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This inaugural volume is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education, using several essays as a context for discussion and analysis. Contributors address the questions and themes discussed in these essays including: the use of new conceptual or methodological frameworks; the role of CIE in teacher education and higher education; the emergence of new area studies, and diversification of the field to include human rights. The volume provides an analytic overview of published work in the field, with discussions of education theory, policy and practice. Chapters in this annual review both highlight the strengths in the field as well as the exciting and up-and-coming developments in theory, method, practice, and research. This annual review will bring together both scholars and stakeholders in the field to highlight those developments of particular relevance to contemporary and future educational reform and school/classroom applications.
Comparative education. --- International education. --- Global education --- Education, Comparative --- Education --- Intellectual cooperation --- Internationalism --- History --- Educational strategies & policy. --- Organization & management of education. --- Educational Policy & Reform --- General. --- Research.
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History --- International education --- Study and teaching --- Textbooks --- #SBIB:327.5H20 --- Global education --- Education --- Intellectual cooperation --- Internationalism --- World history --- Vredesonderzoek: algemeen --- History - Textbooks --- History - Study and teaching --- International education - Textbooks
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In this volume, we take a holistic approach to education, viewing human beings as lifelong learners who need interaction in all educational domains – cognitive, affective, psychomotor – to actualize their full potential. The chapters are based on presentations given at the 2012 conference of the Finnish Educational Research Association (FERA), whose theme was Interaction in Educational Research. Prof. David Clarke, from the University of Melbourne in Australia and the conference’s keynote speaker, opens our symposium with a discussion of international comparative research in educational interaction by constructing and concealing differences. The chapters that follow, arranged in three parts, deal with interaction in cognitive, affective, and psychomotor domains. In Part I, theoretical and philosophical approaches to interaction are examined through ontological, epistemological, and semiotic perspectives. Part II presents a series of empirical studies on educational interaction. Together, these show regional differences in cognitive and psychomotor learning outcomes, the importance of academic emotions in learning, cultural aspects in understanding the visual arts, and interactive learning for gifted science students. Part III introduces three programs that promote educational interaction: one enhances teacher education with interdisciplinary integration; another explores the benefits of Finnish-Russian cooperation; and a third uses musical concerts as an interactive tool for special education. All of the chapters contribute to the current research and discussion on learning and interaction. In this field inquiries need to be carried out in different learning domains and in various cultural contexts. In particular, cross-cultural comparisons are useful in validating the findings of empirical studies and testing the culture-dependent and culture-invariant dimensions of educational interaction.
Education. --- International education. --- Education --- Social Sciences --- Education, Special Topics --- Education - General --- Global education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education, general. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Intellectual cooperation --- Internationalism --- Interdisciplinary approach in education. --- Learning. --- Learning process --- Comprehension --- Integrated curriculum --- Interdisciplinarity in education --- Interdisciplinary studies --- Curriculum planning --- Holistic education
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In rapidly globalizing spaces of life, any research project on international education would necessarily have multi-directional emphases, with the quality of observations and analyses reflecting the expanding political, economic and cultural intersections which characterize this potentially promising century. To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education. As the locus of international education cannot be detached from the pragmatics of social development, the specific recommendations embedded in this book expand the debates and broaden the boundaries of learning projects that should enhance the lives of people, especially those who are continually marginalized by the regimes of globalization. Thus, the book actively advocates for possibilities of human well-beings via different formats of education in diverse locations of life. “Critical Perspectives on International Education offers a historically comprehensive, intellectually honest, and perspective-rich scholarly exploration of a new education-globalization dynamic. This book courageously offers up diverse voices, gathered into a robust and useful conversation regarding global education. This book adds greatly to understanding why educational marketplaces must be driven by principles and practices that empower diverse peoples, to secure sustainable knowledge benefits that contribute to personal, local, national and international well-being. This critical perspective reader will engage scholars, researchers and citizens.” Jim Paul, University of Calgary “In the current intensifications of globalization and its resulting inequalities, it is crucial to better understand the role of knowledge creation and knowledge dissemination. Should knowledge be only a commodity to be sold in the market and a tool to increase economic capital, or should it be a shared sociocultural capital aimed at improving democracy and the common good? In Critical Perspectives on International Education, Yvonne Hébert and Ali A. Abdi assemble an impressive array of contributions from all over the world that address this question from a variety of critical perspectives and case studies. I recommend this book to everyone interested in the connections between education, citizenship development and human well-being.” Daniel Schugurensky, Arizona State University.
Education. --- International education. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- Global education --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Intellectual cooperation --- Internationalism
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International education. --- Education --- Peace --- Economic development --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives. --- Study and teaching. --- Effect of education on.
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This book investigates the role of the North American university library in internationalization from the perspectives of both librarians and international users. It also explores how librarians and international users personally experience the phenomenon of internationalization in higher education in the United States and Canada.
Academic libraries --- International education --- Libraries and colleges --- Education and globalization --- Globalization and education --- Globalization --- Colleges and libraries --- Libraries and universities --- Universities and libraries --- Universities and colleges --- Global education --- Education --- Intellectual cooperation --- Internationalism --- College libraries --- Libraries, University and college --- University libraries --- Libraries --- Public libraries --- Services to foreign students --- Services to colleges and universities --- Students, Foreign --- Services to minorities --- Foreign students --- International students --- Overseas students --- Students, International --- Visitors, Foreign --- Foreign students' spouses --- Foreign study
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This book provides an overview on the major findings of a questionnaire survey of academic profession in international perspective. More than 25,000 professors and junior staff at universities and other institutions of higher education at almost 20 countries from all over the world provide information on their working situation, their views and activities. The study “The Changing Academic Profession” is the second major study of its kind, and changes of views and activities are presented through a comparison of the findings with those of the earlier study undertaken in the early 1990s. Major themes are the academics’ perception of their societal and institutional environments, the views on the major tasks of teaching, research and services, their professional preferences and actual activities, their career, their perceived influence and their overall job satisfaction. Emphasis is placed on the influence of recent changes in higher education: the internationalisation and globalisation, the increasing expectation to provide evidence of the relevance of academic work, and finally the growing power of management at higher education institutions. Overall, the academics surveyed show that worldwide discourses and trends in higher education put their mark on the academic profession, but differences by country continue to be noteworthy. Academics consider themselves to be more strongly exposed to mechanism of regulations, incentives and sanctions as well as various assessments than in the past; yet their own freedom, and responsibilities and influence shape their identity more strongly and are reflected in widespread professional satisfaction.
Action research in education. --- College teachers -- Research -- Case studies. --- Education, Higher -- Research -- Case studies. --- Education, Higher --- College teachers --- Education --- Social Sciences --- Theory & Practice of Education --- Research --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- College students --- Higher education --- Teachers --- Education. --- International education. --- Comparative education. --- Higher education. --- International and Comparative Education. --- Higher Education. --- Postsecondary education --- Faculty --- Education, Higher. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History
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This book provides the first academically rigorous description and critical analysis of the Higher Education system in the Kingdom of Saudi Arabia, and of the vision, strategies and policy imperatives for the future development of Saudi universities. The government of Saudi Arabia has recognized in both policy and practice the necessity of developing its university system to world-class standard. Significantly increasing access and participation in Higher Education across a range of traditional and non-traditional disciplines is directly relevant to the future social and economic growth of the country. This book addresses the way in which Saudi Arabia is moving to develop a quality university system that balances the need for students to gain the knowledge, skills and ‘ways of doing’ necessary to operate effectively on the world stage while simultaneously maintaining and demonstrating the fundamental values of the Islamic religion and culture. The book provides a description and critical analysis of the key components of the Saudi Higher Education system, and of system-level responses to the challenges and opportunities facing Saudi universities. It is written by a team of Saudi academics and authors of international standing from non-Saudi universities so as to provide both internal and external perspectives on all issues and to place information and ideas in the context of the international Higher Education scene.
Education, Higher -- Saudi Arabia. --- Education. --- Educational policy. --- Education --- Social Sciences --- Theory & Practice of Education --- Education, Higher --- Postsecondary education --- Post high school education --- Post-secondary education --- College students --- Higher education --- International education. --- Comparative education. --- ducation and state. --- Higher education. --- Higher Education. --- Educational Policy and Politics. --- International and Comparative Education. --- Universities and colleges --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- History --- Tertiary education --- Education, Higher. --- Education and state. --- International education .
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This book presents the analysis of the representative survey about the academic profession in twelve European countries. Higher education in Europe has experienced a substantial change in recent years: Expansion progresses further, the expectation to deliver useful contributions of knowledge to the “knowledge society” is on the rise, and efforts to steer academic work through external forces and strong international management are more widespread than ever. Representative surveys of the academic profession in twelve European countries show how professors and junior staff at universities and other institutions of higher education view the role of higher education in society and their professional situation and how they actually shape their professional tasks. Academics differ across Europe substantially in their employment and working conditions, their views and their activities. Most of them favour the preservation of a close link between teaching and research and feel responsible for both theory and practice. Most consider efforts to enhance academic quality and social relevance as compatible. The overall satisfaction with their professional situation is rather high.
College personnel management -- Europe. --- College teachers -- Europe. --- Universities and colleges -- Europe -- Administration. --- Education --- Social Sciences --- Theory & Practice of Education --- College teachers --- Universities and colleges --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Education. --- International education. --- Comparative education. --- Higher education. --- International and Comparative Education. --- Higher Education. --- Faculty --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History
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Adventure-based programs have become prevailing in the schools in Hong Kong. Due to the little empirical examination to the frequent use of experiential education, Chung Kwan Ackie Cheung uses mixed methods to establish its first phenomenal picture, addressing the scale of the use of experiential education and the impact of it on adolescents’ development with regard to the globalizing phenomenon of Hong Kong. The findings show that experiential education, esp. adventure-based program, has been widely-spread and there is positive impact in the specified aspects self-concept, self-efficacy, learning climate and spiritual dimension of its adolescent learners.
High school teachers -- Training of. --- Interdisciplinary approach in education. --- Middle school education -- Activity programs. --- Middle school teachers -- Training of. --- Education --- Social Sciences --- Theory & Practice of Education --- Experiential learning. --- Active learning. --- Action learning --- Activity learning --- Activity teaching --- Experience-based learning --- Learning, Experiential --- Education. --- International education. --- Comparative education. --- International and Comparative Education. --- Education, general. --- Learning --- Experiential learning --- Experience --- Active learning --- International education . --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History
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