Search results for 'Education Curricula' (try it on Scholar)

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  1. Anthony Smith, Frank Webster & Society for Research Into Higher Education (1997). The Postmodern University? Contested Visions of Higher Education in Society.
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  2. Thomas F. Green & National Academy of Education (1976). Images of Education in Kyklios Paideia. National Academy of Education.
     
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  3. M. G. Mason, A. G. L. Ventre & Carnegie College of Physical Education (1965). Elements of Physical Education. [Thistie Books,].
     
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  4. Lucie-Mami Noor Nkakâe, International Bureau of Education & Unesco (1996). L''education Áa la Compr'ehension Internationale Une Id'ee Qui Fait Son Chemin. Bureau International d'Âeducation Unesco.
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  5. Jonas F. Soltis & National Society for the Study of Education (1981). Philosophy and Education. National Society for the Study of Education Distributed by the University of Chicago Press.
     
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  6.  53
    Bonnie Spanier (2000). Transforming Science Curricula in Higher Education: Feminist Contributions. Science and Engineering Ethics 6 (4):467-480.
    Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about how science has (...)
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  7.  86
    Bonnie Shulman (2000). Commentary on “Transforming Science Curricula in Higher Education: Feminist Contributions” (B. Spanier). Science and Engineering Ethics 6 (4):481-484.
  8.  2
    José Luis Fernández Fernández & Anna Bajo Sanjuán (2010). The Presence of Business Ethics and CSR in the Higher Education Curricula for Executives: The Case of Spain. Journal of Business Ethics Education 7:25-38.
    This paper analyses the study plans and programmes offered in Spain to present and future businesspeople and executives in the academic year 2009-10. These offerings represent business administration studies in all Spanish universities, as well as postgraduate programmes taught by the universities themselves and/or other business schools. This is of special relevance because there are few data for assessing how our executives are trained, even though such data areessential to any attempt to improve corporate performance. Clearly, business ethics, corporate social (...)
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  9.  11
    José Luis Fernández Fernández & Anna Bajo Sanjuán (2010). The Presence of Business Ethics and CSR in the Higher Education Curricula for Executives. Journal of Business Ethics Education 7:25-38.
    This paper analyses the study plans and programmes offered in Spain to present and future businesspeople and executives in the academic year 2009-10. These offerings represent business administration studies in all Spanish universities, as well as postgraduate programmes taught by the universities themselves and/or other business schools. This is of special relevance because there are few data for assessing how our executives are trained, even though such data areessential to any attempt to improve corporate performance. Clearly, business ethics, corporate social (...)
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  10.  3
    Sara Teichholtz, Jonah Susser Kreniske, Zachary Morrison, Avraham R. Shack & Tzvi Dwolatzky (2015). Teaching Corner: An Undergraduate Medical Education Program Comprehensively Integrating Global Health and Global Health Ethics as Core Curricula. Journal of Bioethical Inquiry 12 (1):51-55.
    The Medical School for International Health was created in 1996 by the Faculty of Health Sciences at Ben-Gurion University of the Negev in affiliation with Columbia University’s Health Sciences division. It is accredited by the New York State Board of Education. Students complete the first three years of the program on the Ben-Gurion University campus in Be’er-Sheva, Israel, while fourth-year electives are completed mainly in the United States along with a two-month global health elective at one of numerous sites (...)
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  11. Nazila Nikravanfard, Faezeh Khorasanizadeh & Kazem Zendehdel (2016). Research Ethics Education in Post‐Graduate Medical Curricula in I.R. Iran. Developing World Bioethics 16 (2):n/a-n/a.
    Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount (...)
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  12.  2
    Chia-Ling Wang (2014). Curricula Without Boundaries: Developing an Ecological Connection for Higher Education Curricula. Educational Philosophy and Theory 46 (13):1402-1411.
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  13.  2
    Cheryl Cline, Ann Heesters, Barbara Secker & Andrea Frolic (2012). Education for Ethics Practice: Tailoring Curricula to Local Needs and Objectives. [REVIEW] HEC Forum 24 (3):227-243.
    Currently, there is no authoritative credentialing process for individuals engaged in ethics practice, no accreditation system that sets minimum education standards for programs aiming to prepare these individuals for their work, and little evidence available that any particular training model is actually achieving its pedagogical goals. At the same time, a number of healthcare organizations and universities now routinely offer post-graduate programs, clinical fellowships and in-house training specifically devised to prepare graduates for ethics practice. However, while their numbers appear (...)
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  14.  4
    Prathibha Varkey, Mohammad H. Murad, Chad Braun, Kristi J. H. Grall & Vivek Saoji (2010). A Review of Cost‐Effectiveness, Cost‐Containment and Economics Curricula in Graduate Medical Education. [REVIEW] Journal of Evaluation in Clinical Practice 16 (6):1055-1062.
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  15.  8
    Stephen Bigger (1998). Human Rights and Values Education in Europe: Research in Educational Law, Curricula and Textbooks (Book Review). Journal of Moral Education 27 (4):544-546.
  16.  1
    P. James Gaskell & Gary Hepburn (1997). Integration of Academic and Occupational Curricula in Science and Technology Education. Science Education 81 (4):469-481.
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  17. D. L. Finney (2002). Character Education Through Student Leadership Development, Citizen educatIOn, and Service Learnmg Curricula. Journal of Moral Education 15 (3):7-1.
     
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  18. Pamela Mitchell Legg (forthcoming). Understanding Bible Study Curricula Theologyy Hermeneuticsy and Education in the Congregation. Interpretation 56 (4):398-409.
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  19.  11
    Myriam Torres & María Mercado (2006). The Need for Critical Media Literacy In Teacher Education Core Curricula. Educational Studies 39 (3):260-282.
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  20.  30
    Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  21. Philo T. Pritzkau (1970). On Education for the Authentic. Scranton, Pa.,International Textbook Co..
     
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  22.  11
    Dorothy L. Sayers (1948). The Lost Tools of Learning: Paper Read at a Vacation Course in Education, Oxford, 1947. Methuen.
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  23. John Franklin Bobbitt (1941). The Curriculum of Modern Education. New York, Mcgraw-Hill Book Company, Inc..
     
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  24. Barry P. Bright (ed.) (1989). Theory and Practice in the Study of Adult Education: The Epistemological Debate. Routledge.
     
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  25.  4
    Abraham Edel (1989). Interpreting Education. Prometheus Books.
    Introduction Ours is an Age of Criticism. Very few institutions, professions or vocations, modes of life, ways of thought have escaped criticism in the ...
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  26. Ross L. Finney (1928). A Sociological Philosophy of Education. New York, the Macmillan Company.
     
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  27. P. E. Jones (2011). Marxism and Education: Renewing the Dialogue, Pedagogy, and Culture. Palgrave Macmillan.
  28. Angus Hector MacLean (1930). The Idea of God in Protestant Religious Education. [New York,Ams Press.
     
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  29. Charles C. Peters (1942). The Curriculum of Democratic Education. New York and London, Mcgraw-Hill Book Company, Inc..
  30.  1
    Philip Henry Phenix (1977). Education and the Common Good: A Moral Philosophy of the Curriculum. Greenwood Press.
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  31.  13
    Hasan Ünder (2008). Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present. [REVIEW] Studies in Philosophy and Education 27 (6):405-431.
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  32. Dara Llewellyn & Craig Pearson (eds.) (2011). Consciousness-Based Education: A Foundation for Teaching and Learning in the Academic Disciplines. Consciousness-Based Books, an Imprint of Maharishi University of Management Press.
    Consciousness-based education and Maharishi Vedic science -- Consciousness-based education and education -- Consciousness-based education and physiology and health -- Consciousness-based education and physics -- Consciousness-based education and mathematics -- Consciousness-based education and literature -- Consciousness-based education and art -- Consciousness-based education and management -- Consciousness-based education and government -- Consciousness-based education and computer science -- Consciousness-based education and sustainability -- Consciousness-based education and world peace.
     
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  33.  96
    S. Douglas Beets (2015). BB&T, Atlas Shrugged, and the Ethics of Corporation Influence on College Curricula. Journal of Academic Ethics 13 (4):311-344.
    Tuition and government funding does not adequately support the mission of many colleges and universities, and increasingly, corporations are responding to this need by making payments to institutions of higher learning with significant contracted expectations, including influence of the curriculum and content of college courses. One large, public banking corporation, BB&T, has funded grants to more than 60 colleges and universities in the United States to address what the corporation refers to as the “moral foundations of capitalism.” These grants vary (...)
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  34. R. F. Dearden (1968). The Philosophy of Primary Education. New York, Humanities P..
     
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  35.  29
    Sara Ahmed (2006). Doing Diversity Work in Higher Education in Australia. Educational Philosophy and Theory 38 (6):745–768.
    This paper explores how diversity is used as a key term to describe the social and educational mission of universities in Australia. The paper suggests that we need to explore what diversity ‘does’ in specific contexts. Drawing on interviews with diversity and equal opportunities practitioners, the paper suggests that ‘diversity’ is used in the face of what has been called ‘equity fatigue’. Diversity is associated with what is new, and allows practitioners to align themselves and their units with the existing (...)
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  36.  46
    Jack Weinstein (2004). Neutrality, Pluralism, and Education: Civic Education as Learning About the Other. Studies in Philosophy and Education 23 (4):235-263.
    The purpose of this article is to investigate appropriate methods for educating students into citizenship within a pluralistic state and to explain why civic education is itself important. In this discussion, I will offer suggestions as to how students might be best prepared for their future political roles as participants in a democracy, and how we, as theorists, ought to structure institutions and curricula in order to ensure that students are adequately trained for political decision making. The paper (...)
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  37.  38
    Brent Gregory, Sue Gregory, Bogdanovych A., Jacobson Michael, Newstead Anne & Simeon Simoff and Many Others (2011). How Are Australian Higher Education Institutions Contributing to Innovative Teaching and Learning Through Virtual Worlds? In Gregory Sue (ed.), Proceedings of Ascilite 2011 (Australian Society of Computers in Tertiary Education). Ascilite
    Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher (...)
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  38.  26
    Stefan Hopmann (1999). The Curriculum as a Standard of Public Education. Studies in Philosophy and Education 18 (1):89-105.
    This contribution first searches for historical and empirical evidence for whether and how curricula act or acted as a measure of public education. The problem is explicated on account of a short history of curriculum work and distinguished in a analytical, a political, programmatical and practical discourse of curriculum work. Curriculum work always underlies premises of planning, learning and effects. Three models are finally developed and brought in touch with the different discourses. Curriculum work proves to be an (...)
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  39.  25
    Douglas R. May & Matthew T. Luth (2013). The Effectiveness of Ethics Education: A Quasi-Experimental Field Study. Science and Engineering Ethics 19 (2):545-568.
    Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals’ general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics (...) on the positive psychological outcomes of perspective-taking, moral efficacy, moral courage, and moral meaningfulness. To examine our research hypotheses, we utilized a pretest–posttest quasi-experimental design consisting of three ethics education groups (control, embedded modules, and stand-alone courses). Findings revealed that both embedded and stand alone courses were effective in enhancing participants’ perspective-taking, moral efficacy, and moral courage. Moral meaningfulness was marginally enhanced for the embedded module condition. Moral judgment and knowledge of responsible conduct of research practices were not influenced by either ethics education condition. Contrary to expectations, stand alone courses were not superior to embedded modules in influencing the positive psychological outcomes investigated. Implications of these findings for future research and practice are discussed. (shrink)
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  40.  40
    Gerald Walther (2013). Ethics in Neuroscience Curricula: A Survey of Australia, Canada, Germany, the UK, and the US. Neuroethics 6 (2):343-351.
    This paper analyses ethical training in neuroscience curricula at universities in Australia, Canada, Germany, the United States and the United Kingdom. The main findings are that 52 % of all courses have ethical training available, while in 82 % of those cases, the training is mandatory. In terms of specific contents of the teaching, ethical issues about ‘animal subjects and human participation in research’, ‘scientific misconduct’, and ‘treatment of data’ were the most prominent. A special emphasis during the research (...)
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  41.  3
    Throstur Olaf Sigurjonsson, Vlad Vaiman & Audur Arna Arnardottir (2013). The Role of Business Schools in Ethics Education in Iceland: The Managers' Perspective. Journal of Business Ethics 122 (1):1-14.
    This article explores managers’ views on various ways in which business schools can contribute to providing solid ethics education to their students, who will ultimately become the next generation of business leaders. One thousand top level managers of Icelandic firms were approached and asked a number of questions aimed at establishing their view on the relationship between ethics education and the role of business schools in forming and developing business ethics education. Icelandic businesses were badly hurt by (...)
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  42.  20
    Kate Rossiter (2012). Bearing Response-Ability: Theater, Ethics and Medical Education. [REVIEW] Journal of Medical Humanities 33 (1):1-14.
    This paper addresses a growing concern within the medical humanities community regarding the perceived need for a more empathically-focused medical curricula, and advocates for the use of creative pedagogical forms as a means to attend to issues of suffering and relationality. Drawing from the ethical philosophy of Emmanuel Levinas, I critique the notion of empathy on the basis that it erases difference and disregards otherness. Rather, I propose that the concept of empathy may be usefully replaced with that of (...)
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  43.  18
    Y. M. Barilan & M. Brusa (2013). Deliberation at the Hub of Medical Education: Beyond Virtue Ethics and Codes of Practice. [REVIEW] Medicine, Health Care and Philosophy 16 (1):3-12.
    Although both codes of practice and virtue ethics are integral to the ethos and history of “medical professionalism”, the two trends appear mutually incompatible. Hence, in the first part of the paper we explore and explicate this apparent conflict and seek a direction for medical education. The theoretical and empirical literature indicates that moral deliberation may transcend the incompatibilities between the formal and the virtuous, may enhance moral and other aspects of personal sensitivity, may help design and improve other (...)
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  44.  53
    Jane Roland Martin (1994). Changing the Educational Landscape: Philosophy, Women, and Curriculum. Routledge.
    Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. The volume charts the remarkable intellectual development of a thinker who has travelled distinctively across a changing educational landscape. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detached perspective to her earliest efforts to reconstitute the curriculum. Her later essays on women and (...)
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  45.  3
    Glenn Langford (ed.) (1973). New Essays in the Philosophy of Education. Boston,Routledge & K. Paul.
    The contributors to this collection of essays offer a stimulating and varied range of approaches to this developing area. The volume includes discussions on the concept of education and such related topics as indoctrination and the nature and scope of the theory of education. Aspects of education including the field of moral education, and issues which are reflected prominently in the curricula of such subjects as Mathematics and Science in schools and colleges are considered.
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  46.  14
    Damian M. Parr, Cary J. Trexler, Navina R. Khanna & Bryce T. Battisti (2007). Designing Sustainable Agriculture Education: Academics' Suggestions for an Undergraduate Curriculum at a Land Grant University. [REVIEW] Agriculture and Human Values 24 (4):523-533.
    Historically, land grant universities and their colleges of agriculture have been discipline driven in both their curricula and research agendas. Critics call for interdisciplinary approaches to undergraduate curriculum. Concomitantly, sustainable agriculture (SA) education is beginning to emerge as a way to address many complex social and environmental problems. University of California at Davis faculty, staff, and students are developing an undergraduate SA major. To inform this process, a web-based Delphi survey of academics working in fields related to SA (...)
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  47.  51
    Leena Kakkori & Rauno Huttunen (2010). The Sartre-Heidegger Controversy on Humanism and the Concept of Man in Education. Educational Philosophy and Theory 44 (4):351-365.
    Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...)
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  48.  17
    James S. Leming (2000). Tell Me a Story: An Evaluation of a Literature-Based Character Education Programme. Journal of Moral Education 29 (4):413-427.
    This article reports the results of an evaluation of a popular literature-based character education programme. The sample consisted of 965 first to sixth graders at two geographically remote school districts in the United States. A quasi-experimental research design was utilised. It was found that the curriculum had a positive effect on cognitive outcomes, but more mixed results were found on affective and behavioural outcomes. Regression analyses on selected classroom dimensions found that an emphasis on matters of character throughout the (...)
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  49.  15
    Mark Winne (2005). Education for Change. Journal of Agricultural and Environmental Ethics 18 (3):305-310.
    The author uses two publications, Fighting Poverty in the US and Europe (Alesina and Glaeser) and Poetry magazine, to underscore the important role that educational institutions play in developing a person’s political philosophy and imagination. European nations, for instance, have better funded social welfare programs than the US because their system of public education incorporates more liberal or left-leaning teachings into their standard curricula. The author sees implications for a more intentional approach to education in the US (...)
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  50.  24
    I. B. Beddoe (1981). Perceptions of Teachers About Moral Education in Trinidad and Tobago. Journal of Moral Education 10 (2):95-108.
    Abstract This article aims to identify the perceptions of teachers about moral education in Trinidad and Tobago. Part I presents teachers? perceptions which emerged from responses to the following questions: 1. Who should be responsible for moral education? 2. How should moral education be done? 3. Does moral education involve reasoning and/or behaviour? 4. Should moral education be a separate course or part of existing courses? 5. What resources and services are needed in order to (...)
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