scholarly journals COMPETENCES AND EDUCATIONAL POLICY-MAKING CONCERNING NATIONAL CURRICULA FOR SCHOOLS

2018 ◽  
Vol 2 ◽  
pp. 36
Author(s):  
Urve Läänemets
Keyword(s):  
Academic Achievement ◽  
Educational Policy ◽  
21St Century ◽  
Policy Making ◽  
National Curriculum ◽  
Types Of Knowledge ◽  
Different Types ◽  
International Assessment ◽  
Oriented Approach

Competence-oriented approach for educational reforms, including national curriculum (NC) development, has been recommended both by the OECD and the European Commission  since the beginning of the 21st century. International assessment, especially PISA studies from 2003 onwards have also been using selected competences for comparing academic achievement of the 15-year- olds. The influence of the mentioned recommendations for NC development in Estonia has been analysed and the role of different types of knowledge has been highlighted.

scholarly journals The Impact of the earlySTEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development

2021 ◽  
Vol 9 (3) ◽  
pp. 371-405
Author(s):  
Zerrin Doganca Kucuk ◽  
Defne Yabas ◽  
Hayriye Sinem Boyaci ◽  
Mehmet Sencer Corlu
Keyword(s):  
Program Development ◽  
Student Outcomes ◽  
Development Process ◽  
National Curriculum ◽  
Cognitive Outcomes ◽  
Professional Outcomes ◽  
Different Types ◽  
The Impact ◽  
Academic Year

This research aimed to investigate and compare teachers’ conceptualizations of their students’ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.

scholarly journals Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

2016 ◽  
Vol 6 (1) ◽  
pp. 47 ◽  
Author(s):  
Sanne Dekker ◽  
Lydia Krabbendam ◽  
Nikki Lee ◽  
Annemarie Boschloo ◽  
Renate De Groot ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Parental Education ◽  
Self Regulation ◽  
Goal Orientations ◽  
Learning Behaviour ◽  
Different Types ◽  
Work Avoidance ◽  
And Performance

<p>This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.</p>

CONTENT DEVELOPMENT FOR ESTONIAN GENERAL COMPREHENSIVE SCHOOLS: CONTEXT, CURRICULA AND SCHOOL PRACTICE 1991-2016

2016 ◽  
pp. 53
Author(s):  
Urve Läänemets
Keyword(s):  
Educational Policy ◽  
21St Century ◽  
Policy Making ◽  
School Practice ◽  
Theoretical Approaches ◽  
Text Production ◽  
Content Development ◽  
Subject Specific ◽  
Comprehensive Schools ◽  
Selection Of

The issues of selection of the content for general comprehensive schools has become a highly debated issue in the 21st century and several countries have turned special attention to it. Estonian experience of curriculum development has shown, how important different contexts have been influencing educational reforms. The processes of educational policy making and research in the field of specification of the content in 1991-2016 have been analysed using Crawford’s specification of different contexts: the context of global, regional and local influences; the context of text production (production of curriculum documents) and the context of practice. General as well as subject specific principles can be used for selection of the content of traditional as well as new/emerging schools subjects and there should be rational proportions between the traditional and innovative content of learning for general comprehensive schools. Ahistorical and non-theoretical approaches can become counterproductive considering the school culture within a particular society.

scholarly journals The Role of Visual Inspection in the 21st Century

2017 ◽  
Vol 61 (1) ◽  
pp. 262-266 ◽  
Author(s):  
Judi E. See ◽  
Colin G. Drury ◽  
Ann Speed ◽  
Allison Williams ◽  
Negar Khalandi
Keyword(s):  
21St Century ◽  
Visual Inspection ◽  
Past Research ◽  
Vital Role ◽  
Automated Detection ◽  
Lessons Learned ◽  
The Past ◽  
Different Types ◽  
Inspection Process

Visual inspection research has a long history spanning the 20th century and continuing to the present day. Current efforts in multiple venues demonstrate that visual inspection continues to have a vital role for many different types of tasks in the 21st century. The nature of this role spans the range from traditional human visual inspection to fully automated detection of defects. Consequently, today’s practitioners must not only successfully identify and apply lessons learned from the past, but also explore new areas of research in order to derive solutions for modern day issues such as those presented by introducing automation during inspection. A key lesson from past research indicates that the factors that can degrade performance will persist today, unless care is taken to design the inspection process appropriately.

scholarly journals Notes Towards a New Agenda for Policy-Making in Aotearoa/New Zealand

1992 ◽  
Author(s):  
Hugh Lauder
Keyword(s):  
New Zealand ◽  
Educational Policy ◽  
Policy Making ◽  
National Curriculum ◽  
The State ◽  
Government Support ◽  
Industrial Society ◽  
Current Direction ◽  
Aotearoa New Zealand ◽  
Post Industrial

As the smoke cleared away from the battlefield during the truce of Christmas 1992, a degree of clarity began to emerge about the state of education in New Zealand. After four years of struggle it became apparent that however the outstanding issues were resolved in 1993 there would be legacy of problems, largely but not wholly, associated with those reforms that sought to turn education into a market and knowledge into a commodity. Not all reforms were tarnished by the market brush. Some, like the development of the national curriculum, appeared to be serendipitous, while others like government support for more Kura Kaupapa Schools betokened a degree of tolerance and understanding not, hitherto, associated with recent educational policymaking. Yet others, were clearly glossed by market policies but betokened the deeper trends of post-industrial society - the rise in tertiary enrolments for example. 1993 is, of course, a key year, for an election at least allows the possibility of taking stock of the current direction of educational policy. Equally importantly, it is women's suffrage year and many of the educational problems that now comfront us are ones women, in one way or another will ultimately have to cope with.

scholarly journals Zum Transfer kulturspezifischer Textbedeutungen. Theoretische und methodische Überlegungen aus einer semiotischen Perspektive

2009 ◽  
Vol 37 (1) ◽  
Author(s):  
Angelika Hennecke
Keyword(s):  
Text Analysis ◽  
Specific Situation ◽  
Translation Process ◽  
Types Of Knowledge ◽  
Semiotic Model ◽  
Different Types ◽  
Theoretical Conception ◽  
Theoretical Reflection ◽  
Language Text

This paper discusses the role of cultural specific text elements in the constitution of the meaning of the text and focuses the problems which these elements can cause in the translation process. It is based on a description of the translation process as symbiosis of the three categories language, text and culture in a specific situation. The described comprehension of translation turns the question of the methodology of the cultural transfer into a key question that consequently has an impact on the praxis and didactics of translation. The meaning of a text is the result of a complex interaction of different systems in which different types of knowledge are activated. The central question is how culture manifests itself within texts and how these manifestations can be reconstructed, i.e. how the translator's decisions can be made transparent in the context of the transfer. Firstly there is a theoretical reflection on the interdependence of the three categories language, culture and text in which the underlying semiotic conception of text and culture is outlined. On this basis a pragma-semiotic model of the constitution of the text as a complex sign is presented, and a methodology for an integrative text analysis is deduced from this theoretical conception of text constitution. The different forms of cultural specific elements are analyzed and categorized, whereas in addition to the traditional manifestations the concept of intertextuality is introduced and discussed as an important fact for the pragmatic and cultural coherence of the text. The defined forms of cultural specific text elements are illustrated by a number of examples taken from translation praxis and classroom. All the examples are translations from Spanish into German. Finally, the practical and didactical implications, which are of great importance for the training of further translators, are discussed.

scholarly journals Integrative character of communication and organizing role of the category of person in the context of anthropocentrism

Neophilology ◽  
2018 ◽  
Vol 4 (15) ◽  
pp. 5-16
Author(s):  
Anatoliy Leonidovich Sharandin
Keyword(s):  
Main Function ◽  
Language System ◽  
Types Of Knowledge ◽  
Different Types ◽  
Integrative Unity ◽  
Communicative Space ◽  
Different Levels ◽  
Communicative Activity

Considered the problem of relations between such concepts as integration of language levels, category of person and anthropocentrism in the context of the ideas of professor S.G. Ilyenko. This is not accidental, since this problem is presented in her works as having a methodological character in connection with the recognition of anthropocentrism and integration as the main principles of the description of the language system. The key and organizing role in their interrelation is played by the category of the person which in various forms of its realization is present at different language levels and in communicative activity of the person as a whole. This allows us to consider the concept of integrative communicative space, which is represented as a unity created by the interaction of different types of knowledge: 1) knowledge obtained as a result of reflection and interpretation of reality; 2) knowledge of the language system used as a means of cognition of this reality and communication. As a result, communication is the highest level that allows you to compare information at different levels, and forms on their basis integrative unity, the integrity of which ensures the implementation of the language of its main function – communicative.

Teacher Research in Teacher Education

2019 ◽  
Author(s):  
Lisa Kervin ◽  
Barbara Comber
Keyword(s):  
Teacher Education ◽  
Teacher Knowledge ◽  
Teacher Research ◽  
Field Research ◽  
Types Of Knowledge ◽  
Different Types ◽  
Education Field ◽  
Academic Study

Teacher research is well established internationally. Teacher research serves an important role for teacher education, both as the object of academic study and as a practice within programs and the profession. Teacher research has the potential to build teacher knowledge for practice, in practice, and of practice. An understanding of the role of research in these different types of knowledge, enables a demonstration of both the richness of and potential for the education field. Research has an important role in both preservice and in-service education and the potential to bring about change personally, professionally, and politically.

scholarly journals The Role of the Knowledge Intermediary in Evangelical Project and Production Management Theories

2019 ◽  
Vol 9 (1) ◽  
pp. 48-55
Author(s):  
Jaydeep Balakrishnan ◽  
Chun Hung Cheng
Keyword(s):  
Project Management ◽  
Production Management ◽  
Theory Of Constraints ◽  
Types Of Knowledge ◽  
Different Types ◽  
Critical Chain Project Management ◽  
The Creation ◽  
Critical Chain

Abstract Given the creation of different types of knowledge propositions in project and production management, we discuss what we call ‘evangelical’ propositions and what as knowledge intermediaries our role should be in its dissemination. We examine both proposition accuracy as well as the process by which the proposition was arrived at. We suggest strategies for knowledge intermediaries to adopt in order to achieve balance in evaluating these developments. Further, we support our suggestions by examining the development of the Theory of Constraints (TOC) and Critical Chain Project Management (CCPM) and the debate that has accompanied these, as a case study. The debate relates to how much of the knowledge proposition in these is really new and whether the method of developing the proposition was lacking in some sense. Knowledge intermediaries, those who are expected to play an important role in disseminating knowledge, will be better prepared to deal with similar innovations in a balanced manner, by analyzing the case of TOC/CCPM.

“Real Flight and Dreams of Flight Go Together”: High Technology and Imaginary Heights in Early Modern and Postmodern Science Fiction

2018 ◽  
Vol 23 (4) ◽  
pp. 382-393
Author(s):  
Nina Engelhardt
Keyword(s):  
Social Studies ◽  
Science Fiction ◽  
Early Modern ◽  
High Technology ◽  
The Third ◽  
Types Of Knowledge ◽  
Different Types ◽  
Moral Dimensions ◽  
Third Dimension

This article examines how science fiction literature illustrates that exploring the “space above” and journeys toward it necessitates engaging with different types of knowledge, not least scientific-technological and imaginative ones. Scholarship in geography and urban and social studies has recently experienced what has been called a “vertical turn,” that is, a growing attention to the third dimension of space, and researchers call for more interdisciplinary experiments and commitment. This article argues that fictional literature is a valuable source of inquiry and, moreover, that it is precisely science fiction itself that illustrates the need to draw on various types of knowledge in order to explore issues of verticality and the space above. It examines an early modern text from a period before technological ascent into space became possible and a 20th-century novel set at the beginning of the rocket age: Francis Godwin’s The Man in the Moone; or a Voyage Thither, written sometime after 1628 and published in 1638, and Thomas Pynchon’s Gravity’s Rainbow (1973). Both texts illustrate that scientific-technological and imaginative investigations of “the above” are inseparable and emphasize the role of the imagination in fictional as well as in technological ascents. Moreover, in these texts, travelling into the space above involves complex ethical and moral dimensions. Exploring these in relation to the inseparability of scientific-technological and imaginative investigations, the analysis of the science fiction texts also develops the ethical and cognitive value of making scholarly analysis of verticality an interdisciplinary endeavor.

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