The role of education in upholding and spreading human rights is widely recognised, but knowledge about actual rights education is limited. Drawing on north European didaktik theory, this article ...examines human rights teaching and learning of 8-9-year-old pupils in two Swedish classes, with a special interest in what teachers and pupils consider to be the aim of rights education - what is to be achieved? Based on interviews with teachers and children and observed teaching and classwork, a shared conception between teachers and pupils focusing on knowledge about rights and ethical allegiance with rights is identified, but also some differences.
Today, educators, technology leaders, and policy makers promote the importance of "global," "wired," and "multimodal" learning; efforts to teach young people to become engaged global citizens and ...skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's "connected learning" and "global classrooms" to the first half of the twentieth century, when educators adopted a range of media and materials--including lantern slides, bulletin boards, radios, and film projectors--as what she terms "technologies of global citizenship." Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To "bring the world to the child," these reformers praised not only new mechanical media--including stereoscopes, photography, and educational films--but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a "mediated cosmopolitanism," teaching children to look outward onto a fast-changing world--and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.
Following the American Revolution, it was a cliche that the new republic's future depended on widespread, informed citizenship. However, instead of immediately creating the common ...schools--accessible, elementary education--that seemed necessary to create such a citizenry, the Federalists in power founded one of the most ubiquitous but forgotten institutions of early American life: academies, privately run but state-chartered secondary schools that offered European-style education primarily for elites. By 1800, academies had become the most widely incorporated institutions besides churches and transportation projects in nearly every state. In this book, Mark Boonshoft shows how many Americans saw the academy as a caricature of aristocratic European education and how their political reaction against the academy led to a first era of school reform in the United States, helping transform education from a tool of elite privilege into a key component of self-government. And yet the very anti-aristocratic critique that propelled democratic education was conspicuously silent on the persistence of racial and gender inequality in public schooling. By tracing the history of academies in the revolutionary era, Boonshoft offers a new understanding of political power and the origins of public education and segregation in the United States.
In 1932, with the help of the League of Nations, the Chinese government sent an educational mission consisting of five scholars to Europe, in order to investigate education in different countries as ...reference points for ongoing Chinese educational reform. This article argues that educators in the mission used foreign examples to support their existing educational reform proposals, and that such a situation resulted from their understanding of the function of national education and China's practical situation. In doing so, the article adopts a transntional perspective and focuses on the discussions around national educational aims and general impressions of education in European countries, with a particular emphasis on two educators of the mission - Cheng Qibao and Yang Lian. To begin with, the article introduces the educational reform background of the mission - namely, what the Kuomintang (KMT) wanted national education to contribute. In the second part, the article discusses the understanding of the two educators regarding the social function of education, and reveals that, although they admired idealised internationalism, they considered that Chinese education should still prioritise a nationalist viewpoint. In the third part, the article analyses how the two educators constructed their impressions of education in those European countries, and used these impressions to remind readers about the Chinese situation. In the final part, the article discusses the proposals the two educators put forward and analyses the potential factors that prevented their proposals from having a concrete impact on Chinese educational reform.
What is the explanation for American students' comparatively mediocre academic performance? "A Mirror for Americans" finds part of it in how they are taught in primary schools. Comparisons with East ...Asian teaching are supplied by 50 years of research findings. Grove asks not that we copy East Asian teaching approaches, but that we use them as a mirror to gain insights into typically American approaches and their underlying values, which are handicapping our children's learning.
Explores, explicates, and encourages critical qualitative research that engages the arts and born-digital scholarship; and offers options for understanding neoliberalism, revealing its impact on ...communities, and resisting it as ideology, practice, and law. While this book focuses on neoliberalism within the realm of public education, the implications extend to many other areas of public life.
Responsibilist approaches to virtue epistemology examine the epistemic significance of intellectual virtues like curiosity, attentiveness, intellectual humility, open-mindedness, intellectual ...courage, and intellectual tenacity. On one way of thinking about these traits, they are the deep personal qualities or character traits of a good thinker or learner. Given the intimate connection between intellectual virtues and good thinking and learning, responsibilist virtue epistemology appears ripe for application to educational theory and practice. At a minimum, growth in intellectual virtues seems like a worthy educational aim. But is such an aim realistic? There are at least three objections to thinking that it is. In this paper, I defend the enterprise of educating for growth in intellectual virtues against each of these objections. I conclude that if pursued in the right way, intellectual character growth is a worthy and realistic educational aim-one that justifies rethinking some fundamental educational priorities and practices.
Drawing from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California, "From Equity Talk to Equity Walk" provides practical ...guidance on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture, align strategic priorities and institutional missions to advance equity, understand equity-minded data analysis, develop campus strategies for making excellence inclusive, and move from a first-generation equity educator to an equity-minded practitioner. Central concepts and key points are illustrated through campus examples. The book was also produced by the Center for Urban Education at the University of Southern California.
Background: Substantial research highlights the differences between scientific and technological knowledge. Considering that learning is heavily focused on the acquisition of knowledge, it is ...important to examine the individual and systematic implications of these types of knowledge.
Purpose: The purpose of this study was to examine the impact on overall educational performance as a result of engaging with technology subjects at post-primary level.
Sample: A five year cohort study was designed to gather longitudinal data from a total sample of 1761 pupils' grades from the Irish Leaving Certificate examination. The sample was distributed across four schools.
Design and methods: Grades from the Irish Leaving Certificate were selected because the examination is considered high stakes as it serves as the country's primary mechanism for matriculation into third-level education. Individual examinations are designed externally to schools by a government body ensuring the validity of each examination in capturing the holistic interpretation subject syllabi. Finally, a points system is used to score each examination facilitating comparisons between subjects.
Results: The results show that pupils who study the technology subjects are statistically significantly less likely to perform well overall in comparison to pupils who study science and mathematics subjects. They also show that for pupils who study the technology subjects, those subjects are statistically significantly likely to be their best performing subjects.
Conclusions: Due to the array of variables impacting subject selection, a definitive causal explanation cannot be deduced from the data for these results. However, it is possible to infer that the variance in knowledge types between the science and technology subjects has an impact on the results. A case is made that a compulsory technological component should be incorporated into educational curricula to provide a comprehensive and general education and to facilitate the holistic development of pupils.
Summary Parents of children suffering from recurrent respiratory infections can be persuaded by advertisements to pressure their family physicians and pediatricians for “immune-stimulating ...enhancements”. However, the evidence base behind these immune stimulants is usually lacking. Often there is no peer-reviewed studies available that support claims made by “immune-booster” supplements. In this review, we critically analyze most of the marketed immuno-active drugs (including vitamin preparations, dietary supplements, homeopathic remedies, Ecchinacea, bacterial lysates, and probiotics) and identify the necessity to exclude an immunodeficiency in every child suffering from recurrent respiratory tract infections.
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