A content analysis of an educational journal in the United Arab Emirates to evaluate indigenous elements: Toward building an indigenous knowledge base to inform educational reform

2014 ◽  
Author(s):  
Saad Yaaqeib
Keyword(s):  
Content Analysis ◽  
Knowledge Base ◽  
Indigenous Knowledge ◽  
Educational Reform ◽  
United Arab Emirates ◽  
Educational Journal

Knowledge and Teaching:Foundations of the New Reform

1987 ◽  
Vol 57 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Lee Shulman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Educational Reform ◽  
Special Issue ◽  
Pedagogical Reasoning ◽  
The Past ◽  
Teaching Reform ◽  
Growing Body ◽  
Current Reform ◽  
Research And Policy

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated. This article was selected for the November 1986 special issue on "Teachers, Teaching,and Teacher Education," but appears here because of the exigencies of publishing.

Assessing the developing knowledge-base of product counterfeiting: a content analysis of four decades of research

2016 ◽  
Vol 20 (3-4) ◽  
pp. 338-369 ◽  
Author(s):  
Brandon A. Sullivan ◽  
Fiona Chan ◽  
Roy Fenoff ◽  
Jeremy M. Wilson
Keyword(s):  
Content Analysis ◽  
Knowledge Base ◽  
Product Counterfeiting ◽  
Developing Knowledge

scholarly journals Dubai and United Arab Emirates Ministry of Happiness: Presentation of the National Happiness and Positivity Programme - Qualitative Analysis

2021 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Diamantino Ribeiro ◽  
António Pedro Costa ◽  
Jorge Remondes
Keyword(s):  
Content Analysis ◽  
Qualitative Analysis ◽  
United Arab Emirates ◽  
Research Field ◽  
Way Of Life ◽  
Government Communication ◽  
National Happiness ◽  
The Government ◽  
Sustainable Happiness

Scientific research on the question of how happiness can be increased and then sustained has still a long way ahead. The authors have been developing studies in this field and have chosen the happiness initiatives of the Dubai and UAE government to elaborate a case study. This paper, extracted from the wider investigation, presents a study based on government communication on the creation of the Dubai and United Arab Emirates Ministry of Happiness. In the scope of this work we have chosen the National Happiness and Positivity Programme of the Dubai and United Arab Emirates Ministry of Happiness. Using the technique of content analysis, through the use of webQDA software, the aim was to understand how the government communicated its strategy for happiness and which are the most used concepts to capture the attention of institutions and citizens. Consequently, the aim was to understand what actions the government has advocated to implement the said programme. The results imply that the concept of positivity has a focus that is very close and complementary to that of happiness. It is also inferred that the government intends to promote 'happiness as a way of life’, and also to involve the private sector in the National Happiness and Positivity Programme. Finally, the author’s contribution to this research field is to demonstrate that this model of positivity and sustainable happiness can be extensively implemented, including in the academy.

scholarly journals Deconstruction as a Functional Tool in Decolonizing Nigerian Educational System: A Biblical Response.

2021 ◽  
Vol 3 (1) ◽  
pp. 195-205
Author(s):  
Osbert Uyovwieyovwe Isiorhovoja
Keyword(s):  
Knowledge Base ◽  
Indigenous Knowledge ◽  
Educational System ◽  
Education Sector ◽  
System A ◽  
The People ◽  
Critical Approaches ◽  
The Government ◽  
Biblical Perspective

The paper examines the role of deconstruction in the Nigerian educational system vis-à-vis its functionality to the growing needs and challenges be devilling the nation. Arguably, the content of the system has been commonly viewed sometimes as dysfunctional, tilted toward the needs of the colonial agenda. This phenomenon did only leave the endeavour handicapped but also totally reliant on foreign ideology; a system that estranged the people. The paper adopts hermeneutical, historical, and critical approaches to the phenomenon. From a biblical perspective, while searching for relevance, there has been the need to decolonize certain aspects which otherwise have alienated the people, with the aim of targeting functionality and acceptability among Africans. The need to contextualize a foreign curriculum that will bring about a total overhauling of the system to achieve a vibrant curriculum remains a necessity in order to service the needs of the people. As in the decolonisation exercise among biblical scholars, chances are that we can achieve a great feat in our nation’s education sector. It concludes by resounding that the present educational system is deconstructed with the aim of removing dysfunctional elements; with full integration of a rich indigenous knowledge base that serves the people’s uniqueness amidst conflicting curriculum, the government should be proud to introduce into the educational system a fresh idea that meets the needs as posited by biblical scholars.

scholarly journals Deconstruction as a Functional Tool in Decolonizing Nigerian Educational System: A Biblical Response

2021 ◽  
Vol 3 (2) ◽  
pp. 79-89
Author(s):  
Osbert Uyovwieyovwe Isiorhovoja
Keyword(s):  
Knowledge Base ◽  
Indigenous Knowledge ◽  
Educational System ◽  
Education Sector ◽  
System A ◽  
The People ◽  
Critical Approaches ◽  
The Government ◽  
Biblical Perspective

The paper examines the role of deconstruction in the Nigerian educational system vis-à-vis its functionality to the growing needs and challenges be devilling the nation. Arguably, the content of the system has been commonly viewed sometimes as dysfunctional, tilted toward the needs of the colonial agenda. This phenomenon did only leave the endeavour handicapped but also totally reliant on foreign ideology; a system that estranged the people. The paper adopts hermeneutical, historical, and critical approaches to the phenomenon. From a biblical perspective, while searching for relevance, there has been the need to decolonize certain aspects which otherwise have alienated the people, with the aim of targeting functionality and acceptability among Africans. The need to contextualize a foreign curriculum that will bring about a total overhauling of the system to achieve a vibrant curriculum remains a necessity in order to service the needs of the people. As in the decolonisation exercise among biblical scholars, chances are that we can achieve a great feat in our nation’s education sector. It concludes by resounding that the present educational system is deconstructed with the aim of removing dysfunctional elements; with full integration of a rich indigenous knowledge base that serves the people’s uniqueness amidst conflicting curriculum, the government should be proud to introduce into the educational system a fresh idea that meets the needs as posited by biblical scholars.

scholarly journals REASSESSING EGYPT'S DUAL SYSTEM OF EDUCATION UNDER ISMAʿIL: GROWING ʿILM AND SHIFTING GROUND IN EGYPT'S FIRST EDUCATIONAL JOURNAL, RAWDAT AL-MADARIS, 1870–77

2008 ◽  
Vol 40 (1) ◽  
pp. 130a-130a
Author(s):  
Hoda A. Yousef
Keyword(s):  
School Reform ◽  
Educational Reform ◽  
Educational System ◽  
Teaching And Learning ◽  
Government Schools ◽  
Islamic Schools ◽  
Educational Journal ◽  
Definition Of ◽  
Clean Break ◽  
Parting Ways

The comprehensive attempt at school reform undertaken in Egypt in the 1870s is often depicted as part of a larger process of reform whereby “new” notions of education were irrevocably parting ways with the “old,” creating the outlines of a bifurcated system of education that pitted new modern/secular/government schools against traditional/religious/Islamic schools of Egypt's past. Far from a clean break or clear progression from old to new, however, writers, reformers, and bureaucrats of the time were actively negotiating a shifting educational landscape—one that did not see the path of educational reform necessarily diverging from older modes of teaching and learning. This examination of the era and Egypt's first educational journal, Rawdat al-Madaris (The Garden of the Schools), explores early tensions in the Egyptian educational system. While emphatically espousing an inclusive definition of knowledge (ʿilm), the budding Egyptian educational bureaucracy represented in Rawdat al-Madaris was simultaneously reinforcing certain institutional realities that would profoundly impact how, where, and ultimately at whose hands this knowledge would be imparted

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