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In this discussion, Roger Säljö turns to the educational scholar's role in current times where schooling tends to be dictated by narrow political goals and normative concepts. He urges the field to consider both theoretical and practice-oriented implications carefully. In doing so, he points to interrelated consequences, seeking to problematize existing views on education. For example, children's and other students' need of engaging in sense-making in schooling, beyond the predominant outcome-based learning discourse that problematically overlooks non-measurable and more open-ended knowledge forms and values of being educated. In his eyes, educational theory is too often neglected, but indeed has a significant potential to contribute with a deeper picture, combined with a substantiated empirical body of research as well.

In this paper we give a representation of Stirling numbers of the second kind, we obtain explicit formulas for some cases of Stirling numbers of the second kind and illustrate a method for founding other such formulas. 2010 Mathematics Subject Classification. 11B73, 05A10.

This paper discusses the change of educational governance by developing and using a theory of policy instrumentality. It is based on the policy instruments approach in political studies and on the cultural-historical activity theory. It is used to study the relationships and changes of policy instruments and objectives of a major school development program in Taiwan launched in 2007. The group in charge of the program evaluated and changed both the objectives and instruments of the program in 2010. The direction of this transformation was from an approach based on competition and control towards an approach that emphasizes school autonomy, quality of curriculum and collaboration and learning between schools. The paper distinguishes three dimensions of policy instruments to analyze how the new orientation became embedded in the instruments used in the program implementation. The paper further suggests that policy learning can be analyzed in terms of remediation, that is, collective redesign of the system of instruments. ; Peer reviewed

Creative Commons Attribution License (CC BY 4.0) ; Open Science is encouraged by the European Union and many other political and scientific institutions.However, scientific practice is proving slow to change.We propose, as early career researchers, that it is our task to change scientific research into open scientific research and commit to Open Science principles. ; Non peer reviewed

You need to work with qualitative methods, especially the Documentary Method? This is your book: The first systematic introduction related to the application of the Documentary Method on group discussions, interviews, films and pictures. Since the book is based on a German- Brazilian cooperation, it also provides an overview of the state of the art in Germany and Brazil with regards to Educational Science. From the contents: · Qualitative Methods in Educational Science · The Documentary Method and the Interpretation of Group Discussions · The Documentary Method and the Interpretation of Interviews · The Documentary Method and the Interpretation of Pictures and Videos

The challenge of monitoring disparities in educational achievement and opportunities shares some characteristics with other complex regulatory problems. For example, when Congress adopted the Clean Air Act (1970) nearly 50 years ago, it emphasized the importance of public health but provided no clear line for distinguishing clean air from dirty air. Most fundamentally, regulating pollution has required choices about what indicates that air is "polluted" for regulatory purposes, how to measure and monitor those indicators, and when the measured level of an indicator should trigger enforcement or other intervention. The statute provided few answers, or even a definitive list of "pollutants" to be regulated. Nor were there definitive answers in the Constitution, economics, the biological sciences, or epidemiology. Instead, definitions and decisions have been a continuous enterprise involving interpretations of vague statutory language, promulgation of hundreds of federal and state regulations, enforcement experience, research in multiple disciplines, and the turbulence of politics

Critical Rationalism has become an influential philosophy in many areas including a great number of scientific disciplines. Yet only few studies have been devoted to the role of the philosophy of Sir Karl Popper in the vast field of education. This volume undertakes to fill this gap. Leading scholars in the educational science and in the philosophy of education have critically written for this volume in an attempt to elaborate Popper's methodological and socio-political views and confront them with a globally relevant spectrum of scientific objectives and cultural values. Among the topics discussed are moral values, education for freedom and its consequences for the student, and the critical attitude in political education. Attention is also paid to the historiography of this significant philosophical movement. Regarding pedagogical research, the empirical paradigm, the falsificatory approach to educational research, the complex relationship between educational theory and practice as well as the problem of value-neutrality in educational science are objects of critical analysis

The article engages with the ongoing debate about the global/local dynamics in the process of neoliberal educational reform by exploring public perception of the neoliberal idea of 'educational standardisation' in post-Soviet Russia. Using a variety of discursive and textual analysis techniques, the article analyses the presentation of the concept in the official government discourse, benchmarking it against nationally-grounded pedagogical concerns and aspirations. It contrasts the interpretative schemes underlying neoliberal, official and local interpretations of educational standards and exposes points of tension surrounding the concept at the linguistic, metaphorical and conceptual levels. It show how despite sharing the terminology the public and the official discourses are not 'talking about the same thing,' generating widespread confusion at grassroots level and obscuring the direction of reform. I further deconstruct logic for popular resistance to the concept of educational standard by uncovering cultural metaphors underlying negative interpretations of 'standardisation'. I conclude by problematising the mediating role of the Russian government in translating new educational values into the Russian culture code, highlighting the importance of educational policy as a socially interpreted phenomenon and calling for a further conceptualisation of the cultural variable in contemporary theory of educational change. ; Peer reviewed

Socialization as a process of adoption of the social experience of the individual has its primarily place in the process of democratization. It helps in the creation of a specific person, which adopts social and moral values and norms that are in accordance with the activities in the framework of a democratic society. Learning of democratic values should start from an early age, in the family, which is the primary source of socialization; proceed in kindergartens and schools and various groups inside and outside of the school. The social impact on a person can be implemented in three levels: person-person, group-person and person-society. In this paper we will review the socialization as a factor for the democratization of the educational process. Emphasis will be placed on group socialization of students through their participation in the form of group work in curricular activities. The research in this paper is intended for students and their behavior, their attitude and thinking, as well as their feeling they have built during group activities with their classmates. We expect to get to the results that will be attached to the democratization of the educational process and a positive outcome in terms of socialization of students.

In this article, I argue that Open Educational Resources (OERs) cancreate opportunities for democratic education by emphasizing collaborative construction, re-vision and updating of knowledge content. This may allow people belonging to different communities and social groups to take collective responsibility for the creation and maintenance of public knowledge content to be used for educational purposes. Such potential is only partially exploited if the practices of reuse favour consumption in place of co-construction. Moreover, although primarily intended for formal education, the potential or OERs is best expressed in hybrid practices where formal and non-formal contexts are not intended as mutually exclusive. A participatory and hybrid framework for the re-use of OERs in the long term might create the conditions of a more democratic management of knowledge in the larger society. However, to fully exploit the potential of OERs there is a need to develop policies and practices able to address a number of challenges raised by the hybrid, participatory, and technology-enabled co-creation, re-use and re-mix of public knowledge. ; In this article, I argue that Open Educational Resources (OERs) cancreate opportunities for democratic education by emphasizing collaborative construction, re-vision and updating of knowledge content. This may allow people belonging to different communities and social groups to take collective responsibility for the creation and maintenance of public knowledge content to be used for educational purposes. Such potential is only partially exploited if the practices of reuse favour consumption in place of co-construction. Moreover, although primarily intended for formal education, the potential or OERs is best expressed in hybrid practices where formal and non-formal contexts are not intended as mutually exclusive. A participatory and hybrid framework for the re-use of OERs in the long term might create the conditions of a more democratic management of knowledge in the larger society. However, to fully exploit the potential of OERs there is a need to develop policies and practices able to address a number of challenges raised by the hybrid, participatory, and technology-enabled co-creation, re-use and re-mix of public knowledge. ; Peer reviewed

This paper attempts first to review the state of affairs in educational institutions with reference to science education visa- vis the expected standards. Secondly, the effort of Government, through the Ministry of Education and the Ghana Education Service, to provide pre-university institutions with adequate resources for science teaching, especially from 1986 to 1995, are discussed, Thirdly, the identified problems which may have eluded the attention of planners and administrators in charge of the educational reforms are mentioned and analyzed. Finally, probable solutions and suggestions are made to assist the authorities concerned to revisit the blueprint of 'the Educational Reforms Programme and make the necessary modifications.