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Early Science Education

Book Series: Scientific Studies on the Work of the "Haus der Kleinen Forscher" Foundation ISBN: 9783847411901 9783847405597 Year: Pages: 267 DOI: 10.3224/84740127 Language: English
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2018-09-13 11:01:03
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Scientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the “Haus der kleinen Forscher” Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jörg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the “Haus der kleinen Forscher“ Foundation.

Inclusion in socio-educational frames : inclusive school cases in four European countries

Author:
ISBN: 9786094710995 Year: Pages: 473 p. Language: English
Publisher: Vytautas Magnus University Grant: This book is written while implementing the project “Inclusive Education: Socio-Psychological, Educational and Social Aspects” in the frame of Erasmus+ programme. Key Action 2 - Cooperation for innovation and the exchange of good practices. Project number
Subject: Education
Added to DOAB on : 2020-01-09 09:45:09
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There are many publications about inclusive education although only a few review international comparative studies. This book presents the nexus of theory and practice, gives opportunities for the reader to observe inclusive education through socioeducational lenses and, thus, promotes reflective thinking. It is noteworthy, that the book makes the respondents’, i.e., parents’, teachers’ and students’ voices heard. It is crucial for creating inclusive education to appreciate experiential expertise and enhance the agency of all members in the school community. The authors of the book deal with the integrated entity of four interesting and quite different cases of inclusive schools in theoretical and socio-educational frames.

The Transformational Potential of Higher Education Inclusion - Biographical Trajectories of Students from Disadvantaged Environments in Venezuela

Author:
ISBN: 9783863953102 Year: DOI: 10.17875/gup2017-1027 Language: English
Publisher: Universitätsverlag Göttingen
Subject: Social Sciences
Added to DOAB on : 2017-07-14 11:02:08
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In the field of higher education research, one of the most fascinating observations is the consistent and permanent expansion of higher education systems worldwide since the end of the Second World War. Undoubtedly, the predominant approach to address these developments has been through quantitative analysis, as well as international comparisons. The following work examines the particularities of the Venezuelan context with the aim of identifying specific features of this worldwide phenomenon in this South American case. Through a combination of qualitative methods, the author proposes a biographical approach for the study of higher education inclusion processes, which takes into account the perspectives and experiences of those who have been targeted by an ambitious higher education expansion process. The most distinctive feature of this work would be its methodological contribution to the field of higher education research. One could also argue that the ethnographic account of the Bolivarian Missions of education in Chavez’s Venezuela is both original and unprecedented. Furthermore, the writing approach bridges the interests of both academics, practitioners of the field and members of the general public.

Competence Training for Pharmacy

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ISBN: 9783038424802 9783038424819 Year: Pages: VIII, 152 DOI: 10.3390/books978-3-03842-481-9 Language: English
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Pharmacy and materia medica
Added to DOAB on : 2017-08-11 12:24:48
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The educational system leading up to the pharmacy degree, student training, and the continuing personal development of pharmacists are being more and more mapped to the competences pharmacists require to provide the relevant safe and efficient pharmaceutical services to meet the health needs of patients. This book draws on the experience of experts involved in the develoment of competence training for pharmacy education and training in Europe, North America, and Australia. It discusses the philosophy and implications of such an approach, as well as the production and development of models, and their application to existing courses.

Keywords

Pharmacy --- Education --- Competence --- Training

The Crisis for Young People: Generational Inequalities in Education, Work, Housing and Welfare

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ISBN: 9783319585468 9783319585475 Year: Pages: 161 DOI: https://doi.org/10.1007/978-3-319-58547-5 Language: English
Publisher: Palgrave Macmillan
Subject: Education --- Economics
Added to DOAB on : 2017-11-23 18:47:18
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This book provides an original and challenging analysis of one of the most pressing social issues of our times: intergenerational inequality. Based on recent mixed-method research, it explores the extent and scope of generational divides through an up-to-date analysis of the changing opportunities for young people in Britain across different life domains. A central question addressed is whether current changes are best understood as growing inequalities within and across age groups, or whether we face a genuine intergenerational decline over the life course of this and future generations of youth. Andy Green’s controversial manifesto for intergenerational equity includes replacing higher education fees with a tax on graduates of all ages; the introduction of capital gains tax on sales of first homes; voting at 16, and a new charter of rights for private tenants.

Dynamics in Education Politics

Authors: --- --- --- --- et al.
ISBN: 9780415812573 Year: Pages: 168 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2020-02-06 11:21:03
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In the field of comparative education without a strong theory-driven approach it is hard to go beyond merely listing the similarities and differences that make it possible to create countless rankings, but reveals little about specific and shared developmental processes between education systems. This book introduces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP) as an ambitious response to this political, intellectual and scientific problem.

Uses of Technology in Upper Secondary Mathematics Education

Authors: --- --- --- --- et al.
Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319426105 9783319426112 Year: Pages: 36 DOI: 10.1007/978-3-319-42611-2 Language: English
Publisher: Springer Nature
Subject: Education --- Mathematics
Added to DOAB on : 2017-02-24 12:46:50
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This survey addresses the use of technology in upper secondary mathematics education from four points of view: theoretical analysis of epistemological and cognitive aspects of activity in new technology mediated learning environments, the changes brought by technology in the interactions between environment, students and teachers, the interrelations between mathematical activities and technology, skills and competencies that must be developed in teacher education. Research shows that the use of some technologies may deeply change the solving processes and contribute to impact the learning processes. The questions are which technologies to choose for which purposes, and how to integrate them, so as to maximize all students’ agency. In particular the role of the teacher in classrooms and the content of teacher education programs are critical for taking full advantage of technology in teaching practice.

Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice

Authors: --- ---
ISBN: 9789811040627 Year: Pages: 287 DOI: http://dx.doi.org/10.1007/978-981-10-4062-7 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-07-19 16:38:12
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This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition.The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.

Teaching Methods in Science Subjects Promoting Sustainability

Author:
ISBN: 9783038426509 9783038426516 Year: Pages: VIII, 160 Language: English
Publisher: MDPI - Multidisciplinary Digital Publishing Institute
Subject: Education
Added to DOAB on : 2017-12-22 11:03:40
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In this book, conventional and new methods through which sustainability can be promoted in mathematics and science subjects are described and discussed. The aim of the book is to support teachers and teacher educators in their work, and to create a multi-sided view on sustainability, and on education for sustainable development. Curriculums and teaching approaches for the implementation of sustainability in schools and universities, especially in teacher education, are discussed. The pedagocical studies presented give useful examples of how sustainability can be included in mathematics, physics and biology education. The described teaching methods are discussed also in relation to students' competence and learning outcomes. In addition, valuable ideas are presented for the development of curriculums and teaching practices in higher education and schools. The book is suited for all teachers and researchers who are interested in sustainability and sustainable development, and want to develop their teaching in higher education and schools.

Opetussuunnitelmatutkimus

Authors: --- ---
ISBN: 9789520306359 Year: Language: Finnish
Publisher: Tampere University Press
Subject: Education
Added to DOAB on : 2018-01-09 11:01:56
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"Curriculum Studies (opetussuunnitelmatutkimus in Finnish) comprise an international, multidisciplinary academic approach to creating discursive spaces for restructuring of the historical, theoretical and organisational complexities and interdisciplinary intertwinements present in current education and curriculum practices. While critically registering the international trends, Curriculum Studies can provide an integrative and coordinative framework for national education policy making, curriculum reforms, teachers’ pre- and in-service education and the daily work of teachers. Curriculum Studies is an indispensable element in teacher education programs in order to expand the professional horizon of student teachers and make their tacit assumptions of education and teaching more explicit and articulate. The book consists of ten peer-reviewed articles, which are organised according to three main themes. The first theme, A history of Finnish curriculum theory, would render an effort to explicate and contextualise the historical trajectories embodied in today’s curriculum and education theories and ideals. The two traditional master narratives, the German-Scandinavian Bildung with the Anglo-American Curriculum, have provided the contested platform for Finnish education and curriculum theories and practices. The second theme – The conflicting nature of prevailing teacher education discourses and the need for their more comprehensive and contextualised articulation – serves to juxtapose the dilemma between academic expectations and the actual working conditions of teachers. The role of teacher education is considered vital to dealing with these tensions. Another purpose of the theme is an attempt to expand and complicate the intellectual horizon of the taken-for-granted conception of the curriculum. The third theme of the book, The teacher as a curriculum theorist and curriculum maker, examines how the teacher and the school are cross-pressured by the conflicting interests of school and teacher autonomy and external supervision and evaluation. In addition, the issues of educational leadership amid the ideological tensions of the curriculum and how this complex can be engaged with the role of the teacher is scrutinised to some extent. In particular, the focal point here is the 2014 Finnish basic education curriculum reform. At best, Curriculum Studies can render the institutional education more transparent, vertically by exposing its historical trajectories and horizontally by revealing its present circumstances and political affiliations. As an academic field, the intellectual ambition of Curriculum Studies is to increasingly become aware of the normative, political and knowledge/power dynamics of education under constant negotiation with all its intended and unintended consequences. "

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