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Showing 1 to 15 of 18 results Save | Export
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Westberg, Johannes – Global Education Review, 2023
The 19th century saw the rise of mass schooling. School acts were published, increasing number of teachers were trained and hired, and children increasingly attended schools. This development was strongest in Europe and North America, with schooling in the USA, France and Prussia leading the way. While this development with its national and…
Descriptors: Foreign Countries, Educational Practices, Educational History, European History
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Cooper, Maria; Siu, Carrey Tik-Sze; McMullen, Mary Benson; Rockel, Jean; Powell, Sacha – Global Education Review, 2022
Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies…
Descriptors: Cultural Differences, Caring, Infants, Toddlers
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Castner, Daniel; Maron-Puntarelli, Cecilia – Global Education Review, 2022
For early childhood educators, few individuals have more historical significance than Friedrich Froebel. Froebelian approaches traveled across the Atlantic and inspired early childhood educators in the United States during the progressive era. Although early childhood professionals in the United States still celebrate the inventor of kindergarten,…
Descriptors: Early Childhood Education, Early Childhood Teachers, Educational History, Educational Theories
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Winstead, Lisa; Shehab, Hanem; Brye, Michelle – Global Education Review, 2022
A graduate course in curriculum and instruction was utilized as an intervention to enhance teacher awareness about their teaching practice. The researchers employed a purposeful and prolonged critical reflection approach for graduate students, who are also teachers, over a 15-week period. The teachers juxtaposed their prior experiences against a…
Descriptors: Reflective Teaching, Professionalism, Socialization, Teacher Attitudes
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Simopoulos, Giorgos; Magos, Kostas – Global Education Review, 2020
Refugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly)…
Descriptors: Refugees, Second Language Learning, Second Language Instruction, Greek
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Albers, Peggy; Flint, Amy Seely; Matthews, Mona – Global Education Review, 2019
This longitudinal ethnographic study involved a professional development project, Project Partnerships Achieve Literacy (Project PAL) in South Africa, with eight rural foundation phase teachers who taught Reception (kindergarten) through grade three (R-3). This Project was designed to support teachers in an under-resourced school as they learned…
Descriptors: Educational Practices, Aesthetic Education, Elementary School Teachers, Disadvantaged Schools
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Hos, Rabia; Cinarbas, Halil I. – Global Education Review, 2018
Turkey is home to 1.2 million child refugees whom has been the most vulnerable since the beginning of the Syrian conflict, which is considered to be the worst humanitarian crisis of this century. More than 50% of school age child refugees are out of school (UNICEF, 2017) in Turkey. This paper reports one of the findings of a case study of a…
Descriptors: Refugees, At Risk Students, Nonformal Education, Young Children
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Erwin, Elizabeth J. – Global Education Review, 2017
The landscape of early childhood education and care has become unrecognizable in many countries, particularly in the West. There is an increasing pressure to focus on outcomes over process, prescribed curricula, standardized assessments, and unrealistic academic expectations for young learners and the adults who work on their behalf. This shift in…
Descriptors: Foreign Countries, Early Childhood Education, Well Being, Holistic Approach
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Faas, Stefan; Wu, Shu-chen; Geiger, Steffen – Global Education Review, 2017
In order to reflect international reform movements in a system- and culture-comparative perspective, the following article investigates the early childhood education systems in Germany and in Hong Kong, with reference to the respective social and educational roots, pedagogical development lines, and basic educational approaches. In addition,…
Descriptors: Educational Policy, Play, Child Development, Early Childhood Education
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Umpstead, Regina; Jankens, Benjamin; Ortega Gil, Pablo; Weiss, Linda; Umpstead, Bruce – Global Education Review, 2016
This article explores issues of school choice in Spain and the United States by examining the roles and functions of "centros concertados," publicly funded private schools in Spain, and public charter schools in the United States, to provide key insights into the similarities and differences between them. After making a national…
Descriptors: Foreign Countries, School Choice, Comparative Education, Private Schools
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Walker, Zachary; Musti-Rao, Shobana – Global Education Review, 2016
Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to…
Descriptors: High Achievement, Foreign Countries, Educational Policy, Educational Practices
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Gouleta, Eirini – Global Education Review, 2015
This article presents the case of Khyber Pakhtunkhwa (KP), Pakistan's former North-West Frontier Province, and its provincial educational assessment policies and practices. These policies and practices affect millions of Culturally Linguistically Diverse and Exceptional (CLDE) children who live in rural and remote areas, and areas afflicted by…
Descriptors: Foreign Countries, Educational Assessment, Educational Policy, Educational Practices
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Albers, Peggy; Cho, A. Ram; Shin, Ji Hye; Pang, Myoung Eun; Angay-Crowder, Tuba; Jung, Jin Kyeong; Pace, Christi L.; Sena, Mandi; Turnbull, Sarah – Global Education Review, 2015
This paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), (www.globalconversationsinliteracy.wordpress.com), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of…
Descriptors: Faculty Development, Open Education, Educational Resources, Critical Literacy
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Mundie, Pauline; Marr, Robert – Global Education Review, 2014
John Paul College, a K-12 School in Queensland, Australia, recognises the centrality of classroom teachers to the ongoing improvement of student outcomes. The College has implemented a multi-tiered "professional renewal and assessment process." These changes of emphasis are the result of significant research and subsequent/associated…
Descriptors: Teacher Education Programs, Faculty Development, Program Descriptions, Behavioral Objectives
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Romano, Vincent A., Jr. – Global Education Review, 2014
The purpose of this research is to provide insight on how to improve current classroom observation practices in order to meet the needs of teachers, promote professional growth, and develop effective supervision practices. This study built upon previous research which identified four key components of a classroom observation process that promotes…
Descriptors: Secondary School Teachers, Teacher Supervision, Supervisors, Teacher Attitudes
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