The European Conference on Education 2021: Official Conference Proceedings最新文献_第4页

Dyslexia and the English Language: Contributions to the Education in Regular Schools 阅读障碍和英语语言:对普通学校教育的贡献

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-24 DOI: 10.22492/issn.2188-1162.2021.11

Silvia Maria do Nascimento

{"title":"Dyslexia and the English Language: Contributions to the Education in Regular Schools","authors":"Silvia Maria do Nascimento","doi":"10.22492/issn.2188-1162.2021.11","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.11","url":null,"abstract":"People with dyslexia need their teachers to have enough knowledge about the subject in order their learning can be effective. The “spelling, writing and reading area learning disorder”, as defines the Dyslexia Brazilian Association (DBA), does not impede learning, as it is not an impairment; but the teachers should take some differentiated attitudes. This paper aims to contribute with the teachers with some suggestions for activities and adaptations for the tests. English classes and activities, besides the manner as the teacher used to deal with a 9th-grade dyslexic student, were analysed. We have also observed whether the Pedagogical Coordinator has provided some direction to the educator to develop his work along with the pupil. Through reflexive conversations with many teachers of this particular school, these professionals got the conclusion that is not possible just to wait that all guidance and upgrading comes from the Pedagogical Coordination; it is very much important that each one can be the responsible for their continuous updating so that their pedagogical practice be more efficient. It is also desirable to confirm, with the results of this paper, whether the teaching-learning activities results reflect better the subject learning when the educator is not worried about the questions related to spelling, that are the biggest problem of dyslexic students.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123327668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ECE Leadership: Developing Resilience During Periods of Uncertainty in Hong Kong 欧洲经济委员会领导:香港在不确定时期发展应变能力

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-24 DOI: 10.22492/issn.2188-1162.2021.10

Anika Saxena, B. Yau

{"title":"ECE Leadership: Developing Resilience During Periods of Uncertainty in Hong Kong","authors":"Anika Saxena, B. Yau","doi":"10.22492/issn.2188-1162.2021.10","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.10","url":null,"abstract":"The current COVID19 pandemic has required several, mostly at short notice, school modifications. School leaders and educators have always worked in a complex world to ensure continuity for students, families, and communities. This notion has contributed to controversies about when schools should be closed; what actions, protective measures school leaders should take to benefit the school community without stopping teaching and learning opportunities for students. In this study, we explore how leadership in the early childhood education sector in Hong Kong is coping during this period to build resilience. This paper uses constant comparative analysis to illustrate the role of school principals' immediate reaction, short-term recovery, and time for reflection. The data collected from surveys and interviews are organised through coding, and themes were generated and further supported by case studies from the field to develop conceptual understanding. The article closes with a conceptual analysis that focuses on three sets of factors: dispositional, emotional, and contextual, to explain the changing role of ECE principals in uncertain times to develop resilience in teams and the ECE community.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"479 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122826895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Indonesia National Education Response in COVID-19: A Policy Analysis Approach 2019冠状病毒病印尼国家教育对策:政策分析方法

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-24 DOI: 10.22492/issn.2188-1162.2021.9

D. Saragih

引用次数: 0

Mission Impact: Higher Education as Catalyst for Sustainability Transformation 使命影响:高等教育作为可持续发展转型的催化剂

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-22 DOI: 10.22492/issn.2188-1162.2021.8

Bas van den Berg, Thomas F. Wissingh, Gabriela Bustamante Castillo

引用次数: 0

Adapting Active Learning in Presence to Distance Education: Effective Strategies from Four Cases in Higher Design Education 将主动在场学习适应远程教育:从高等设计教育四个案例看的有效策略

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-19 DOI: 10.22492/issn.2188-1162.2021.7

I. Ivanovic, F. Mattioli, S. Ferraris, L. Rampino

引用次数: 1

Erdogan’s “New” Educational Movement: Another Battle Field Against the Gülen Movement 埃尔多安的“新”教育运动:反对<s:1> len运动的另一个战场

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-09 DOI: 10.22492/issn.2188-1162.2021.6

Mehmet Altin

{"title":"Erdogan’s “New” Educational Movement: Another Battle Field Against the Gülen Movement","authors":"Mehmet Altin","doi":"10.22492/issn.2188-1162.2021.6","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.6","url":null,"abstract":"The private education sector plays a significant role in the Turkish education system, which is based on central exams to attend the higher schools and universities and the sector has grown rapidly in the last four decades, in which the Gülen movement achieved significant success in this sector (Vicini, 2020). Therefore, the Erdogan regime created a new educational concept under the Maarif foundation and fights against the movement through this concept. The purpose of this paper is to examine the Erdogan administration’s efforts in the educational field, how it fights against the Gülen movement and the educational concept of the Maarif foundation. A qualitative research design is used to study this issue. Semi-structured expert interviews are conducted with managers of the Gülen inspired schools and experts on the movement from three continents, such as Europe, Africa and America. The results show that the complete Gülen movement is labelled as a Terrorist organization, its reputation was damaged and, consequently, these educational institutions were closed in Turkey. In addition, the Erdogan regime used different methods against the Gülen inspired schools outside of Turkey and offered new colleges that were managed by the Maarif Foundation in Turkey. These new schools call themselves “Turkish Schools”, have STEM based curriculum which are taught in English by Turkish teachers from Turkey and focus on expanding the Turkish language and culture outside of Turkey. How several countries reacted to this offer and current developments are focused on this paper.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132283325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Expansion Strategy of Gülen Inspired Schools Through Internationalization and Localization 从国际化和本土化看<s:1> len启发学校的国际扩张策略

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-09 DOI: 10.22492/issn.2188-1162.2021.5

Mehmet Altin

{"title":"International Expansion Strategy of Gülen Inspired Schools Through Internationalization and Localization","authors":"Mehmet Altin","doi":"10.22492/issn.2188-1162.2021.5","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.5","url":null,"abstract":"From the perspective of the educational sciences, globalization is one of the crucial subjects today and several educational movements attempt to open international markets by opening branches or working on cooperations. The Gülen Movement (GM) is one of these movements which has successfully globalized their schools and, thus has become an international educational movement in the last three decades, like the Waldorf and Montessori movements (Alam, 2019, p. 136). The purpose of this study is to examine the globalization of the Gülen Inspired Schools. A qualitative research design is used to study this issue. Semi-structured expert interviews are conducted with managers of the Gülen Inspired Schools and experts on the movement from three continents, such as Europe, Africa, and America. The results show that, initially, globalization strategies, founding, and the success of the Gülen Inspired Schools in different regions of the world are researched. Following the effects of the failed coup attempt in Turkey in July 2016 on the globalization of Gülen Inspired Schools, their current situation, and the future of these schools is discussed with the participants of this study. The results show that Gülen Inspired Schools used internationalization, despite globalization, and localization as a basic strategy throughout their international expansion. Besides, the failed coup also accelerated the global expansion of the movement and forced the movement and their schools to become more international and local. As a result, Gülen Inspired Schools transformed themselves into local schools without losing their international network and practice “global thinking, local acting” philosophy in these institutions.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132850375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student-Led Design of Online Tools to Support the Quality of Research Life at the University of Tokyo: A Survey-Based Approach 学生主导的在线工具设计以支持东京大学的研究生活质量:基于调查的方法

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-02-05 DOI: 10.22492/issn.2188-1162.2021.4

Maximilien Berthet, Kozue Okamura, L. Yang, Saeko Kawataki, P. Nadeau

引用次数: 0

Cultivating Social-Emotional Learning and Deeper Learning Skills through the Design and Implementation of Creative and Improvisational Activities in Science Education 通过科学教育中创造性和即兴活动的设计和实施培养社会情感学习和更深层次的学习技能

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-01-25 DOI: 10.22492/issn.2188-1162.2021.3

K. Kotsari, Z. Smyrnaiou

{"title":"Cultivating Social-Emotional Learning and Deeper Learning Skills through the Design and Implementation of Creative and Improvisational Activities in Science Education","authors":"K. Kotsari, Z. Smyrnaiou","doi":"10.22492/issn.2188-1162.2021.3","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.3","url":null,"abstract":"Cultivating Social-Emotional Learning and Deeper Learning skills are some of the central skills of the future, according to the OECD report ‘Future of Education and Skills 2030’. These skills should start to be developed by the kindergarten and end up in Secondary Education, even in Higher Education. This presentation refers to the results of a conducted doctoral dissertation with the subject “Creativity and Improvisation in Primary School Science Learning and their contribution to the development of Social – Emotional and Deeper Learning Skills”. The research was conducted during the academic year 2019-2020 and the participants were 80 primary school students (grades 4,5 and 6), 3 researchers, and 3 art teachers. During the pandemic, we used the distant learning platform (e-class) from the Hellenic School Network. The methodological framework used was Educational Designed-Based Research. The scope of this research was to create an interconnection of improvisation and creativity through methodological approaches of Art and Science during the teaching in Science Classes. Besides, the purpose of this dissertation was the development of a new pedagogical framework that integrates the dimensions of Improvisation and Creativity in the field of science teaching in Primary School, in such a way as to promote Social-Emotional and Deeper Learning Skills. To achieve the objectives, we designed prototype toolboxes for students, teachers, and researchers where the various activities in the 4 phases of the research were described in detail: a) students' initial ideas, b) scientific knowledge, c) artistic expression, d) evaluation.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121964048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Engagement in a Digitally Mediated Environment: Attitudes and Experiences of Student Advisers 数字媒介环境下的学生参与:学生顾问的态度和经验

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-01-13 DOI: 10.22492/issn.2188-1162.2021.2

Maurice Kinsella, Deirdre M. Moloney, Niamh Nestor, Jonathan Wyatt, J. Connolly

{"title":"Student Engagement in a Digitally Mediated Environment: Attitudes and Experiences of Student Advisers","authors":"Maurice Kinsella, Deirdre M. Moloney, Niamh Nestor, Jonathan Wyatt, J. Connolly","doi":"10.22492/issn.2188-1162.2021.2","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.2","url":null,"abstract":"Students’ healthy engagement with higher education (HE) can make vital contributions to their psychosocial development, educational attainment and future employability. However, it is important to note that how engagement is enabled, experienced, and assessed within Higher Education Institutes (HEIs) is evolving. This shift is evidenced in the growing interconnectivity between HEIs’ interpersonal and digital engagement resources. Alongside this, staff and students’ reliance on digital mediation, in which digital technologies are used to facilitate and sustain student communications, has grown exponentially across academic, advisory, and administrative domains in the wake of COVID-19. In light of this growing demand for digital mediation and its increased prominence within HE student supports, our project undertakes a qualitative exploration of Student Advisers’ experiences working in the interface between interpersonal and digital-engagement resources. We examine their experiences of and attitudes towards student engagement; their insights into the proliferation of digital communications and the challenges and opportunities this has entailed; and how they have sought to ensure service continuity amid such rapid transformations. By deconstructing the dichotomy between digital and interpersonal supports and recontextualising them within Student Advisers’ lived experience, we aim to re-evaluate the nature and role of student engagement against the needs currently facing the HE sector. Here, we critique digital mediation’s role within, and impact on, HEIs, arguing that digital supports and resources should seek to enhance interpersonal encounters rather than replace them.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134449258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0