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Abstract
This study examined South Korean and African teachers’ perceptions of creativity in teaching and their professional development experiences, ideas about creative strategies, and creativity inducible environments. We also examined possible differences between the teachers from the two continents in their perceptions, ideas, and experiences. Participants in the study consisted of 93 South Korean and African K-12 teachers. Data were collected through on- and offline surveys. For analysis, the study employed independent samples t-test, Chi-square, and Pearson correlations to examine the differences in the perceptions of the two groups as well as any correlations between variables. Findings showed that the teachers were commonly limited in their perceptions of creativity. In terms of difference, South Korean teachers perceived ‘ethicality’ as higher than African teachers indicating Korean teachers’ strong consideration for ethics in creativity. Though creativity was not part of the initial teacher education programs in both groups, the study revealed that most Korean teachers developed their ideas about teaching for creativity during in-service teacher development programs whereas African teachers developed their ideas about teaching for creativity mainly through personal experience. Generally, both groups shared similar ideas on what constitutes strategies to foster student creativity. In creativity inducible learning environment, Korean teachers perceived flexible use of time, and flexible use of space higher than Africans whilst Africans perceived flexibility and free movement around the space higher than Koreans. Implications for teacher development for fostering student creativity are provided.
Abstract
This study explores the relationship between Teacher Digital Competencies (tdc) and Teacher Self-Efficacy (tse), which affects student outcomes and academic success. With the increasing use of technology in education, the covid19 pandemic highlighted the need for effective use of technology in classrooms. This research examines if tse and other factors such as sociodemographic and school characteristics explain tdc for Korean and Colombian teachers. The study also compares tse levels before and after the pandemic. Results show that tse, sociodemographic factors, and school characteristics explain Colombian tdc, whereas only tse explains Korean tdc. Colombian teachers had higher tse than Korean teachers before and after the pandemic. While tse levels decreased for both countries, there was a surprising increase in the means for tse related to ict. This study highlights the need for further research on tse and tdc in different societies.
Abstract
The Norwegian Centres for Excellence in Education have been developing quality in higher education for a decade. Yet a concerted mapping of the activities that centres employ has yet to be done. Based on the annual reports from the Centres of Excellence in Education we present a concerted mapping of activities that the centres initiate to develop higher education. The mapping of the activities is useful to create a broader picture of the current practices for quality enhancement in higher education and can serve as a starting point for other academic communities that are interested in developing higher education.
Our findings suggest that the centres’ initiatives are interrelated and that several activities serve multiple goals. We have found that three key activity areas encapsulate the principal activities initiated by the centres: (1) knowledge building, (2) role development and (3) partnership/collaboration. Our understanding of these key activity areas can create a broader picture of current practices for quality enhancement in higher education.
Abstract
This study was conducted to analyze previous studies that presented the effects of science, technology, engineering, arts, and mathematics (STEAM) education programs in South Korea and to draw a systematic and comprehensive conclusion. A meta-analytic approach was implemented to integrate research findings based on 83 published studies selected from 549 publications. The overall effect size was found to be a medium one. The effect size by publication type was presented in the following order: the master’s thesis, the published journal, and the doctoral thesis. The effect size by school grade was presented in the following order: elementary school, middle school, and high school. The effect size by studies applied to gifted students appeared bigger than that applied to general students. The effect size by multidisciplinary type appeared bigger than by interdisciplinary type, while the effect size of gifted education was biggest among various instruction types. The effect size by the subcategories of dependent variables indicated creativity, science process skills, attitude toward science, creative problem solving, academic achievements, and attitudes toward mathematics. A meta-regression analysis was conducted for the continuous variables, and neither publication year nor application period was of significant effect. Taken together, this research demonstrates the effects of STEAM education programs from 2010 to 2014 in South Korea and provide implications regarding the continuation of the programs. For the success of the STEAM education, it is necessary to establish conditions for teachers to accelerate their competence for STEAM education. Also, it would be worthwhile to expand the opportunities of the STEAM education program beyond school curriculums.
Sankt Gallen, Stiftsbibliothek, 673 and Its Context
The Decretum Gratiani is the cornerstone of medieval canon law, and the manuscript St Gallen, Stiftsbibliothek, 673 an essential witness to its evolution. The studies in this volume focus on that manuscript, providing critical insights into its genesis, linguistic features, and use of Roman Law, while evaluating its attraction to medieval readers and modern scholars.
Together, these studies offer a fascinating view on the evolution of the Decretum Gratiani, as well as granting new insights on the complex dynamics and processes by which legal knowledge was first created and then transferred in medieval jurisprudence.
Contributors are Enrique de León, Stephan Dusil, Melodie H. Eichbauer, Atria A. Larson, Titus Lenherr, Philipp Lenz, Kenneth Pennington, Andreas Thier, José Miguel Viejo-Ximénez, John C. Wei, and Anders Winroth.
Together, these studies offer a fascinating view on the evolution of the Decretum Gratiani, as well as granting new insights on the complex dynamics and processes by which legal knowledge was first created and then transferred in medieval jurisprudence.
Contributors are Enrique de León, Stephan Dusil, Melodie H. Eichbauer, Atria A. Larson, Titus Lenherr, Philipp Lenz, Kenneth Pennington, Andreas Thier, José Miguel Viejo-Ximénez, John C. Wei, and Anders Winroth.
Sankt Gallen, Stiftsbibliothek, 673 and Its Context
The Decretum Gratiani is the cornerstone of medieval canon law, and the manuscript St Gallen, Stiftsbibliothek, 673 an essential witness to its evolution. The studies in this volume focus on that manuscript, providing critical insights into its genesis, linguistic features, and use of Roman Law, while evaluating its attraction to medieval readers and modern scholars.
Together, these studies offer a fascinating view on the evolution of the Decretum Gratiani, as well as granting new insights on the complex dynamics and processes by which legal knowledge was first created and then transferred in medieval jurisprudence.
Contributors are Enrique de León, Stephan Dusil, Melodie H. Eichbauer, Atria A. Larson, Titus Lenherr, Philipp Lenz, Kenneth Pennington, Andreas Thier, José Miguel Viejo-Ximénez, John C. Wei, and Anders Winroth.
Together, these studies offer a fascinating view on the evolution of the Decretum Gratiani, as well as granting new insights on the complex dynamics and processes by which legal knowledge was first created and then transferred in medieval jurisprudence.
Contributors are Enrique de León, Stephan Dusil, Melodie H. Eichbauer, Atria A. Larson, Titus Lenherr, Philipp Lenz, Kenneth Pennington, Andreas Thier, José Miguel Viejo-Ximénez, John C. Wei, and Anders Winroth.
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Abstract
The version of the Decretum Gratiani which we encounter in the manuscript of the Sankt Gallen, Stiftsbibliothek, 673 (Sg) is full of linguistic peculiarities in comparison to the other versions that have come down to us. Words and groups of words have been rearranged; synonyms have been used and the grammatical construction of sentences is different; text units are of different sizes; personal formulations in the first person plural are used often, and once even the first person singular appears; unusual words or words with unusual meanings occur. This chapter documents and describes these linguistic peculiarities using two sample texts (C.23 principium and C.29 q.1 principium). It first shows the extent of some of these peculiarities (e.g., the ‘personal formulations’) throughout the text, and then indicates less easily recognisable linguistic phenomena, such as the use of rare words or phrases or the use of words with unusual meanings. Finally, these peculiarities are interpreted on the basis of the special dictum in Sg between C.1 q.5 c.3 and C.1 q.6 principium (p. 41b), as this dictum supports the insight that Sg originated as a lecture. Sg’s text can thus be located in an ‘oral milieu,’ in the lively lecture given by a teacher to his students.
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This paper provides a detailed codicological and palaeographical description of Sankt Gallen, Stiftsbibliothek, 673 (Sg), which contains an early version of the Decretum Gratiani (pp. 3a–203a) and a collection of excerpts (pp. 203a–246b). Based on this investigation of material features, an attempt is made to trace the origin and provenance of the manuscript and to assess its contribution to the emerging scholastic teaching of canon law in the twelfth century. The study demonstrates that the manuscript was written and decorated in northern or central Italy, maybe in Modena, between 1146 and c.1160 or 1165 at the latest. Essentially four text hands and seven annotation hands, including the first two text hands, participated in copying the manuscript and commenting on the Decretum Gratiani and the following excerpts. The small, oblong format, the layout with colored initials, a clear text hierarchy and inscriptiones in red ink, the unique text of the Decretum Gratiani and its original division into 33 causae, the gradual transition from the Decretum Gratiani to the collection of excerpts without a clear end, as well as the annotations, all shape the distinctive profile of the manuscript. The palaeographical and functional analysis of the annotations has revealed that Sg contains the richest layers of notabilia, discursive glosses and allegations that emerged before, or at least independent from, the second recension of the Decretum Gratiani.
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The manuscript Sankt Gallen, Stiftsbibliothek, 673 (Sg) has been the subject of a long and intense debate about its position in the editorial development of the Decretum Gratiani. In this regard, however, Sg also offers the chance for new insights into the history of legal knowledge in general: Sg might be perceived as witness to a transitional stage in the evolution of medieval canon law, which in particular points to a “fluidity of legal knowledge” throughout the overall formation of Gratian’s Decretum. This would point to the fact that, as it has been frequently argued, there was no clear path of creating legal knowledge in Gratian, but rather a tentative approach. In this perspective, Sg might be seen as a manuscript witness from a stage in the evolution of legal knowledge in Europe where generalized standards for the presentation and order of legal materials did not yet exist. In a wider sense, this phenomenon highlights the entanglement of the media and the content of legal knowledge.
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Who, when and where were the Exserpta ex decretis Sanctorum Patrum used? This chapter explores these issues focussing on the glosses to the first part of the manuscript Sankt Gallen, Stiftsbibliothek, 673 (Sg). From the quantitative point of view, the glosses of Sg are scarce and do not form a unified whole. From the qualitative point of view, most of them are Allegationen, Nota and Rubrikenglossen. There is also a significant number of Worterklärungen and some diskursive Erörterungen. The glosses were added at different times and all of them are anonymous. The oldest glosses are contemporary or very close to the copy of the Exserpta. This set of primitive glosses was not taken from a manuscript of the Decretum and precedes the erste Glossenkomposition (Bologna, 1150s). A second series of 18 glosses agree with the glosses of the erste Glossenkomposition. Two other marginal glosses of Sg agree with the comments of the Stroma Rolandi (Bologna, c.1150–1160s). From the late forties to the late sixties some students used the manuscript Sg to write down the lectures of the decretists in Bologna. This fact gives a certain degree of authority to the work preserved in Sankt Gallen, Stiftsbibliothek 673.
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This paper analyses three selected sections of the Exserpta ex decretis sanctorum patrum preserved in the manuscript Sankt Gallen, Stiftsbibliothek, 673 (Sg): the three belong to C.27 q.2 = C.25 q.2 in Sg, the Causa that contains the definition of marriage. I shall compare the text of Sg with the parallel auctoritates and dicta in the block Aa Fd edF (edF = Emil Friedberg edition), which substantially coincide, with the exception of the paleae: C.27 q.2 c.4, c.7, c.8, c.18, c.51 that are found only in edF. The purpose of this analysis is to evince the evolution of the canonical theory on marriage and to verify whether the Sg redaction belongs to a period prior to that found in the manuscripts Aa Fd, or, on the contrary, whether it is contemporary or subsequent to edF. The final result will reveal that the Exserpta of Sg transmit very ancient material which we do not consider to derive from the other codices analysed here: Aa Fd. In view of the evidence presented, the claim that Aa Fd are technically and doctrinally less evolved than Sg is simply anachronistic.