scholarly journals ‘E-TAP’ CURRICULUM FOR VIRTUE EDUCATION: A FIT ANALYSIS TO THE ‘SKOLA-2030’ CURRICULUM

2021 ◽  
Vol 2 ◽  
pp. 214-223
Author(s):  
Manuel Joaquin Fernandez Gonzalez ◽  
Gunita Elksne ◽  
Anna Sidorova
Keyword(s):  
Comparative Analysis ◽  
Frequency Analysis ◽  
Research Question ◽  
Education Curriculum ◽  
Intellectual Virtues ◽  
Moral Virtues ◽  
Civic Virtues ◽  
Programme Improvement ◽  
Virtue Education

The virtue education curriculum ‘e-TAP’ is one of the recent efforts for improving character and virtue education at school in Latvia from preschool till grade nine. The objective of this research was to provide evidence regarding whether this curriculum is appropriate (‘fits’) to the Latvian context, in particular in reference to the Skola-2030 curriculum. Based on fit and feasibility theory, this work addressed the research question: “How does the treatment of virtues of the e-TAP curriculum fit to the treatment of virtues of the new Skola-2030 curriculum?”. The analysis used statistical descriptive frequency analysis of the virtues of each programme and comparative analysis between the two document sets included in each of them, using Excel software. The results show that Skola-2030 programme stresses performance and civic virtues, while the e-TAP programme underlines moral and intellectual virtues. Performance virtues are the most important ones in Skola-2030 (38 %), but account only for 17 % in the e-TAP curriculum. In addition, in Skola-2030 curriculum civic virtues account for 23 %, while in e-TAP they are only 8 %. In the e-TAP curriculum, moral virtues account for half of all the mentions (50 %) and intellectual virtues for 25 %, whereas in Skola-2030 those virtue groups account for 22 % and 18 %, respectively. The high ‘complementarity fit’ of both programmes suggests that the e-TAP curriculum could considerably enrich the Skola-2030 educational offer. Suggestions for e-TAP programme improvement and further research are put forward. 

Students’ and staff perceptions of vocational education institution heads’ virtues

2019 ◽  
Vol 28 (1) ◽  
pp. 1-18
Author(s):  
Manuel Joaquín Fernández González ◽  
Tamāra Pīgozne ◽  
Svetlana Surikova ◽  
Ļubova Vasečko
Keyword(s):  
Vocational Education ◽  
Research Question ◽  
Educational Institution ◽  
Assessment Process ◽  
Vocational Education And Training ◽  
Board Members ◽  
Content Type ◽  
Moral Virtues ◽  
Civic Virtues ◽  
Perceptions Of Leaders

Purpose The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues? Design/methodology/approach Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis. Findings The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”). Practical implications The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues. Originality/value This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.

A Comparative Analysis of Two Qualitative Methods: Deciding Between Grounded Theory and Phenomenology for Your Research

2017 ◽  
Vol 28 (1) ◽  
pp. 23-40
Author(s):  
Masoodi Marjan
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Comparative Analysis ◽  
Historical Development ◽  
Research Question ◽  
Qualitative Approaches ◽  
Development Goals ◽  
Applied Approach ◽  
Similarities And Differences ◽  
Research Students

Abstract The purpose of this article is to compare two qualitative approaches that can be used in different researches: phenomenology and grounded theory. This overview is done to (1) summarize similarities and differences between these two approaches, with attention to their historical development, goals, methods, audience, and products (2) familiarize the researchers with the origins and details of these approaches in the way that they can make better matches between their research question(s) and the goals and products of the study (3) discuss a brief outline of each methodology along with their origin, essence and procedural steps undertaken (4) illustrate how the procedures of data analysis (coding), theoretical memoing and sampling are applied to systematically generate a grounded theory (5) briefly examine the major challenges for utilizing two approaches in grounded theory, the Glaserian and Straussian. As a conclusion, this overview reveals that it is essential to ensure that the method matches the research question being asked, helps the researchers determine the suitability of their applied approach and provides a continues training for the novice researchers, especially PhD or research students who lack solid knowledge and background experience in multiple research methods.

Principles and Practice of the Maintenance of Physical Education Curriculum Facilities and Equipment in Schools

2020 ◽  
Author(s):  
Leonard E. Ananomo
Keyword(s):  
Physical Education ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Information Process ◽  
Administrative Policy ◽  
Attitude Measures ◽  
Process Studies ◽  
Programme Improvement

The focus of this paper is to discuss an enhancing approach to the maintenance of physical education curriculum facilities and equipment in schools. In the course of doing this, the role of administrative policy, finance, information, process studies, proficiency and attitude measures, follow-up studies, programme improvement, making decisions about individuals; and administrative regulation were elucidated upon. The writer further explained the role and importance of Teacher’s Aptitude, Magnitude and Attitude (TAMA) and Teacher’s Aptitude Disposition and Attitude (TADA) on the outcome of physical education curriculum programme evaluation. He also emphasized the Analysis of Programme Performance (APP) as being more informative for the effective maintenance of physical education curriculum implementation facilities and equipment

scholarly journals Unity of the intellectual virtues

Synthese ◽  
2021 ◽  
Author(s):  
Alan T. Wilson
Keyword(s):  
Virtue Epistemology ◽  
Intellectual Virtues ◽  
Moral Virtues ◽  
Unity Thesis ◽  
Main Components ◽  
Future Work

AbstractThe idea that moral virtues form some sort of “unity” has received considerable attention from virtue theorists. In this paper, I argue that the possibility of unity among intellectual virtues has been wrongly overlooked. My approach has two main components. First, I work to distinguish the variety of different views that are available under the description of a unity thesis. I suggest that these views can be categorised depending on whether they are versions of standard unity or of strong unity. Standard unity claims that the possession of one virtue implies possession of all the others. Strong unity claims that the virtues are, in some sense, all the same thing. By exploring what these different versions of unity would look like when applied to intellectual virtues, I aim to provide a menu of options for future work in virtue epistemology. I then develop and defend one of these options in more detail, arguing that the initially less plausible strong unity has merit when applied to the intellectual sphere. In these two ways, I aim to show that the possibility of unity among the intellectual virtues is deserving of serious consideration.

scholarly journals The Effectiveness of a Formal Physical Education Curriculum on the Physical Ability of Children in a Preschool Context

2018 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Carol Boon Peng Loy-Ee ◽  
Patricia Mui Hoon Ng
Keyword(s):  
Physical Activity ◽  
Comparative Analysis ◽  
Physical Education ◽  
Experimental Design ◽  
Research Literature ◽  
Education Curriculum ◽  
The West ◽  
Physical Ability ◽  
Post Test ◽  
Quasi Experimental

Studies have pointed to the benefits of physical activity (PA), yet the level of PA participation among preschoolers islow. This in turn could have resulted in the limited research literature on the PA level or physical educationcurriculum (PEC) of preschool children. Those reviewed here are mostly from countries in the West, as those fromAsia are unavailable. To fill this gap, the present study was carried out to investigate the effectiveness of a formalPEC on the physical ability of a sample of five-year old children from several preschools in Singapore. Using aPhysical Ability Assessment (PAA) tool with five variables, a pre-test/post-test quasi-experimental design was usedto measure the effectiveness of the PEC with control and experimental groups for the comparative analysis. Theresults of the PAA are presented and the implications from the findings and analysis are discussed.

How to Distinguish Aristotle's Virtues

Phronesis ◽  
2002 ◽  
Vol 47 (2) ◽  
pp. 101-126 ◽  
Author(s):  
Marguerite Deslauriers
Keyword(s):  
Intellectual Virtue ◽  
The Political ◽  
Political Art ◽  
Intellectual Virtues ◽  
Moral Virtues ◽  
The Third ◽  
The Way

AbstractThis paper considers the distinctions Aristotle draws (1) between the intellectual virtue of phronêsis and the moral virtues and (2) among the moral virtues, in light of his commitment to the reciprocity of the virtues. I argue that Aristotle takes the intellectual virtues to be numerically distinct hexeis from the moral virtues. By contrast, I argue, he treats the moral virtues as numerically one hexis, although he allows that they are many hexeis 'in being'. The paper has three parts. In the first, I set out Aristotle's account of the structure of the faculties of the soul, and determine that desire is a distinct faculty. The rationality of a desire is not then a question of whether or not the faculty that produces that desire is rational, but rather a question of whether or not the object of the desire is good. In the second section I show that the reciprocity of phronêsis and the moral virtues requires this structure of the faculties. In the third section I show that the way in which Aristotle distinguishes the faculties requires that we individuate moral virtues according to the objects of the desires that enter into a given virtue, and with reference to the circumstances in which these desires are generated. I then explore what it might mean for the moral virtues to be different in being but not in number, given the way in which the moral virtues are individuated. I argue that Aristotle takes phronêsis and the political art to be a numerical unity in a particular way, and that he suggests that the moral virtues are, by analogy, the same kind of unity.

Media Arts: Arts Education for a Digital Age

2010 ◽  
Vol 112 (8) ◽  
pp. 2118-2153 ◽  
Author(s):  
Kylie A. Peppler
Keyword(s):  
Classroom Environment ◽  
Arts Education ◽  
New Technologies ◽  
Research Question ◽  
Digital Age ◽  
Digital Design ◽  
Media Art ◽  
Education Curriculum ◽  
Media Arts ◽  
K 12

Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

Practice Research and Related Methodologies

2020 ◽  
pp. 197-213
Author(s):  
Austin Michael ◽  
Sarah Carnochan
Keyword(s):  
Comparative Analysis ◽  
Success Factors ◽  
Research Question ◽  
Practice Research ◽  
Participatory Action ◽  
Research Dissemination ◽  
Partnership Model ◽  
Key Concepts ◽  
Development Processes ◽  
Research Frameworks

Practice Research in the Human Services: A University-Agency Partnership Model describes the array of research methods employed in practice research as a foundation for distinguishing this approach from other applied research frameworks. Chapter 9 builds upon the preceding chapters and provides a comparative analysis of the differences and similarities between practice research and the basic elements of participatory action research and program evaluation and intervention research. It describes and compares approaches to research question formulation, sources of literature and practice wisdom, data collection tools, data analysis and interpretation processes, research dissemination processes, and knowledge development processes. With these common components in mind, the analysis also addresses the key concepts of principles, process challenges, methodological challenges, and success factors that are associated with each of the frameworks.

scholarly journals Comparative Analysis of Automotive Products Regarding the Influence of Eco-Friendly Methods to Emissions’ Reduction

Energies ◽  
2018 ◽  
Vol 12 (1) ◽  
pp. 6 ◽  
Author(s):  
Anca N. Iuga (Butnariu) ◽  
Vasile N. Popa ◽  
Luminița I. Popa
Keyword(s):  
Life Cycle ◽  
Comparative Analysis ◽  
Environmental Performance ◽  
Product Life Cycle ◽  
Formal Model ◽  
Research Question ◽  
Emissions Reduction ◽  
Managerial Decisions ◽  
Automotive Production ◽  
Reduce Emissions

This article utilized a multicriterial quantitative and qualitative analysis of the influence of eco-friendly methods in reducing emissions over the life cycle of automotive products. The new proposed multicriterial method is applicable where preferential criteria are independent of each other, and where uncertainty has not been incorporated into a formal model. The linear model showed how the values of several criteria related to the options could be combined into an overall value. The main objective of this research was to apply a multicriterial methodology to improve the accuracy of existing approaches in identifying the influence of eco-friendly methods to reduce emissions over the product life cycle, and to assist decision makers in the manufacturing process. The research questions were as follows: Which one of two automotive products (“Bus” or “Truck”) has the best environmental performance (EPP)? Which one of two automotive products (“Bus” or “Truck”) has the best overall environmental performance (EPAPL)? This research provided a detailed comparative analysis of a “Crosstown bus” and a “Tractor truck”, both made at the Industrial Park Romania Brasov, Romania, using a multicriterial analysis. This article provided an answer to the first research question, whilst only presenting the results for the second question. The results of the proposed multicriterial method applications provide a decision support base for environmental managerial decisions in the field of automotive production processes.

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