With the spread of the COVID-19 pandemic worldwide, university teachers are coping with and adjusting to online teaching platforms. In this concurrent mixed-methods study, 10 science and technology universities as the research sites were first chosen, and educational planning in these sites during the pandemic was examined; then, eight selected teacher participants in these sites were interviewed to report how their beliefs and practices changed during the pandemic echoing the examined educational planning. The results show that educational (...) planning and policies assisted teachers in accommodating the new demands and changes during the pandemic; teachers' beliefs and practices generally echoed the educational planning and policies, with certain tensions still existing. The discussion part of the study is centered around emergency remote teaching and planning, tensions between teacher beliefs and practices, and the shift from emergency remote teaching to regular, sustainable online schooling. The study provides administrators and teacher educators with insights on how emergency remote teaching can be planned and implemented during an unprecedented time. (shrink)

This qualitative case study examines early career social studies educators’ knowledge of the role of emotion in teaching and learning. More specifically, we examine how our efforts to expand social studies educators’ understanding of emotion, shifted their perception of the role of emotion in learning social studies content and how they can use this knowledge to plan instruction. Prior to beginning their “emotion education,” all participants described the role of emotion in teaching and learning as important for relationship-building and as (...) something to be carefully managed. They focused their efforts in the classroom on creating a welcoming environment for their students and managing their students’ emotions. Though they described their classrooms as emotional spaces, none had explicitly considered the role of emotion in learning content.As they learned about the role of emotion in cognitive processes like memory and problem-solving, participants began to recognize the need to rethink their pedagogical choices. However, none of the participants embraced or accepted an expanded view of emotions as social and political forces. Reluctant to consider how emotions shape our identities, our communities and our politics, these social studies educators did not meaningfully engage in a critical examination of how social studies curriculum can contribute to “schooling” students’ emotions. Findings from this initial study suggest it is important to engage social studies educators in critical awareness of their own emotions and critical examination of what emotions “do” in the world and how the social studies content we teach can contribute to the “schooling” of our students’ emotions. (shrink)

In this paper I have tried to bring together various forms of input-output accounting and analysis suited to dynamic problems. In the usual, static accounting system, the entries all relate to a single time-period and the set of accounts is completely closed. In the alternative, dynamic system suggested here, the inputs for a given period come, either in whole or in part, from the preceding period and the outputs go, either in whole or in part, to the succeeding period.Two types (...) of model can be built within the framework of this dynamic accounting structure: the conventional input-output model, in which the input coefficients are fixed; and an allocation model, in which the output co-efficients are fixed. The conventional model is appropriate to the analysis of production flows; the allocation model to that of demographic flows. These two models provide us with the main building blocks for an educational model, since as far as the human inputs are concerned the educational system is simply a partition of the demographic system, and as far as the economic inputs are concerned it is a partition of the productive system. A first attempt at combining the two was described in my earlier article. (shrink)

Addressing Education: Purposes, Plans, and Politics is the first in the 10-volume series, Lynchburg College Symposium Readings, 3rd edition. Each volume presents primary texts organized around an interdisciplinary, liberal arts theme such as education, politics, social issues, science and technology, morals and ethics. The series has been developed by Lynchburg College faculty for use in the Senior Symposium and the Lynchburg College Symposium Readings Program (SS/LCSR). While these programs are distinctive to Lynchburg College, the texts are used on many college (...) campuses across the nation, as well as by readers interested in significant original texts on important topics. Addressing Education: Purposes, Plans, and Politics offers primary source readings on a wide range of topics in education. Here are the original writings that readers often only read about. In this volume, the educators speak for themselves in selections and excerpts from Plato (360 B.C. E.) to Paolo Freire (1968). Familiar luminaries Mann, Rousseau, DuBois, Keller, Jefferson, 21 in all gather together all in one volume to deliver these pivotal ideas with incomparable impact. Whether consumed cover-to-cover or piece-by-piece, the volume invites useful, critical debate on this important topic. (shrink)

This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content (...) competence, relational commitments, and responsibilities of rural teachers. (shrink)

The research paper elaborates on the main concepts and terminology of strategic planning in education, including all the steps of building a strategic plan with mission and vision statements. Furthermore, it analyses and compares some successful strategic planning case studies in education by identifying the strengths and some weaknesses. The final results of this inquiry serve as recommendations for positive changes and reforms in North Macedonian education. Furthermore, this research paper emphasizes the importance of the SMART strategic goals for improving (...) education, articulated via the mission and vision statements. It is quite interesting that internationally accredited educational organizations like NOVA IS of Skopje have more successful improvement plans based on shared values and goals via their mission and vision. The implementation of their strategic plans is closely monitored and evaluated. Moreover, some successful educational reforms happened in Finland, Singapore, and Victoria, Australia, and their ministries of education are dedicated and accountable to aligning their mission and vision with all public schools in these countries. On the contrary, although the Ministry of Education of North Macedonia has clearly published the mission and vision statements, there is still a huge gap in the reality of implementation of those in all public schools, and rarely any school has a shared mission and vision on their web page. Browsing around, one primary school in North Macedonia, “Jan Amos Komenski” has recently started sharing their school’s mission and vision, values, and goals with the community which is a positive change toward SMART reforms. Strategic planning affects the improvement of learning and teaching; therefore it needs to be built inclusively and wisely. (shrink)

본 연구의 일차적인 목적은 주희의 스승으로 알려진 이연평이 제시했던 정좌법을 살펴보고, 여기에서 도덕교육적 활용 가능성과 방안을 도출하는 것이다. 그리고 궁극적으로는 유교 명상법이 지니고 있는 현대적 가치를 드러내려는 것이다.BR 이 목적을 위해 본 연구에서는 먼저 연평 사상의 계보와 특이점 및 그가 제안했던 정좌의 목적과 방법 등에 대해 언급하였다. 연평의 사상은 도남학풍을 계승하고 있지만, 사색과 궁리를 중시한다는 점에서 도남학풍과는 일정 이상의 차이점을 보여준다. 그는 정좌를 통해 ‘쇄락’과 ‘융석’의 상태를 지향하였는데, 이 상태에서는 마음에 의심이나 걸림이 없으며, 일상의 행위 역시 조리에 맞고 자연스럽다. 연평은 (...) 이러한 정좌의 방법으로, 전일한 자세로 막혀 있는 곳에 집중하기, 잘못된 습관과 나쁜 기운 제거하기, 감정의 소용돌이를 가라앉힌 순간 환하게 드러나는 마음의 본원처를 궁구하고 함양하기 등을 제시하였다.BR 이어서 본 연구에서는 도덕과 교육과정과 관련 교과서들에서 명상이 어떻게 다루어지고 있는지 살펴보고, 연평 정좌법의 도덕교육적 활용 가능성을 논의하였으며, 그 활용 방안에 대해서도 고찰하였다. 도덕과 교육에서는 『2009(2011) 도덕과 교육과정』을 통해 성찰의 의미를 재규정하고 교수 · 학습 방법의 일환으로 명상을 다루기 시작하였는데, 성찰의 의미나 명상을 활용한 수업 방법은 여전히 불명료하다. 이 같은 상황에서 연평이 제시한 유교 명상법으로서의 정좌는 목적의 ‘명확성’과 적용의 ‘수월성’이라는 측면에서 주목할 만하며, 편한 자세 취하기→집중→궁구→자각→지수→함양의 6단계로 교육방법화 할 수 있다. (shrink)

The concept of “Time” seems to play out differently at various phases of our lives: In our teens and twenties, we experience the luxury of youth; we may feel invincible or even indomitable. Generally, we feel our whole lives are ahead of us, and we “take” time to enjoy, explore and experience our world. Concurrently, our physiology also goes through the phases of childhood, adolescence, puberty and into adulthood, or the “reproductive years”; and ultimately (for women) through menopause and “ageing”, (...) or, the “non- reproductive years”. In this paper I will submit, on what I believe, is the obligation of the health care community to disseminate information early to their patients. This might ensure that the choices that people make in specific phases of their lives are educated and informed choices. Early education would be invaluable if backed up by the benefit of research that already exists, some of it presented in this paper. If this research was to be made available, say, on a patient’s first visit to a gynaecologist, (presumably in their late teens, early twenties), to start the education process, I believe many patients could benefit from it. (shrink)

School as counter-public" is the hermeneutic key with which Ralf Koerrenz interprets the school model of the Jena Plan. Similar to the Dalton-Plan or the Winnetka-Plan, the Jena Plan is one of the most important concepts of alternative schools developed in the first half of the 20th century as part of the international movement for alternative education, the?World Education Fellowship?. 0Peter Petersen's "Jena Plan" concept must be understood from his educational philosophical foundations. The didactic levels of action at school (...) (teaching, learning) as well as the reflection of theory in pedagogical practice are made understandable by "school as a counter-public". Not least with a view to the today's Jena Plan schools, the question is asked for a context-independent core of what makes a school a Jena Plan school. The opportunities and ambivalences of the model thus become equally visible. (shrink)

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__Modernising School Governance__ examines the impact of recent market-based reforms on the role of governors in the English state education system. A focus of the book concerns how government and non-government demands for ‘strong governance’ have been translated to mean improved performance management of senior school leaders and greater monitoring and disciplining of governors. This book addresses fundamental questions about the neoliberal logic underpinning these reforms and how governors are being trained and responsibilised in new ways to enhance the integrity (...) of these developments. Drawing on large-scale research conducted over three years, the book examines the impact of these reforms on the day to day practices of governors and the diminished role of democracy in these contexts. Wilkins also captures the economic and political rationalities shaping the conduct of governors at this time and traces these expressions to wider structural developments linked to depoliticisation, decentralisation and disintermediation. This book addresses timely and original issues concerning the role of corporate planning and expert handling to state education at a time of increased school autonomy, shrinking local government support/oversight, and tight, centralised accountability. It will appeal to researchers and postgraduate students in disciplines of education, sociology, political science, public policy and management. It will also be of interest to researchers and policy makers from countries with similar or emerging quasi-market education systems. (shrink)

Sarah Trimmer was an experienced Sunday and charity school educator, remembered for her popularization of images and fables in children's textbooks. Trimmer's ideas were already well respected during her lifetime and many of her books saw multiple editions, eliciting the interest of such figures as Queen Charlotte and the Dowager Countess Spencer. Her Reflections upon the Education of Children in Charity Schools, first published in 1792, was one of several books she wrote to advise her readers on how to approach (...) the Christian education of the poor. In it, Trimmer passionately advocated for the utility of charity schools, provided that they followed a more age-appropriate and critical curriculum, which she conveniently published as separate editions. Those interested in the history of education, social history, the Society for the Propagation of Christian Knowledge, or the changing voice of female authorship will benefit from this book. (shrink)

This chapter refutes the long-standing prejudice that Theodor W. Adorno offered no concrete suggestions capable of bridging theory and praxis by scrutinizing the philosopher's contributions to Germany's educational reforms following World War II. The last lines of the introduction that Adorno added to “The Meaning of ‘Working through the Past’” when he gave the lecture again in 1962 suggest, like the original questions and answers to the lecture, that his mind was very much on the ethics suggested by his (...) lecture, on the norms and praxis it unfolded, even if skeptically. As Adorno's best-known work about education, “Education after Auschwitz” commences with the conceptual groundwork laid in “Working through the Past”, not so much by merely beginning where the latter essay leaves off, but—as “Working through the Past” did with “Democratization”–by extracting specific elements from it and subsequently elaborating them in revealingly different directions. (shrink)

Prior to 1980, researchers rarely studied intuition in education. Those in the behaviorist tradition discounted studies of teacher thinking, and regarded all talk of intuition as mysterious nonsense. Since then, however, the cognitive revolution has triumphed. Studies of thinking are commonplace, and have contributed to our understanding of how novices and expert teachers perceive, understand, and act. The current consensus is that novices require explicit rules when carrying out the tasks of teaching, while experts, through years of experience and learning, (...) store an abundance of cases in long term memory, which they draw upon to perceive salient features of situations. This enables them to act intuitively in... (shrink)

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

Background Advance care planning (ACP) is a process in which adults engage in an ongoing dialogue about future medical treatment and care. Though ACP is recommended to improve the quality of end-of-life care, the details of the dialogue experience in ACP are unknown. Objective To explore participants’ experiences of dialogue in an ACP educational program that encouraged them to discuss the value of a way of life. Research design This qualitative descriptive study used the focus group interview method. Data (...) were analyzed using qualitative content analysis. Participants and research context A dialogue-based ACP educational program was conducted in four regions in Japan for local citizens to discuss the value of their way of life. A total of 66 individuals (mean age = 55.5 ± 17.2 years; 50 women and 16 men) participated in focus group interviews. Ethical considerations This study was approved by the Ethical Review Committee of Tokyo Women’s Medical University (no. 4723) and Kyoto University (no. R2099). Findings Five main themes were extracted: discussing one’s thoughts with others in a considerate manner, reflecting on one’s way of life through others, feeling a sense of connection with others through storytelling, realizing the difficulties of talking about “what if” topics, and turning one’s eyes toward the future through the dialogue. These themes were interrelated and illustrated the complexity of the experience of discussing values. Conclusions The results suggest that dialogue in ACP is useful in clarifying values. They also indicated the need for dealing with the ethical challenges of discussing value and the importance of caring for the interlocutor to have a safe dialogue. In the ACP process, safety in dialogue may improve readiness in ACP, and health practitioners who support ACP need to address the ethical challenges entailing dialogue about values. (shrink)

O objeto da reflexão, neste artigo, são as propostas curriculares veiculadas a partir da segunda metade do século XIX, no Brasil e na Argentina. A questão que se coloca é perceber quais os conteúdos que estão incluídos sobre a América Latina, nestas propostas curriculares, se há semelhanças e diferenças entre estes documentos e se os conteúdos veiculados nas propostas curriculares implantadas a partir de 1995, nestes dois países, refletem as mudanças no ensino de história, sugeridas pelo MERCOSUL Educacional. O texto (...) foi dividido em dois subtemas, sendo que no primeiro, estão dispostos os dados referentes à América Latina no ensino secundário das propostas curriculares veiculadas nos séculos XIX até a década de 1980, do século XX e no segundo, são trazidos os conteúdos da América Latina que estão propostos para o sétimo e o oitavo anos, nos Parâmetros Curriculares Nacionais, do Brasil e para o oitavo e nonos anos, nos Contenidos Básicos Comunes, da Argentina. Foi possível concluir que o lugar da América Latina foi bastante escasso, inclusive no contexto em que ascenderam suas preocupações com o nacionalismo. No caso do Brasil, o currículo foi fabricado de modo a tanto valorizar a história europeia e estadunidense, como modelo a ser seguido, e, num segundo plano, a valorizar a sua própria história. Esta lógica foi igualmente percebida na Argentina, que tinha a sua história como apêndice de uma história universal, privilegiando o olhar sobre o Estado, excluindo os conteúdos sobre a América Latina. Já as propostas curriculares veiculadas a partir de 1995, no Brasil e na Argentina, apresentaram mais permanências do que mudanças, uma vez que colocaram os conteúdos da História da América Latina na condição de ser a sobremesa de um menu, cujo prato principal ainda é a história europeia. Palavras-chave: Ensino de História da América. Mercosul Educacional. Propostas curriculares. (shrink)

The importance of financial advice for individuals is difficult to refute, however the degree to which the financial planning industry has been able to provide this to date is in debate. As a result, the industry, which is still in its infancy, has been subject to rapid growth, various controversies and regulatory intervention. The Global Financial Crisis (GFC) has contributed to the pace of this change with increased client, regulatory and self scrutiny as a result of the heightened dissatisfaction with (...) advice outcomes. The coalescence of these factors has led to significant internal and external changes within the industry, resulting in the apparent commitment to becoming a profession. This paper will examine the implication of this agenda for tertiary education in relation to the role it could play to support the development of the financial planning profession. The paper achieves this by (1) reviewing the background to the financial planning industry and the move towards professionalism; (2) discussing current developments in the industry; (3) establishing the role of tertiary education and (4) assessing the role that tertiary education has played in supporting the financial planning sector. We argue that tertiary education has a critical role to play, however it is yet to achieve this. This study will be useful for those in both the managerial and operational/ academic elements of tertiary education in terms of providing considered avenues for engagement in this discipline. Indeed, if the paper provokes debate and discussion in tertiary education around the nation then we would consider our task complete. (shrink)