revealed gaps and limitations in the process of implementing this public policy at the institutional context, which were expressed by teachers through their perceptions and observed in the reflection on their practices. Consequently, different factors in this implementation process were clarified, showing the latent tensions in the teaching practice within the framework of a public policy designed by the National Plan of Bilingualism. As a conclusion, the feelings of teachers were clarified, in which their profession is continuously violated; neither they are not heard, much less did they have the tools and accompaniment required to implement such ambitious policies with such high standards, which highlights the lack of reading of the context by those who create and manage them. ; Maestría
The article examines the reflection of the philosophical ideas of the "St. Petersburg's Evenings" by Joseph de Maistre in "Three Conversations" by Vladimir Solovyov. Both of these works, created in the genre of philosophical dialogue, are the final works of their author. Solovyov and Maistre reflect on the same problems of evil and violence, war and peace, the end of world history. Solovyov's ideas are largely polemical in relation to those of Maistre. Maistre is interested in the question of the origin of evil and the responsibility of God for it. For Solovyov, the problem of resistance to evil is more important. In this respect, he takes an intermediate position between L. Tolstoy with his idea of non-resistance and Maistre with his idea of resistance to violence by forse. Solovyov considers good to be the only means of resisting evil, which in some cases does not exclude violence. In matters of war and peace, Solovyov also takes an intermediate position between Tolstoy's pacifism and Maistre's view of the divine origin of war as a punishment for people. Solovyov does not consider war an absolute evil, just as he does not consider peace an absolute good. War, from his point of view, is the creation of people, but it is justified and necessary when it is waged in defense of Christianity. In questions of the end of world history, Solovyov polemics with the idea of the third Testament, which goes back to the teachings of Joachim of Flores, which is expressed by Maistre. In the ideological structure of "Three Conversations", Maistre takes the place of Tolstoy's antipode. Their ideas are presented to Solovyov as two abysses that distort the truth in opposite directions.
The process of origination and formation of the Ukrainian science in Kyiv and Kharkiv universities is investigated in this article. The research activity of professors and teaching staff of the higher educational institutions of the Upper Dnipro Ukraine (Naddnipryanshchyna, over Dnipro land) in the early 19th century is comprehensively examined. Grounding on the analysis of archival materials and published documents it is proved that Ukrainian scientists of the first half of the 19th century worked in difficult conditions of the decay and decomposition of the feudal system of the Russian empire and retrograde policy of government. The university faculty took part in the making and the further development of chemical, physical, geological, palaeontological, anatomic, botanical, historical, linguistic, legal and other natural sciences at that time within the universities. Scientific schools were formed in order to prepare the skilled specialists in the abovementioned areas of knowledge. In 19th century the Kharkiv and Kyiv universities became the core centres of scientific thought of the Upper Dnipro Ukraine. Economic development of this part of the Russian empire required rapid quantitative and qualitative increase of skilled teachers and the growth of number of students. After the adoption of the University Charters in 1804 and in 1835 these higher educational institutions had a sufficient level of faculty advisors that provided powerful and swift development of different areas of the science. The university faculty and the students were actively involved in conducting scientific experiments in the laboratories, creation of various scientific societies, maintaining the activity of scientific organizations, exchange of scientific and technical information with other Russian universities, solving urgent economic problems of the Russian empire. Keywords: university, faculty advisors, humanitarian and technical sciences, scientific societies, University charters, scientific research and developments, Ukraine of ...
The purpose of this text is to publicize the training of basic education teachers in Mexico, taking Biology as a reference. For this, a documentary review is made in specialized sources about teaching. The information collected was ordered based on the content of Biology or related and pedagogical discipline. For the analysis, the contents of the teacher training curricula, their political time and current educational program were related. The Biology curriculum in the Mexican education system was forged in the socialist school, there it was divided into a naturalist and doctor (hygiene and health), which is preserved to this day. The Biology content of the basic education curricula has a direct relationship with the educational level, at a lower level the lower Biology content and vice versa. There is a generic training in preschool, in it the pedagogical and practical predominate. In primary education, the pedagogical and disciplinary are balanced, but Biology is not addressed as such. In Secondary is where Biology and its teaching are seen as such. It is concluded that the level defines the disciplinary density in teacher training in the training schools of basic education in Mexico. ; Este texto tiene como propósito dar a conocer la formación de los docentes de Educación Básica en México, tomando como referente la Biología. Para ello se hace una revisión documental de sus currículos de formación en fuentes especializadas sobre el magisterio. Se ordenó la información recabada tomando como ejes el contenido de Biología o disciplinas afines y lo pedagógico. Para el análisis se relacionaron los contenidos de los currículos de formación de los docentes, su tiempo político y programa educativo vigente. El currículo de Biología en el sistema educativo mexicano se forjó en la escuela socialista, ahí se dividió en naturalista y médico (higiene y salud), que se conserva hasta nuestros días. El contenido de Biología de los currículos de educación básica tiene una relación directa con el nivel educativo, a menor nivel menor contenido de Biología y viceversa. Se da una formación genérica en preescolar, en ella predomina lo pedagógico y la práctica. En primaria se equilibra lo pedagógico y disciplinar pero no se aborda la Biología como tal. En Secundaria es donde la Biología y su didáctica son vistas como tales. Se concluye que el nivel define la densidad disciplinar en la formación de docentes en las escuelas formadoras de la educación básica en México.
La investigación tuvo como objetivo interpretar realidades en competencias digitales de docentes y estudiantes en Norte de Santander, buscó contribuir con la educación de calidad en la consolidación de competencias digitales, al innovar y transformar la realidad universitaria a través del pensamiento reflexivo hacia un aprendizaje significativo y colaborativo con horizonte pedagógico socio critico apoyado en las teorías de la complejidad y el constructivismo para lograr que concurran los tres elementos básicos: Estado-Profesores-Estudiantes. Siguió la metodología cualitativa, mediante la etnografía y con un método de análisis hermenéutico, a partir de cuatro fases sistemáticas para la correcta gestión de la investigación, se seleccionaron como informantes clave a profesores, estudiantes a quienes se les aplicó la entrevista a profundidad así como la observación participante, el análisis de la información se llevó mediante la categorización, emergiendo resultados cruciales en los espacios académicos para la consolidación de competencias digitales. Resultados muestran el escaso dominio de competencias digitales por parte de profesores y estudiantes en logro de un aprendizaje significativo; se concluye que existe un distanciamiento entre la realidad y el deber ser; es decir, entre la planeación y ejecución de acciones que conduzcan al uso, familiarización e integración de las tecnologías como se demanda y prácticas en el ámbito educativo y laboral actual. ; The objective of the research was to interpret realities in digital competences of teachers and students in Norte de Santander, to contribute to quality education in the era of knowledge in which modern societies live, innovating and transforming the university reality through the consolidation of digital competences based on reflective thinking towards meaningful and collaborative learning with a pedagogical horizon critical partner supported by theories of complexity and constructivism to get the three basic elements concur: State-TeacherStudents. The integration of technology in university academic spaces has been transformed, from being a tendency to serve as an element to encourage and assist in the construction of the pedagogical entity of those who exercise that role and in the development of graduates with creative minds, elements necessary for their relevant insertion into society, to align qualification activities and training in teachers, in competences related to continuous learning, information management, networking, communication among others; in coherence with the pedagogical socio-critical horizon taken by the University and in synchrony with the educational goals proposed by the national government in the search for a strengthened graduate to integrate into the professional scene of the 21st century. For this, this research was developed based on qualitative methodology, through ethnography and with a method of hermeneutical analysis, completing four systematic phases for the correct management of research, selected as key informants teachers, students who were applied the in-depth interview as well as the participant observation, the analysis of the information was carried out through the categorization, emerging crucial results in the academic spaces for the consolidation of digital competences. Results show the limited mastery of digital competences by teachers and students in achieving significant learning; it is concluded that there is a distancing between reality and what should be; that is, between the planning and execution of actions that lead to the use, familiarization and integration of technologies as demanded and practices in the current educational and labor environment. ; O objetivo da pesquisa foi interpretar as realidades das competências digitais dos professores e estudantes do Norte de Santander, para contribuir para a educação de qualidade na consolidação das competências digitais, inovando e transformando a realidade universitária através do pensamento reflexivo para uma aprendizagem significativa e colaborativo com um horizonte pedagógico de parceiros críticos apoiado por teorias de complexidade e construtivismo para alcançar os três elementos básicos: Estado-ProfessorEstudantes. A metodologia qualitativa seguiu, através da etnografia e com um método de análise hermenêutica, a partir de quatro fases sistemáticas para o gerenciamento correto da pesquisa, os informantes-chave foram selecionados como professores, estudantes a quem a entrevista em profundidade foi aplicada, bem como a observação participante, a análise da informação foi realizada através da categorização, emergindo resultados cruciais nos espaços acadêmicos para a consolidação das competências digitais. Os resultados mostram o domínio limitado das competências digitais pelos professores e alunos na realização de aprendizagem significativa; conclui-se que existe um distanciamento entre a realidade e o que deveria ser; isto é, entre o planejamento e a execução de ações que levam ao uso, familiarização e integração de tecnologias exigidas e práticas no atual ambiente educacional e laboral
It is about conflict transformation -- Negotiating the terms in use -- Changing character of conflict -- It is about leadership -- Peace operations : negotiating at the speed of war -- Negotiating as engaged leadership -- Battlefield negotiation -- Military operational environment -- Complexity of military negotiation -- Meta-negotiator intelligences -- Recommendations.
This study exploits a natural experiment to establish the equivalence and/or difference in student learning outcomes between online and face-to-face public and nonprofit administration courses. Its main contribution is thus methodological. We will reexamine the online v. classroom debate - the face-to-face lecture is still the most effective method to deliver course content to students - using a new dataset and estimation approach. Our research addresses this causal inference question: Does the format of course delivery impact student learning? The most robust empirical strategy to rule out alternative explanations in causal studies is the experimental approach. In this study, we did not employ the experimental research design or any standard techniques, for example, regression analysis, available to the program evaluator or policy analyst. Instead, we exploited a naturally occurring phenomenon in a classroom environment to approximate statistical equivalence in the characteristics of students in the online and classroom formats and satisfy the exogeneity assumption of the treatment variable. Its more practical contribution is the use of learning theory and new research in online pedagogy to discuss the study's conclusions and implications for online programming, instruction, and program coordination. We developed the feedback as teaching philosophy or approach to close the gap between the learning outcomes of completely asynchronous online and entirely face-to-face classes in public administration.
Mass adoption of advanced information technologies is fueling a need for public servants with the skills to manage data-driven public agencies. Public employees typically acquire data skills through graduate research methods courses, which focus primarily on research design and statistical analysis. What data skills are currently taught, and what content should Master of Public Administration (MPA) programs include in their research method courses? We categorized research method course content in 52 syllabi from 31 MPA programs to understand how data skills are taught in public administration. We find that most graduate programs rely on research methods more suited for academic and policy research while lacking the data skills needed to modernize public agencies. Informed by these results, this work presents the Data Science Literacy Framework as a guide for assessing and planning curriculum within MPA programs.
Future public administrators are predominantly entering the field as practitioners, and therefore, classroom work should have relevance in the field. Public administration educators need to find engaging ways to connect theory to practice, as well as creating culturally competent, ethical decision-makers, capable of sifting through information to make decisions for the public good. Film – specifically television and movies – as a pedagogical tool, can accomplish these goals. While fiction and storytelling have been common tools in education (literature and fictional case studies), film is increasingly used by educators. There is a multitude of outcomes for using film in the public administrators classroom. This research provides a comprehensive analysis of film as a pedagogical tool, and links outcomes to the development of three types of public administrators: skilled, responsible, and responsible in the information age.
Effective public policy education must prepare students both to integrate the lessons of multiple disciplines and to apply these across diverse substantive areas. How can these objectives best be accomplished? Research on adult learning and professional education points toward applied, problem-based, cooperative, and student-driven pedagogy. This article describes the design and implementation of an integrative core course in which Master of Public Policy (MPP) students work through the stages of policy analysis in a series of current policy problems. The instructor serves as a coach, and a professional "client" for each problem provides feedback grounded in experience. Engaged learning is enhanced through teamwork, peer instruction, and opportunities for reflection and self-assessment. Over time, refinements in problem and client selection and the integration of skills have been informed by practical concerns and formal program assessment.
