Suchergebnisse

Critiques business-inspired educational reform, arguing that linking test scores to worker productivity & the national economy is problematic. Discussed is the lack of evidence & flawed thinking supporting the relationship between test scores & hourly wages; the skills-deficit argument to explain wage differentials among jobs, youth unemployment, & labor productivity; & the connection between the skills deficits & US global competitiveness. A call is made to broaden schools' pursuits from merely narrow preparation for productive labor to include democratic civic education. 27 References. J. Zendejas

The Great Patriotic War had a serious impact on the functioning of higher educational institutions of the country. Immediately after its end, most of them began to organize the educational process in difficult social conditions, characterized by a shortage of teaching staff and educational literature. The article is focused on the descrip-tion of the history of the Blagoveshchensk State Pedagogical Institute in the first post-war decade. Based on archival data and compilation of information about the history of the institute, obtained from disparate publica-tions, the main characteristics of the institute of that period are revealed: its structure, dynamics of the number of students, approaches to the organization of the educational process, strengthening and expansion of the teaching staff. Against the background of analyzing the process of transition of the university to peacetime ac-tivities, both negative and positive results of this period are noted. Conclusion dwells upon the fact that the Bla-goveshchensk State Pedagogical Institute was able, by expanding the directions of teacher training and in-creasing the number of applicants and graduates, to partially solve the problem of providing teachers for schools in the Amur region and the Far East.

Department of Agricultural Systems Technology and Education School of Applied Sciences, Technology and Education Prefix Changes Department of Agricultural Systems Technology Education Prerequisite Change Department of Animal, Diary and Veterinary Sciences School of Veterinary Medicine New Course Prerequisite Change Department of Applied Economics Delete Course Department of Plants, Soils and Climate Title Change, Course Description Change Prerequisite Change Department of Art and Design University Studies Request Department of Economics and Finance New Course Title Change, Course Number Change, Prerequisite Change, Multiple List Change Prerequisite Change Department of Management New Course Department of Communicative Disorders and Deaf Education Title Change, Prerequisite Change Prerequisite Change Department of Health, Physical Education and Recreation Prerequisite Change College of Engineering Prefix Change Department of Civil and Environmental Engineering Prerequisite Change, Corequisite Change Department of Engineering Education Prefix Change Department of History New Course Inactivate Course Delete Course Department of Languages, Philosophy and Communication Studies New Course Prefix Change Department of Political Science New Course Department of Watershed Sciences New Course Prerequisite Change Department of Biology New Course Other Creating a Sustainable Systems Minor

Department of Agricultural Systems Technology and Education School of Applied Sciences, Technology and Education Prefix Changes Department of Agricultural Systems Technology Education Prerequisite Change Department of Animal, Diary and Veterinary Sciences School of Veterinary Medicine New Course Prerequisite Change Department of Applied Economics Delete Course Department of Plants, Soils and Climate Title Change, Course Description Change Prerequisite Change Department of Art and Design University Studies Request Department of Economics and Finance New Course Title Change, Course Number Change, Prerequisite Change, Multiple List Change Prerequisite Change Department of Management New Course Department of Communicative Disorders and Deaf Education Title Change, Prerequisite Change Prerequisite Change Department of Health, Physical Education and Recreation Prerequisite Change College of Engineering Prefix Change Department of Civil and Environmental Engineering Prerequisite Change, Corequisite Change Department of Engineering Education Prefix Change Department of History New Course Inactivate Course Delete Course Department of Languages, Philosophy and Communication Studies New Course Prefix Change Department of Political Science New Course Department of Watershed Sciences New Course Prerequisite Change Department of Biology New Course Other Creating a Sustainable Systems Minor

Since the IEAs first international studies on mathematics and science achievement in the late 1960s, the availability and use of international achievement studies around the world has exploded. The most widely adopted studies, PISA and TIMSS, are now administered regularly and include participating countries from every region around the world. These international studies, now include cross-national studies of multiple subject areas, teachers and teaching, and a developing focus on higher education. This information has been used to make decisions about resource distribution both within and across national educational systems, but some of the most productive uses of TIMSS and PISA data by policymakers have been to create agendas for innovation and equity in national educational systems. The chapters in this volume will (1) discuss the uses of international achievement study results as a tool for national progress as well as an obstacle, (2) provide recommendations for ways that international achievement data can be used in real-world policymaking situations, and (3) discuss what the future of international achievement studies holds.

Ten years after publishing the first World Social Science Report in 1999, UNESCO asked the International Social Science Council (ISSC) to produce a new comprehensive review of the state of the social sciences: how social science knowledge is produced, disseminated and used. The situation of and the conditions for the social sciences -- the opportunities and constraints regarding training, research and applications -- vary greatly across the world. Hence, the leading theme of this Report became knowledge divides: how social science disciplines are coping and evolving in the face of unequal conditions and diverging trends. Adapted from the source document.

This book is a companion to the IYC-2011 celebration. The eleven chapters are organized into three sections: Section 1: Marie Curie's Impact on Science and Society, Section 2: Women Chemists in the Past Two Centuries, and Section 3: Policy Implications. The authors invited to contribute to this book were asked to orient their chapter around a particular aspect of Marie Curie's life such as the ethical aspects of her research, women's role in research or her influence on the image of chemists. Our hope is that this book will positively influence young women's minds and decisions they make in learning of chemistry/science like Marie Curie's biography. But we do hope this book opens an avenue for young women to explore the possibility of being a scientist, or at least to appreciate chemistry as a human enterprise that has its merit in contributing to sustainability in our world. Also we hope that both men and women will realize that women are fully competent and capable of conducting creative and fascinating scientific research

Lessons learned from New Jersey's experience.

Along with the adjustment of industrial structure, the pattern of the TVE in Taiwan has altered. Ever since the year of 1990 when the government started to promote new establishment of institute of technology and the institution status change, name change and upgrading policy of various types of schools, the number of technological universities and colleges has dramatically increased. However, in terms of a campus that affects essentially and greatly students&rsquo ; environmental cultivation learning, a technical college should in fact take the conformation of technical and vocational spirit and educational orientation into consideration and shape the school style and applicability of the technical university that possesses vocational education content based on school comprehensive planning and development framework of organic growth and sustainable operation. The purpose of this study is to probe into the course of campus planning development in the early stages of foundation of private university of science and technology in Taiwan. It is hoped that the research be conducted aiming at the development context of school formulation from the standpoint of technical and vocational education&rsquo ; s historical development. This study adopts qualitative observation, documentary research and in-depth interview to try to understand the research topic from multiple aspects through field observation and interactive interview. Lastly, the study applies &ldquo ; comparative analysis approach&rdquo ; for reflecting on the development characteristics and issues of Taiwan&rsquo ; s private vocational school in the light of campus developing process and implementation modality of private technical university before proposing the relevant suggestions at the end of the paper.

The second half of the XVIII century. in the history of Ukrainian pedagogical thought can be defined as a period of decline in education. The reason for this decline was the socio-political processes that unfolded then in Ukraine, and manifested itself in: Russia's steady focus on the loss of political autonomy of the Ukrainian state, which led to the destruction of the Hetmanate, Zaporozhian Sich and giving these lands the status of provinces of the Russian Empire; the spread of all-Russian serfdom to the former Ukrainian free peasants; abolition of traditional privileges and identity of the Ukrainian Orthodox Church and its subordination to the Holy Synod and the Russian Tsar; closing of fraternal and public schools without their full-fledged replacement by other educational institutions; ban on the Ukrainian language, Ukrainian books, theater. As a result, the Ukrainian school, education, pedagogy, national upbringing, culture are declining, in education - the primacy of all-Russian educational guidelines, which were reflected in the nineteenth century. In the late 1860s and early 1870s, Ukrainian national life intensified in Galicia, and the first Ukrainian institutions (Prosvita (1868) and the Shevchenko Literary Society in Lviv (1873) emerged, which later called for numerous public initiatives of Ukrainians, gave impetus to the creation of numerous educational, educational, youth, women's, professional societies.An important role in the development of the national revival of Ukrainians was played by the Shevchenko Scientific Society (NTSh), which in 1892. The article analyzes the activities of its philological section, describes the work in the field of science, education, publishing, and journalism of its individual representatives (O. Barvinsky, O. Ogonovsky, O. Partytsky, Y. Romanchuk, etc.) Their significance for the development of Ukrainian science is outlined, attention is focused on aspects of educational work, their creative achievements in the development of Ukrainian linguistics and literary studies, library work, founding are clarified. periodicals, promotion of the Ukrainian language and literature, dissemination of ideas of scientific education, etc. Ukrainian writers of the late XIX - early XX centuries. entered Ukrainian literature not only as authors of works of art studied by students in educational institutions of various types, but also as compilers of educational literature (primers, reading books, textbooks, dictionaries, textbooks on the history of literature, literary studies, linguistics), popularizers and researchers of Taras Shevchenko, Yuri Fedkovych and other writers, etc. Working in gymnasiums, Lviv University, they actively introduce Russian (Ukrainian) as the language of instruction, compile Ukrainian phonetic spelling. It is the writers through the use of the terms "people", "nation", "Ukraine", "state" and similar concepts accustomed dormant people to such vocabulary, contributed to the spread of the concepts "Ukrainian", "Ukrainians" instead of "Ruthenian", "Russian", raising to the level of national consciousness of the population of the region. ; Наприкінці 1860 – на початку 1870-х років у Галичинівідбувається активізація українськогонаціональногожиття,виникають перші українські інституції («Просвіта»(1868 р.), Літературне товариство імені Шевченка у Львові (1873 р.), які покликали згодом до життя численні громадські ініціативи українців, дали поштовх до створення численних освітніх, просвітницьких, молодіжних, жіночих, професійних товариств. Важливу роль у розгортанні процесів національного відродження українства відіграло Наукове товариство іменіШевченка (НТШ), в яке 1892 р. перетворилося Літературне товариство імені Шевченка у Львові. У статті проаналізовано діяльність його філологічної секції. Схарактеризовано працю на ниві науки, освіти, видавничої діяльності, публіцистики її окремих представників (О. Барвінського, О. Огоновського, О. Партицького, Ю. Романчука та ін.). Окреслено їхнє значення для розвитку української науки. Акцентовано увагу на аспектах освітньо-просвітницької праці, з'ясовано їхні творчі здобутки у розвитку українського мовознавства та літературознавства, бібліотечної справи, заснування періодичних видань, пропагування української мови і літератури, поширення ідей наукового просвітництва та ін. Українські письменники кінця ХІХ – початку ХХ ст. увійшли в українську літературу не тільки як автори художніх творів, які вивчали учні в освітніх закладах різного типу, а й як укладачі навчальної літератури (букварів, читанок, хрестоматій, словників, підручників з історії літератури, літературознавства, мовознавства), популяризатори та дослідники творчості Тараса Шевченка, Юрія Федьковича та інших письменників тощо. Працюючи в гімназіях, Львівському університеті, вони активно вводять як мову навчання руську (українську), укладають український фонетичний правопис. Саме письменники через уживання термінів «народ», «нація», «Україна», «держава» та подібних понять призвичаювали приспаний люд до такої лексики, сприяли поширенню понять «український», «українці» замість «русини», «руський», підносячи до рівня національної свідомості населення регіону.

[spa] La presente investigación se enmarca en el proyecto IMPACT-EV: Evaluating the impact and outcomes of EU SSH research (2014-2017), financiado por el Programa Marco de la Unión Europea orientado a analizar el impacto social, científico y político en Ciencias Sociales y Humanidades (SSH). En este sentido, la tesis doctoral tiene como objetivo específico responder si: ¿Existe investigación en sociología de la educación con impacto social?. En base a la revisión de las Actuaciones Educativas de Éxito (AEE) identificadas en el proyecto INCLUD-ED: Stretegies for inclusion and social cohesion in Europe from education (2006-2011), única investigación en SSH incluida en el listado de los 10 proyectos de más impacto de la Comisión Europea, se focalizan en presentar las claves para lograr una investigación con impacto social que otorgue beneficios y recompense a la sociedad: I. Investigación basada en los conocimiento validados por la comunidad científica internacional; II. Retorna al objetivo original de las Ciencias Sociales en servir a la sociedad, comprender las dinámicas sociales y buscar impacto y beneficio en la sociedad; III. Reconoce la inteligencia cultural de todos los individuos, respetando y contemplando la diversidad como una riqueza e incorpora todas las voces en plano de igualdad; IV. Entiende la educación como práctica de libertad y cambio social, buscando la mejora de los aprendizajes y de toda la comunidad educativa. Es así que, la investigación permite superar mitos educativos sobre la inversión económica, antecedentes familiares, capacidades psicológicas de los niños y niñas, entre otros elementos que se utilizan para justificar el fracaso escolar, resaltando el efecto transformador de la formación con bases científicas del profesorado y profesionales en el ámbito educativo. Así como también señalar la participación en toma de decisiones y educativas de la familia y comunidad en las escuelas. En línea a futuro, la tesis doctoral ve necesario avanzar en la evaluación del impacto social educativo, así como la medición del costo beneficio de las políticas educativas, estableciendo nexos mayores entre el ámbito científico y la población para maximizar el impacto social. ; [eng] This research is framed under the IMPACT-EV project: Evaluating the impact and outcomes of EU SSH research (2014-2017), funded by the European Union's Framework Program aimed at analyzing the social, scientific and political impact of Social Sciences and Humanities (SSH) investigations. In this sense, the doctoral thesis specific objective is to answer to the follownig research question: Is there research in sociology of education with social impact? Based on the review of the Successful Educational Actions (SEA) identified by the INCLUD-ED project "Strategies for inclusion and social cohesion in Europe from education (2006-2011)", the only research project on social sciences highlighted by the European Commission among the 10 success stories of the EC Framework Programmes of Research, focuses on presenting the keys required to achieve a research with social impact that will benefit and contribute to the improvement of reward society:: I. Research based on the validated knowledge by the international scientific community; II. Takes up the original objective of the Social Sciences in serving society, understanding social dynamics and seeking impact and benefit in society; III. To recognize the cultural intelligence of all individuals, respecting and contemplating diversity as a richness and incorporating all voices on an equal footing; IV. To understand education as a practice of freedom and social change, seeking to improve learning and the entire educational community. Thus, this research allows us to overcome existing educational myths about economic investment, family background, psychological abilities of children, among other elements that are commonly used to justify school failure, highlighting the transforming effect of training with scientific bases of teachers and professionals in the educational field. As well as pointing out the family and community participation in decision making in schools. Areas for future research derived from this doctoral thesis are the evaluation of the educational social impact, as well as the measurement of the cost-benefit of educational policies, establishing greater links between the scientific field and the diverse publics in order to maximize social impact.

Статья представляет собой краткий очерк развития образовательной среды Баренцева Евро-Арктического региона. Отделение Кафедры ЮНЕСКО по педагогическим наукам в Мурманском государственном гуманитарном университете рассматривается как действенный и наиболее адекватный инструмент адаптации национального высшего профессионального образования к условиям региональной академической мобильности и в целом интернационализации образования. ; In the conditions of aggravation of international relations, Barents Euro-Arctic Region (BEAR) is an example of peaceful cross-border processes and cooperation in addressing the critical issues of formation of civil society and regional identity. Universities of Northern countries and network interstate educational projects that integrate national higher education institutions of the Arctic zone (Barents Cross-Border University and University of the Arctic -UArctic) occupy a special place in the creation of a common humanitarian space in the circumpolar area. The study of the formation and development of unified humanitarian space through a common educational one in the Barents region leads to wider implementation of such projects' experience in the interest of peace and democracy in Northern countries. The creation of the UNESCO Chairs in universities of these countries shows the importance which the UN attaches to the process of international humanitarian integration and cooperation, and contributes to the development and deepening of these processes (on example of Bachelor of Circumpolar / Northern Sciences). Subjects of our study are educational environment of BEAR, including regional academic mobility; UArctic's programs implementation in pedagogical process in Murmansk State Humanitarian University. To explore these issues, we used normative approach and methods of social philosophy, as well as institutional and structural and functional analisys. In particular, we used the normative approach for the analysis of articles Kirkenes Declarations of 1993 and 2013, related to the issues of interstate cooperation in the field of education. Having considered the institutional and cognitive structure of the educational environment of the BEAR, we have shown that the implementation of bachelor programs of circumpolar and northern studies of Finnmark University College is the most promising for Murmansk State Humanitarian University. That is why socio-humanitarian and natural sciences are harmoniously combined within this program, as well as theoretical knowledge with practical skills is reinforced. In this respect we consider the branch office of the UNESCO Chair in Educational Sciences at Murmansk State Humanitarian University as an efficient and the most adequate tool for adaptation of national higher education (and national identity of the University) to the conditions of regional academic mobility (and regional identity), as well as to the conditions of the global internationalization of education. Most of joint educational programs involving various Russian universities are implemented at the master's level because of certain inertia of perception of a bachelor's degree at the domestic labor market. However, in our article, we have shown that the practice of educational activities in cooperation with foreign partners raises the status of bachelor degree as an effective link in the education chain in which the foundations of multicultural knowledge can be laid down. We conclude that in this process of learning, which is meaningful and formally founded on the principle of dialogue between cultures and dialogic nature of the process of cognition, more indepth understanding of the problem of 'man and North' is formed. Thus, the value of academic programs that are being implemented in the MSHU, goes beyond strictly educational field and contains a serious ideological significance, 'rooting' the young residents of the northern territories by forming their northern identity. Improving the quality of education through the implementation of international projects under the auspices of UNESCO will ultimately provide a regional labor market by highly qualified specialists who have formed the motivation for their work is in the northern regions.

At head of title: EÌcole des sciences politiques et sociales de Louvain. ; "Bibliographie": p. [171]-173. ; Mode of access: Internet.

Ausgehend von herkunftsbezogenen Disparitäten im Bildungserfolg und der Diskussion zu besonders hohen Förderquoten für Kinder aus zugewanderten Familien untersucht Ellen Brodesser ethnische Leistungsunterschiede in Förderschulen. Dabei werden sowohl die unterschiedliche Verfügbarkeit über bildungsrelevante Kapitalien als auch die Auswirkungen unterschiedlich zusammengesetzter Klassen diskutiert. Besonders aufschlussreich sind die eher untergeordnete Bedeutung sozialer Hintergrundmerkmale bei der Analyse von Leistungsdifferenzen und die Befunde, die gegen eine institutionelle Diskriminierung von Kindern aus zugewanderten Familien beim Übergang in die Förderschule sprechen. Der Inhalt Soziale Unterschiede als Erklärung für Bildungsdisparitäten in sonderpädagogischen Förderschulen.- Institutionelle Diskriminierung von Kindern mit Zuwanderungshintergrund durch die Überweisung in eine sonderpädagogische Förderschule.- Klassenmerkmale als Erklärung für die Leistungsunterschiede.- Interethnische Disparitäten. Die Zielgruppen • Dozierende und Studierende des Lehramts, der Erziehungswissenschaften, Rehabilitationspädagogik, Psychologie • LehrerInnen und BildungspolitikerInnen Die Autorin Dr. Ellen Brodesser ist wissenschaftliche Mitarbeiterin im I nstitut für Erziehungswissenschaften an der Humboldt-Universität zu Berlin. Ihre wissenschaftlichen Schwerpunkte liegen in den Bereichen Bildungserfolg und Zuwanderungshintergrund, Evaluation von Förderschulen und Inklusionsprozessen sowie Diagnostik in der Schule