Your search found 534566 results.

Descriptors:
Foreign Countries; Developing Nations; Capacity Building; Educational Research; Research Needs; Sustainable Development; Role of Education; Educational Development; Educational Quality; Research Reports; Teacher Qualifications; Case Studies; Educational Policy; Teacher Education Curriculum; Teacher Effectiveness; International Organizations; International Education; Special Education; Holistic Approach; Secondary School Mathematics; Thematic Approach; Elementary Education; Pedagogical Content Knowledge; Teacher Educators; Reflective Teaching; Partnerships in Education; Exchange Programs; Preservice Teacher Education; Educational Needs; Nontraditional Education; Mathematics Education; Academic Achievement; Migrants; Teacher Education Programs

Abstract:
In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor quality educational experience reported in the school. Currently, approximately only one third of teachers are qualified to teach. This dearth in qualified teachers also means that secondary and tertiary education need to be improved upon to provide an educated cohort of graduates. This in turn will ensure that the quality of teacher trained and retained within the profession is of a sufficiently high standard to ensure sustainable progress. This volume focuses on the various aspects of teacher education which need to be addressed in order for the wider Millennium Goals to be achieved, but more importantly, so that each African child living within sub-Saharan Africa will have the right to a quality education: ensuring they too experience their right and entitlement as children to reach their full potential--often taken for granted in Western countries--giving African children the necessary tools to build a better future for themselves. Of particular interest to the education researcher and policy maker, this volume's contributors look at the various issues and challenges around the teacher profession, particularly in relation to resources and practices within sub-Saharan Africa. The contributors examine the issue of building research capacity for educational research within teacher education Colleges and explore the concept of education for sustainable development with the view to improving the development of quality teacher education within the global South. In this volume, research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. This volume goes from the global to the local and examines teacher educator teaching, learning and reflective practice issues within different contexts, as well as exploring alternative pre-service experiences for western teachers who wish to work within the sub-Saharan context as well as some teacher educator exchange programmes between the South and North. Case countries explored include Lesotho, South Africa, Mozambique, Uganda, Kenya, Tanzania and Madagascar, to mention but a few. Of particular value to the education researcher and policy maker, this book provides a timely resource focusing on an area of neglect, highlighting the central role of the teacher and teacher education towards sustainable development within the sub-Saharan African context. This book is divided into three parts. First, International and National Discourses on Teacher Education, contains the following: (1) Education as a Humanitarian Response as Applied to Teachers and Their Training in Sub-Saharan Africa (Colin Brock); (2) Teacher Education in Sub-Saharan Africa: Issues and Challenges around Teacher Resources and Practices (Bob Moon & Freda Wolfenden); (3) Contradictions in Teacher Education and Teacher Professionalism in Sub-Saharan Africa: The Case of South Africa (Clive Harber); (4) What Hope for the Dakar Goals? The Lower Levels of Education in Lesotho and Uganda since 2000 (James Urwick & Rosarii Griffin with Veronica Opendi & Matemoho Khatleli); (5) A Critical Overview of Education for Sustainable Development with Particular Focus upon the Development of Quality Teacher Education in Sub-Saharan Africa (David Stephens); and (6) Building Capacity for Educational Research in Sub-Saharan Africa: Opportunities, Constraints and Lessons in the Context of Mozambique, Tanzania and Uganda (Peadar Cremin, Mary Goretti Nakabugo & Eimear Barrett). Second, Case Country Research Reports on Aspects of Teacher Education in Sub-Saharan Africa, contains the following: (7) Towards a Holistic Understanding of Special Educational Needs (Jacqui O'Riordan, James Urwick, Stella Long & Maria Campbell); (8) The Teaching and Learning of Mathematics in Ugandan Secondary Schools: Poised for Change? (Paul Conway, Elizabeth Oldham, James Urwick, Sarah Kisa, Justine Otaala & Anne Mugwera); (10) Implementing the Thematic Curriculum in Uganda: Implications for Teacher Education (Marty Holland, Louise Long & Laura Regan); and (11) How Much Is Enough? Investigating Mathematical Knowledge for Primary Teaching in Lesotho (Dolores Corcoran & Anne Dolan). Third, Teacher Education at the Chalkface: Closer Perspectives, contains the following: (12) Teacher Educators and Teaching, Learning and Reflective Practice among the Turkana Nomads of Kenya (Thomas G. Grenham); (13) An Account of the Alternative Education Experience Africa Programme in Transition: Irish Pre-Service Teachers' Experience in Zambia and the Gambia (Fiona Baily & Deirdre O'Rourke); and (14) Teacher Educator Exchange Partnership in Uganda and Ireland: Closer Perspectives on Teacher Education in Sub-Saharan Africa (Patricia Kieran, Carmel Hinchion, Doris Kaije, Ruth Kyambadde & Paddy Bradley). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Citizenship; Citizenship Education; Educational Principles; Change Strategies; Educational Change; Democratic Values; Culturally Relevant Education; Politics of Education; Educational Policy; Criticism; Higher Education

Abstract:
Long regarded by the vanguard of America's universities as antiquated and even dangerous, civic education is suddenly fashionable again. With the publication of "A Crucible Moment," a long battle in the culture wars appears to be winding down. It appears that everyone supports civic education today. For the past three decades, the ideal of civic education was the purview of the academic Right, a response to left-wing academic accusations against the West generally and America specifically for purported endorsement of racism, sexism, and colonialism. Now that civics has largely been expelled from the academy, the author opines that America's educational vanguard is suddenly eager to restore "civic education" to a place of pride within the universities. Yet this idea of civic education--certainly as articulated in "A Crucible Moment"--is neither civic nor educative. In light of the traditional understandings of civic education, what is altogether striking about "A Crucible Moment" is how radically it departs from all of the traditional desiderata of civic education--indeed, how very little it actually addresses any of these aspects of civic education, properly understood. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Lifelong Learning; Sustainable Development; Problem Solving; International Education; International Studies; Performance Factors; Barriers; Educational Philosophy; Global Approach; Change Strategies; Educational Change; Educational Strategies; Educational Policy; Policy Analysis; Public Policy; Educational Trends; Fundamental Concepts; Holistic Approach

Abstract:
This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent "the last word" on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Ecology; Teaching Methods; Democracy; Elementary Secondary Education; Sustainability; Sustainable Development; Conservation (Environment); Environmental Education; Educational Methods; Democratic Values; World Views

Abstract:
Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching and learning about sustainability are emerging in K-12 schools (green schools) all around the world (Henderson & Tilbury, 2004). Whole school and whole systems approaches to sustainability not only teach about sustainability via the curriculum but also encourage the school community to become a vibrant place for together learning how members might live more sustainably. Recent research highlights the importance of school leaders and leadership for successful green schools (Birney & Reed, 2009; Higgs & McMillan, 2006; Pepper & Wildy, 2008; Schelly, Cross, Franzen, Hall, & Reeve, 2010). The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting a continuum of development from more traditional schools to green schools. It ends with suggestions for future research. (Contains 2 figures, 2 tables, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Economic Development; Higher Education; Sustainable Development; Equal Education; Program Implementation; Program Effectiveness; Efficiency; Free Enterprise System; Educational Principles; Inclusion; Educational Development; Developing Nations; Educational Change; Educational Environment; Politics of Education; Educational Policy; Foreign Policy; Policy Analysis; Educational Needs; Educational Supply; Access to Education; Educational Demand; Educational Finance; Economics; Financial Support; Donors; Case Studies; Discourse Analysis; Comparative Education; International Cooperation

Abstract:
Access to higher education is a key challenge of the 21st century state. The link between higher education and personal and socio-economic development has intensified the need for ensuring that greater numbers of citizens have expanded access to and have been provided with quality higher education. The article seeks to explore how initiatives for increased access to higher education are experienced in India, Brazil and South Africa. As signatories to the IBSA declaration in the spirit of South-South cooperation, the three countries have publicly declared their commitment to enhance equity by, for example, widening access to higher education. We review the way in which the three countries have implemented key equity initiatives and draw lessons from their practice. Notions of "effectiveness" and "efficiency" are used to understand the extent to which each of the individual systems is responsive to the equity agenda. We find that while there have been notable attempts to implement the equity agenda in the quest for making their systems more "socially effective". This is countervailed by a more pervasive "efficiency" doctrine, underpinned by a market-driven economic paradigm. It is concluded that the innovative practices in each of the countries suggest important strides in the equity agenda but also that much still remains to be done. While the article represents a starting point for the much-vaunted South-South collaboration, tentative findings suggest that a more deliberately articulated policy framework characterized by greater inclusion of those previously excluded is necessary in each of the countries if significant and sustainable development is to be achieved. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Social Problems; World Views; Western Civilization; Environmental Education; Educational Change; Systems Approach; Educational Trends; Futures (of Society); Science and Society; Attitude Change; Sociocultural Patterns; Free Enterprise System; Sustainable Development; Role of Education; Educational Philosophy; Educational Principles; Critical Theory; Educational Environment; Politics of Education; Educational Policy

Abstract:
This article discusses the contributions to this special issue of "Teacher Education Quarterly." At the core of all the contributions is the compellingly urgent realization that humanity is facing, and must deal with, enormous ecological and social problems and challenges. This situation has created an urgent and compelling need centered on how the future citizenry of the industrialized West will be prepared relative to addressing and dealing with these problems and challenges. As is pointed out by the authors in this special issue, science and technology--in and of themselves--cannot save humanity from the impending environmental disaster now closing in on it. What is required at this juncture in history is a transformation of a particular way of life that has resulted in planetary degradation and the wholesale destruction of natural environments and entire species. What is required is a fundamental transformation in support of the development of a new paradigm, a new lens through which the Western mind can adjust its view of society, education and learning, citizenship, and the nature of human habitation on Earth. There is no doubt that formal education has a role to play in this transformation from the standpoint of important shifts in broad cultural and individual attitudes and intellectual orientations. It is also clear that these shifts in attitudes and orientations are of critical importance because modern industrial-capitalist market economies carry value systems with them that tend to undercut forces and values associated with sustainable socio-economic structures and related principles of ecological intelligence. It is posited by the authors in this issue that modern industrial-capitalist market economic systems are not sustainable over the long-term and that this casts doubt on the survivability of the Western industrial civilizations tied to them--especially in light of the anachronistic intellectual tradition that currently shapes the world view of the industrialized West. They advance the idea that formal education is capable of exploring foundational social, cultural, and economic issues associated with the conceptual framework that currently dominates the American scene, as well as raising questions about the future of these deeply embedded--and now dangerously outdated--structural paradigms of Western civilization. They propose that the Western world needs a new cognitive and epistemological approach appropriate to a new time in history. This includes a 21st century educational structure that matches 21st century physical realities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (528K) |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Credentials; Gifted; Change Strategies; Educational Change; Educational Needs; Academically Gifted; Educational Research; Ability Identification; Program Effectiveness; Research Needs; Criticism

Abstract:
This commentary addresses Subotnik et al.'s target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftedness research within the scientific community. Second, the authors' critique of gifted education is sharpened in three respects: (a) gifted identification, (b) effectiveness of gifted education, and (c) credentials of gifted education. Finally, four necessary and productive lines for future research are proposed. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Cultural Pluralism; Well Being; Environmental Education; Foreign Countries; Biodiversity; Sustainable Development; Indigenous Knowledge; Curriculum; Conservation (Environment); Urban Environment; Holistic Approach; World Views; Self Concept; Cultural Background; African Culture

Abstract:
South Africa is currently the world's third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa's Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The "Inkcubeko Nendalo" programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values. The programme is currently being implemented at seven schools in the Eastern Cape, South Africa. The project's contribution to local community environmental and heritage awareness, successes and challenges are discussed both at a local level and in response to the objectives signed in the Convention of Biodiversity (CBD) and sustainable development. The project offers solutions to not only effective local environmental education but also sustainable integrated community conservation practices, revealing that the maintenance of biodiversity and natural vegetation is as much in the interest of local communities' well-being as it is of global conservation planners. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Research; Research Reports; Scholarship; International Education; Cultural Context; Social Environment; World Views; Foreign Countries; Environmental Education; Teaching Methods; Educational Policy; Ecology; Sustainable Development; Role of Education; Physical Environment; Educational Environment; Educational Philosophy; Educational Principles; Ethics

Abstract:
Badiou's ontological work draws attention to multiplicities--the oneness of ontology, which he explains can only become ontologically differentiated into events or sites through political, artistic or amorous practices that philosophies can think and invent from. He also draws attention to the fusion of events and sites, and he explains that events (such as producing special issues of journals located in particular sites) are reflexive. He also tells us, however, that the reflexive structure of an artistic or scientific event (such as producing a special issue of a journal) is not always immediately evident. In writing this response article I work with this concept--and probe how the production of events (such as a special issue of a journal produced in a specific site) may be reflexive. This is the purpose of the article. This response article therefore probes some of the political, structural and intellectual processes that come to shape scholarship in different sites, and here I draw on the insights into social imaginaries provided by Charles Taylor to develop a perspective on the scholarship that is reflected in this journal. Through this, I seek to open the notion of multiplicities, oneness and the particularities of our social imaginaries as themes for thinking about educational scholarship events produced within and across geo-physical, socio-ecological and socio-economic spaces in different parts of the world. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Citizenship Education; Democracy; Citizenship; Democratic Values; Educational Change; Educational Principles; Educational Objectives; Politics of Education; Educational Policy; Higher Education; Civil Rights; Position Papers; Criticism; United States History; Government School Relationship

Abstract:
In this article, the author talks about the report "A Crucible Moment: College Learning & Democracy's Future," which provides a blueprint of what higher education ought "not" to do. The document was produced by the Association of American Colleges & Universities (AAC&U), an organization with a long history not only of demanding the advancement of "diversity" over quality, but of using misleading rhetoric to conceal its agenda. While the report opens with a quote from the Constitution and then proceeds to all but ignore the document over the following sixty-nine pages, any serious discussion about civic education must begin with how colleges and universities treat the Constitution in their curriculum. The author points out that the Constitution--in the curriculum, in faculty hiring priorities, in upholding student rights on campus--is a good place to start in the effort to reform civic education. Such an approach could complement rather than necessarily replace the more traditional approach of cultivating objective scholarship, which the AAC&U and its acolytes have so aggressively rejected. (Contains 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website