Suchergebnisse

Der UN-Human Development Report 1990 stellt fest, Brasilien habe seine Chancen für eine menschliche Entwicklung verpasst. Diese Einschätzung geht auf die hohe Analphabetismusrate (18,7%) und die niedrige Lebenserwartung (65 Jahre) zurück. Trifft die Diagnose zu? Wie ist dieser Sachverhalt zu erklären? - In diesem Artikel wird die Bildungskrise als Ergebnis der Politik der Militärregierung (1964-1984) und der darauf folgenden Redemokratisierung (1985-1990) gedeutet. Die Bildungspolitik der letzten 30 Jahre wird anhand von drei Themenschwerpunkten (Finanzierung des Bildungswesens, öffentliche und private Schulen und Hochschulen sowie Bildungsqualität) untersucht. Für den Zeitraum von 1990-2000 werden Chancen einer Verbesserung der "menschlichen Entwicklung" (im Bildungsbereich) gesehen. Dies ist jedoch noch keine Garantie dafür, dass Brasilien im Jahre 2000 zu den reichen Industrienationen zählen wird. (DIPF/Orig.) ; According to the UN-Human Development Report 1990 Brazil is a country which has missed its opportunities for a human development, taking into account its high illiteracy rate (18,7%) and its low life expectation (65 years). Is this diagnosis correct? How can the problem be explained? This article makes the attempt to explain the educational crisis as a result of the military regime's policy (1964-1984) and further redemocratization efforts (1985-1990). The educational policy in the last 30 years as analysed by foccusing three main aspects (economic resources, relationship between private and public schools and quality of education). There are good possibilities to promote "human development" (especially education) in the next ten years but this does not necessarily mean that Brazil will have a chance to join the rieh industriahzed countries until the year 2000. (DIPF/Orig.)

Instructional media serve multiple functions in a school setting. They
can disseminate knowledge and skills while also informing and stimulating
discussion. They not only convey information and support learning
but also foster communication between teachers and pupils and between
classmates and groups. However, despite the significant role of teaching
media other than textbooks in the classroom, educational and media historians
have largely ignored them. This is all the more remarkable because
the current media revolution has made the media themselves particularly
topical. "Contact with and access to media," states Jelko Peters "presents a
significant and fundamental problem of our time, which is closely linked
with values such as freedom of communication and individual freedoms,
pluralism, access to education as well as involvement in culture and participation
in politics."

Historical background, methodological aspects, and results of centralized planning.

Внедрение индивидуальных образовательных траекторий (ИОТ) обучающихся в учебный процесс обеспечивает вариативность содержательной, деятельностной и процессуальной областей образовательного процесса и обогащает образовательную среду. В статье представлен опыт реализации ИОТ в Самарском университете в 2021–2023 гг., выделены уникальные особенности и отдельная логика конструирования образовательных треков для основных профессиональных образовательных программ высшего образования (ОПОП ВО) по уровням образования (для бакалавриата и специалитета; для магистратуры). Подробно рассмотрен механизм наполнения блока «Майнор» дисциплинами, соответствующими брендовым компетенциям Самарского университета, на основе открытого конкурса дисциплин ИОТ. Оценить качество процесса формирования индивидуальной образовательной траектории можно по анализу вовлеченности студенческой аудитории. Приводятся результаты опроса первокурсников на этапе выбора дисциплин ИОТ, позволяющие выявить содержательные и организационные признаки осуществления выбора. Образовательные результаты и достижения обучающихся в процессе освоения дисциплин ИОТ формируются в виде личного профиля компетенций. Анализ данных анкетирования обучающихся по программам бакалавриата/специалитета и магистратуры, прошедших обучение по наиболее востребованным дисциплинам ИОТ, дал возможность сделать вывод, что дополнительными результатами обучения по ИОТ являются саморефлексия, самосознание и самоопределение обучающихся. Реализация модели ИОТ позволяет гибко настраивать образовательные программы для достижения целевых показателей Самарского университета.
The implementation of students' individual educational trajectories (IET) in training ensures variability of content, activities and procedural parts of the educational process as well as enriches the learning environment. The article deals with the experience of IET implementation at Samara University in 2021-2023, highlights its unique features and a dedicated logic of educational track design in respect to the main professional educational programs designed for higher education (MPEPHE) with due regard to the education levels (Bachelor's and Specialist's degree programs; Master's degree programs). The mechanism for Minor Block content filling with academic disciplines pertaining to the brand-based competences of Samara University, based on the open IET discipline competition, is examined in detail. The quality of the individual educational trajectory formation can be assessed based on the analysis of the student audience involvement. The findings of the first-year students survey when they selected IET disciplines are specified in the article, with due regard to the content and organizational features which their choice was based on. Academic achievements and educational outcomes of students when mastering the IET disciplines are fixed in the personal competency profile. The analysis of survey data of the undergraduate and graduate students, who majored in the most in-demand IET academic disciplines, led to conclude that self-reflection, self-awareness and self-determination are extra IET training outcomes. The implementation of the IET model allows for flexible adjustment of educational programs to achieve the performance targets of Samara University.

The current study aims to develop and validate a questionnaire instrument to measure the socio-environmental support, socio-educational participation and educational well-being indicators using Exploratory Factor Analysis (EFA) and Reliability Analysis among secondary school children in Sri Lanka. The indicators used in the analyses were based on sociological theories, and several past empirical studies identified to have three main constructs. The socio-environmental support construct which is based on Bronfenbrenner's (1989) ecological theory. The socio-educational participation construct which is developed in line with the Social Capital Theory (Putnam, 1993) and students' educational well-being construct, which was developed based on the Psychosocial Well-being Framework of Sri Lanka (2009). The pilot study was carried out, consisting of 50 secondary school children in Sri Lanka. The study results revealed that the value of Kaiser-Meyer-Olkin (KMO) test results for all constructs was above the cut-off level of 0.5. The Exploratory Factor Analysis of this study demonstrated that 35 items of socio-environmental support construct, 21 indicators of socio-educational participation construct, and 28 items of educational well-being construct were valid for measuring all those constructs. Reliability Analysis shows that each construct and indicators have good internal consistency values.

Received: 20 May 2021 / Accepted: 23 July 2021 / Published: 5 September 2021

Improving education for students in K-12 urban settings remains a slow-paced and difficult task, with many successes in student learning being episodic at best. Disconnect between government mandates to improve schools and persistent societal issues of poverty and inequity act to increase stress on teachers and educational leaders working in urban schools. Drawing upon the strengths of the African-American community and its collective historical experiences, this study explores creative ways to integrate spirituality in the education of students in urban schools. The authors begin by addressing the contextual and structural issues facing urban schools. They then explain the benefits of integrating the four elements of critical spirituality—critical self-reflection; deconstructive interpretation; performative creativity; and, transformative action—in educational leadership to enhance their work in urban communities.

This issue examines three topics: How to conduct community-engaged research ethically, how to examine problematic areas in research ethics by surveying perceptions of those areas, and how to build research ethics capacity. Educational activities are provided in each area.

This issue of JERHRE examines topics relevant to managing media coverage of one's research, finding ethical guidance in research, and participants' readiness to participate in sensitive research. Educational activities are presented that will enable readers to consolidate their knowledge and understanding of these topics.