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Basically, this paper points to highlight a field of science that educates approximately instructing abilities which are more often than not carried out or carried out by somebody who works as an educator or teacher, the science in address is educational science within the field of government educating that happens around the world of instruction, whether carried out in within the classroom as well as exterior the classroom, actualized at the higher instruction level as well as at the school level, how the changes that have happened in later a long time within the field of Evidence-Based Instruction and Learning Design enabled the space known in Indonesia as "Instructional" science which some time has to be practiced in instructing other areas of science. As a result, unused choices and suspicions of duty are required with respect to the utilized of more exacting criteria to assess and utilize more in-depth information. The relationship between higher instruction and schools, logical inquire about and educating hone can moreover be reconfigured in a way that emphasizes the more noteworthy affect of benefits on today's modern world of instruction, whereas reflections related to Evidence-Based Instruction have to be emphasized usage within the world of instruction. Field, so that it can have an effect. Within the world of instruction, particularly at the level of higher instruction and schools, hence in case educators who are individuals of colleges and schools can apply this instructional science legitimately and accurately, victory within the world of instruction is anticipated to bring around slow changes. But promising since its usage presently and within the future.

This paper reports on the state of affairs of the "Erziehungswissenschaften" in the Netherlands. For this description of the educational sciences we primarily rely on a report written in 2014 by a committee that prepared a discipline plan educational sciences (CSO 2014). This report was commissioned by the association of universities in the Netherlands (VSNU .), the umbrella association of research universities. Such reports regularly are prepared to describe the state of affairs of a discipline and advice on policies for the future development of a discipline. For the educational sciences, the committee was composed of representatives of most universities at the level of university executive boards, faculty deans and department chairs. (DIPF/Orig.) ; Der Autor setzt sich mit der Situation der Erziehungswissenschaft in den Niederlanden auseinander. Dafür stellt er u.a. Ergebnisse des "Sectorplan onderwijswetenschappen" vor, in dessen Mittelpunkt die Frage steht, welchen Einfluss universitäre erziehungswissenschaftliche Forschung, die in den Niederlanden explizit interdisziplinär verstanden wird, auf Bildungspraxis und Bildungspolitik hat. Eine bessere Verzahnung zwischen erziehungswissenschaftlicher Forschung sowie Bildungspraxis und Bildungspolitik könnte langfristig eine Stärkung der Erziehungswissenschaft in den Niederlanden ermöglichen. (DIPF/Orig.)

The scientific dimension of sport along with its educational values contributed to the creation of a new subdiscipline in the pedagogical sciences referred to as sports pedagogy. The baron Pierre de Coubertin can be regarded as an ancestor of this term, who almost to the last years of his life, with great enthusiasm and commitment, presented his views on sporting education in the press, in compact positions and public lectures, constantly emphasizing the importance of sporting activity in the process of education and shaping the personality of the young generation. Currently, many theoreticians define sport pedagogy as a scientific subdiscipline related to sport (along with related fields of science), which should be considered in three dimensions in the subject of research; knowledge in the historical, political and social context, relations (cooperation) of foster children in the field of sport activity and its pedagogical consequences; and social interaction in a coach / teacher - foster-child relationship

The scientific dimension of sport along with its educational values contributed to the creation of a new subdiscipline in the pedagogical sciences referred to as sports pedagogy. The baron Pierre de Coubertin can be regarded as an ancestor of this term, who almost to the last years of his life, with great enthusiasm and commitment, presented his views on sporting education in the press, in compact positions and public lectures, constantly emphasizing the importance of sporting activity in the process of education and shaping the personality of the young generation. Currently, many theoreticians define sport pedagogy as a scientific subdiscipline related to sport (along with related fields of science), which should be considered in three dimensions in the subject of research; knowledge in the historical, political and social context, relations (cooperation) of foster children in the field of sport activity and its pedagogical consequences; and social interaction in a coach / teacher - foster-child relationship

In Germany, a much-cited concept in recent years has been that of lokale Bildungslandschaften [local educational landscapes]. In this article, we focus on socio-spatial educational landscapes in the arrangement of a campus, which links the actors of education and urban planning to a specific leitbild, meaning a guiding principle in physical form and programmatic action. Therefore, an educational space designated as a campus includes constitutive dimensions of educational practices and a spatial reorganization of educational conditions, which are still to be discovered and investigated. We center our analysis on the perspective of children and young people as the main target group of this leitbild, as well as the perspective of the professional actors. In the following article, we give a brief overview of the characteristics of socio-spatial educational landscapes. We focus on the appropriation and atmospheres of access points and transitions, as well as patterns of use and spatial perception. After analyzing the ongoing development processes of socio-spatial educational landscapes as a campus, we adopt an internationally comparative perspective to research them.

Qualitative research is a type of scientific research which includes document analysis, observation or interview. Qualitative research process describes the events in the natural environment realistically and holistically. Although quantitative research methods are mostly used in educational sciences, qualitative research methods are also used by the educational science researchers. An Introduction to Qualitative Research by Uwe Flick (2014) is an ideal guide for educational science researchers in regard to qualitative research methods and techniques.

Der vorliegende Band stellt in drei Hauptkapiteln die aktuellen Entwicklungen in der qualitativen Bildungsforschung dar. Es wird erstens die Entwicklung qualitativer Methoden und Forschungsansätze in der Erziehungswissenschaft in Brasilien und Deutschland in einem allgemeinen Überblick zusammengefasst, einschließlich der verschiedenen Bereiche der Bildungsforschung und ihrer Professionalisierung. Der zweite und dritte Teil des Bandes bezieht sich speziell auf die dokumentarische Methode, die in den letzten 20 Jahren entwickelt wurde und gegenwärtig in verschiedenen Forschungsbereichen angewendet wird. Diese Methode wird exemplarisch für verschiedene Themen der Bildungsforschung aufgezeigt und am Beispiel der Interpretation von Text- und Bildmaterial verdeutlicht. Die Einleitung der Autoren orientiert sich am Aufbau des vorliegenden Bandes. Nach einigen allgemeinen Informationen über bestehende Kooperationen im Bereich der qualitativen Forschung werden Überlegungen zur Bedeutung qualitativer Methoden in der Erziehungswissenschaft sowie zu aktuellen Debatten und Herausforderungen in Brasilien und Deutschland angestellt. Es wird außerdem eine kurze Einführung in die Ursprünge, die gegenwärtige Entwicklung und die aktuelle Bedeutung der dokumentarischen Methode in der Erziehungswissenschaft gegeben. (ICI)

Except other reasons such as politics, economics and military, the decline and collapse of the Ottoman Empire are because of outdated education system. After the proclamation of the Republic, the newly established Republic of Turkey gave great importance in education with its all dimensions to not fall into that error Ottoman Empire had fallen. Many educators who grew up during the 2nd Constitutional Monarchy and took part in the formation of the Republican period education presented and revealed their opinions and suggestions on education. What is interesting in their thoughts is that they are now being implemented as an education policy in modern Turkish education system. In this qualitative study, the report written in 1926 by Sadrettin Celal Antel and published in the Journal of Turkish Education Ministry, titled as "Ten Years Improvement Report", was first transcribed to today's Turkish and then compared to the recent regulation issued on June 16th, 2016 by Turkish Higher Education Council of educational sciences as study disciplines. The study of education in Turkey was divided into the subfields of Philosophical, Social and Historical Foundations of Education, Education Curriculum and Instruction, Education Management, Lifelong Learning and Adult Education, Teaching Technologies and Guidance and Psychological Counseling. The comparison has revealed that educational sciences not only achieved the aims of the main sciences but also included opinions and suggestions compatible with today's contemporary pedagogical understanding. © 2018 by authors, all rights reserved. ; Ministry of Education Illinois Board of Higher Education ; The aim of this research is to reveal the "10-year Development Program for Our Education", which was written under the heading of Sadrettin Celâl Antel "A Brief About the Ministry of Education", is the basis of regulation on the educational sciences that the Higher Education Executive Board has determined at its meeting dated 15.06.2016. For this purpose, the answers to the following questions were searched: 1. What are the opinions and recommendations of Sadrettin Celal Antel about Department of Philosophical, Social and Historical Basis of Education? 2. What are the opinions and recommendations of Sadrettin Celâl Antel about Department of Measurement and Evaluation in Education? 3. What are the opinions and recommendations of Sadrettin Celal Antel about Department of Curriculum and Instruction? 4. What are the opinions and recommendations of Sadrettin Celâl Antel about Department of Curriculum and Instruction? 5. What are the opinions and recommendations of Sadrettin Celal Antel about Department of Educational Administration? 6. What are the opinions and recommendations of Sadrettin Celâl Antel about Department of Lifelong Learning and Adult Education? 7. What are the opinions and recommendations of Sadrettin Celal Antel about Department of Educational Technology? 8. What are the opinions and recommendations of Sadrettin Celâl Antel about Department of Psychological Counseling and Guidance?