A comparative look at the women’s educational issues

A multidimensional analysis of the state of Russian studies on the education issues over 1993–2016 was carried out based on the materials of the data contained in the Web of Science (SSCI, A & HCI and SCI-E databases). There were determined the dynamics and trends of a number of relevant indicators, such as the number of Russian publications by year, the share of these publications in the global flow of publications on education issues, the dynamics of the share of publications made in co-authorship with foreign colleagues, etc. A number of distributions of Russian publications on educational issues was compiled and analyzed: by journals, by Russian regions and cities, by organizations and authors of the publications. It was found that most of these distributions were characterized by a high level of non-uniformity. A list of journals (125 titles) in which Russian works on education issues had been published was compiled. Russian organizations (308) and domestic researchers (about two thousand) engaged in studying the issues of education were identified. It was discovered that more than 200 organizations and about 400 academicians from 60 foreign countries had participated in Russian studies on the education issues.

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Getty Museum Family Room – Educational Issues on Scaffolding and Transfer of Learning

International Journal of Art & Design Education ◽

10.1111/jade.12335 ◽

2020 ◽

Author(s):

Tiffany Shuang‐Ching Lee

Keyword(s):

Transfer Of Learning ◽

Educational Issues

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Some Uses of Justification in Jewish Education

AJS Review ◽

10.1017/s0364009400000192 ◽

1977 ◽

Vol 2 ◽

pp. 1-44 ◽

Cited By ~ 1

Author(s):

Walter I. Ackerman

Keyword(s):

Jewish Education ◽

Modern Society ◽

Necessary Condition ◽

School Systems ◽

Coercive Power ◽

Educational Issues ◽

Rational Control ◽

The Relationship ◽

Educational Enterprise

The justification of plans and programs is a necessary condition of the relationship between systems of education, both obligatory and voluntary, and the publics they serve. Those who are responsible for the conduct of the educational enterprise in general and the schooling of the young in particular must provide those who support the system, financially and otherwise, with acceptable and defensible reasons for the efforts and activities of the schools. The idea of justification in education rests on the assumption that the process of schooling, whatever its form and content, is subject to rational control and that the authority for the conduct of schools is derived from the principles inherent in the justification offered. A proferred justification is most effective and likely of acceptance when the positions it generates on educational issues fit the general fabric of ideals and aspirations of the society to which it is addressed. If, as we believe, justification is a necessary part of the rhetoric which surrounds legislatively determined and state maintained school systems—i.e., systems whose right to existence is not subject to question or doubt in any modern society and where attendance is required by law—then it follows that it is of even greater significance for voluntary school systems which lack the coercive power of their governmental counterparts—i.e., Jewish education.

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The development of necessary knowledge: Psychological and educational issues

Early Child Development and Care ◽

10.1080/0300443930950102 ◽

1993 ◽

Vol 95 (1) ◽

pp. 3-22 ◽

Cited By ~ 1

Author(s):

LESLIE SMITH

Keyword(s):

Educational Issues

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The challenge of corporate elites and public education

Corporate Elites and the Reform of Public Education ◽

10.1332/policypress/9781447326809.003.0017 ◽

2017 ◽

Author(s):

Helen M. Gunter ◽

Michael W. Apple ◽

David Hall

Keyword(s):

Public Education ◽

Public Service ◽

Teaching And Learning ◽

Professional Practices ◽

The Public ◽

Government Institutions ◽

Educational Issues ◽

Corporate Elites

This chapter sets out to summarise the key messages and trends in the research reported in the essays in this book. We take forward the idea of corporatised governance, where we examine what the data and analysis has to say about the privatisation of public service education, and the particular contribution of corporate elites. Specifically we identify the movement of educational issues from the public to private domains; the relocation of public education issues from government institutions to particular private organisations and individuals; and the redesign of the meaning and conduct of professional practices, and teaching and learning. We examine what public education means, and how research has a role in making the case.

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