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In: Implementation and Replication Studies in Mathematics Education
Stand und Perspektiven der Operativen Pädagogik
Erziehung beginnt als Reaktion von Eltern und anderen Personen auf die Erziehungsbedürftigkeit und Lernfähigkeit eines Kindes. Dieser Prozess der Unterstützung des Lernens erstreckt sich nicht bloß auf die Kindheit, sondern zieht sich über den gesamten Lebenslauf. Dabei differenziert sich Erziehung in vielfältige Pädagogiken mit individuellen Praktiken, Institutionen und Reflexionszusammenhängen. Die Operative Pädagogik verknüpft diese verschiedenen Pädagogiken miteinander und argumentiert, dass das Zeigen und das Lernen das Fundament für die Erklärung von Erziehung und für ihre Praxis bilden. Der Band untersucht deshalb Prozesse des Zeigens und Lernens aus einer theoretischen und empirischen Perspektive in verschiedenen pädagogischen Handlungsfeldern. Er entwickelt vorhandene Forschungen im Bereich der Operativen Pädagogik weiter und zeigt Anschlüsse für zukünftige Forschungen auf. Ergänzt wird der Band durch eine Bibliografie der Schriften von Klaus Prange, dem Begründer der Operativen Pädagogik.
In service to their unique demographic of learners, developmental reading and writing instructors must steadfastly teach basic literacy skills to a diverse student population with varying degrees of literacy proficiency. Even more dauntingly, educators are tasked with procuring andragogically-and-pedagogically appropriate teaching tools – those that meet the needs of the individual student while being accessible and relatable to this adult learner demographic. Of Emoji and Semioliteracy: Reading, Writing, and Texting in the Literacy Instruction Classroom proposes emoji as one such viable literacy and postsecondary writing teaching tool. Drawing from a mixed-methods study, this work chronicles a Texas community college integrated reading and writing project in which students attempt to demonstrate mastery of State-mandated literacy content areas using both traditional writing and emoji. By postulating emoji as a semioliteracy-based instructional tool, this work also explores emoji’s wider implications on teaching reading and writing within the developmental, First-Year Writing, postsecondary, and literacy instruction classes across all levels and disciplines.
Volume Editors: , , and
In this book, readers will have the opportunity to reflect on the multidisciplinary ideas and experiences presented by higher education and PreK-12 leaders seeking to establish effective partnerships in order to impact collaboration, opportunities for innovation, and growth. Authors explored how identifying, nurturing, and sustaining partnerships in systematic and structured ways is not a one size fits all experience. Partnership development requires flexibility and ongoing engagement with stakeholders. The impact of individualization, access to resources and support systems, and the value of multiple perspectives and experiences is also shared. Each chapter ends with reflective questions to support further reflection on experiences and ideas presented.

Contributors are: Louis Bruschi, Eileen Corigliano, Jane DeFazio, Lorrie DeSena, Jose Luis Diaz Jr., David Gordon, Josephine Marcantonio, Dina Prisco, Vannessa Smith-Washington, Patricia Tooker and Joao Arnaldo Vembane.
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Abstract

The economic agenda assigned to education on the basis of human capital contributes to the de-socialization and deterritorialization of educational action, and leads to a weakening rather than a strengthening of schools in their function as institutions of society. Yet, successive crisis contexts, whether they concern climate, security or health, contribute to a collective awareness of the importance of education and the transmission of democratic values in the construction of societies that are both more inclusive and more enlightened about the major challenges of the time. Our purpose is to explore and stress the global and decisive function of a democratic and humanistic education in accordance to these principles, to take the lead, in the troubled times we face, in the global promotion of a humanistic, inclusive and cosmopolitan ideal of cultures, education and societies.

In: Beijing International Review of Education

Abstract

Empowered by global movements like Millennium Development Goals (mdg s), Sustainable Development Goals (sdg s), and Education for All (efa), the field of international education policy continues to help improve educational access and quality for millions of children and adult learners worldwide, including those affected by extreme poverty. However, often times the way that educational policy and programming is conducted in global South does not always reflect the positive ideals behind these goals. This piece examines ongoing trends of unethical partnerships, policies, and practices in contemporary international education. Reflecting legacies of neocolonialism and ethnocentricity, these problems can create a toxic development culture and minimize authentic collaboration at all levels. Yet, through engaging in a dialogue about these issues, we may begin to make valuable changes that help foster true partnerships and more effective, sustainable change for those most in need.

In: Beijing International Review of Education
In: Beijing International Review of Education
Author:

Abstract

This article argues that, if Comparative and International Education can be understood as the application of theories and methods in the social sciences and humanities to study education globally, how the field chooses to explain reality (theories) and to study reality (methods) is crucial and must be understood in the historical-social context of its existence. Therefore, a re-historicizing and decolonializing (that is, beyond decolonizing) of the field is indispensable yet presents a challenge that requires our reflection and reflexivity on what it means to re-historicize, decolonialize, and educate. The article discusses the place of Africa in the field; places modernity as the field’s cosmological and theoretical inheritance; and argues for the need to reflect on the role of philosophy, theory, and methodology to abandon the practices of extractivismo, theoretical colonialism, and attempts at epistemological genocide. The article issues a call to action through the poem, Ode to My Academic Field.

In: Beijing International Review of Education
Author:

Abstract

A description is given of the present discipline of School Effectiveness and Improvement, together with a detailed description of the characteristics of effective schools. It is argued that our educational system still retains some unreliability, in spite of the use of this knowledge.

It is further argued that we should learn from the process and characteristics of Highly Reliable Organisations, who emerge in society when failure is not an option. It is also argued that present unreliability is costly, as evidenced in the volume of cascading errors such as Bhopal. We are now as strong as the weakest link in our populations both as people and in terms of materials because we are all connected together.

Enhanced professional development and focus, and a concentration upon the potential of cognitive neuroscience, are argued to be of further possible use. Education shows what can be transformative educational effects, with numerous empirical examples. Development of failure free schools makes it possible to further transform societies through their schools.

The 2013 Kneller Lecture delivered to the Comparative and International Education Society in Washington DC, February 2023.

In: Beijing International Review of Education
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In: Beijing International Review of Education