International Journal of Development Education and Global Learning最新文献_第6页

The historical context of globalization in Egypt: Foreign professors’ migration to the Egyptian university (1908) 埃及全球化的历史背景:外国教授向埃及大学的迁移(1908年)

International Journal of Development Education and Global Learning Pub Date : 2021-08-25 DOI: 10.31763/IJELE.V3I3.255

H. Ead

{"title":"The historical context of globalization in Egypt: Foreign professors’ migration to the Egyptian university (1908)","authors":"H. Ead","doi":"10.31763/IJELE.V3I3.255","DOIUrl":"https://doi.org/10.31763/IJELE.V3I3.255","url":null,"abstract":"As a major offshoot of the national Egyptian movement that goes back to the beginning of the 20th century, a number of national leaders, Enlightenment pioneers, and social thinkers called for the establishment of an Egyptian university. These individuals hoped for this to be a lighthouse of liberal thought and the basis of a comprehensive academic revival in all fields of knowledge in order to be able to cope with international scientific and academic advancement. By May 1908, the Royal Palace chose the administrative council for the project of the Egyptian University (EU). When the university began, not a single Egyptian could meet all its ideal criteria for professors. The EU did borrow staff from the schools of law for its criminology, economics, and law programs. Dar al-Ulum constructed the university between 1908and 1925, which had at least nine professors. The other source of interim professors was Europe. The European professors fall into two categories: those who lectured in French or English on topics unrelated to the Middle East and the orientalists who lectured on Arabic and Islamic subjects. France, Italy, England, and, to a lesser extent, Germany all jockeyed for influence at the university. European professors dominated the first generation of faculty members while promising that Egyptian students were sent abroad to train for future teaching positions. In the present review, light will be shed on the large role played by those elite European professors in determining and pushing the university forward to stand with the Egyptian professors in order to examine the development of European-style education within the EU and, to a lesser extent, the cultural influence of a number of European countries in Egyptian education.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86170937","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: 1

Questioning practice in EFL classrrom interactions: from type to syntactical form 英语课堂提问练习:从类型到句法形式的互动

International Journal of Development Education and Global Learning Pub Date : 2021-08-25 DOI: 10.31763/IJELE.V3I2.261

H. Darong

{"title":"Questioning practice in EFL classrrom interactions: from type to syntactical form","authors":"H. Darong","doi":"10.31763/IJELE.V3I2.261","DOIUrl":"https://doi.org/10.31763/IJELE.V3I2.261","url":null,"abstract":"As the most prominent features uttered by EFL teachers in classroom interactions, questioning plays important roles to invite student responses. This study was an attempt to analyse questioning practice employed by EFL teachers in terms of ways or strategies namely contingency, convergence-divergence, and syntactical form in their interactions with students. Data were gathered from four purposefully chosen English teachers’ questions employed during their interactions with students at a larger corpus project of UMSpEAKs (Universitas Negeri Malang Spoken English in Academic Kontexts), thus, transcribed and analysed following the principle of Conversation Analysis (CA). The Conversation Analysis revealed that the contingent questions differently appeared for each teacher. The most question type used to be contingent was a clarification. Besides, the teacher questions were mainly convergent and divergent by means of display questions that consistently evolved student contributions and enlarge the talks. Meanwhile, the most frequently occurring question- syntactical form was W-h questions and followed by yes-no question forms. The W-h questions having more syntactically complex utterances than yes/no questions were powerful and would prompt more students’ responses. Meanwhile, yes/no questions were posed when the teachers felt that students have difficulty in answering or understanding the W-h and how/what about questions and invited short responses. Thus, contingency, convergence-divergence, and syntactical form that was differently constructed following the commodity exchange in the classroom discourse were very beneficial to invite student responses, discursively carry functions, and extend the classroom discourse.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78758352","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: 1

ESP for economy and business: A critical needs analysis of English language teaching in today's market economy in Algeria 专门用于经济和商业:阿尔及利亚当今市场经济中英语教学的关键需求分析

International Journal of Development Education and Global Learning Pub Date : 2021-08-25 DOI: 10.31763/IJELE.V3I1.100

S. Maouche

引用次数: 1

The incredible boong gi: Educational game RPG for mathematical understanding ability 不可思议的boong gi:数学理解能力的教育游戏RPG

International Journal of Development Education and Global Learning Pub Date : 2021-08-25 DOI: 10.31763/IJELE.V3I2.217

Setiyani Setiyani, S. Sumarwati, L. Sagita, Dzaki Fadhlurrohman

{"title":"The incredible boong gi: Educational game RPG for mathematical understanding ability","authors":"Setiyani Setiyani, S. Sumarwati, L. Sagita, Dzaki Fadhlurrohman","doi":"10.31763/IJELE.V3I2.217","DOIUrl":"https://doi.org/10.31763/IJELE.V3I2.217","url":null,"abstract":"Some of the android-based mobile game genres that are currently very popular such as adventure, first-person shooter, fighting, racing, and others. This development should provide opportunities in the field of education to make games not only for fun but also for education. The purpose of this study was to produce educational games that were valid, practical, and had potential effects to improve the mathematical understanding of the relationship and function of junior high school students. The research method used is RD (research development) using the ADDIE model. The data collection techniques used were documentation, interviews, and tests of mathematical comprehension abilities. The results obtained from the game \"The Incredible Boong Gi\" are valid with an average of 96.70% of expert validators and media validators. The results of the practicality questionnaire from 9 students averaged 90.32%. The results of data analysis show that educational RPG games have valid, practical criteria and have potential effects. RPG games are valid in terms of relevance, systematics, student-centered compatibility, game design, and compatibility. RPG games get practical results from implementation in small groups. Furthermore, the educational RPG prototype has the potential effect of improving students' mathematical understanding abilities. RPG games provide a fun learning atmosphere, by playing students can also learn. Making RPG games is also not difficult, according to the competence of students to be achieved and challenges the creativity of the teacher.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87769942","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: 2

Skills of vocational education in the aspect of development accounting in the organs of social insurance 职业技能教育在社会保险机构会计核算方面的发展

International Journal of Development Education and Global Learning Pub Date : 2021-08-25 DOI: 10.31763/ijele.v3i2.236

Muqadamkhon Zokirkhonovna Abdurahmonova

{"title":"Skills of vocational education in the aspect of development accounting in the organs of social insurance","authors":"Muqadamkhon Zokirkhonovna Abdurahmonova","doi":"10.31763/ijele.v3i2.236","DOIUrl":"https://doi.org/10.31763/ijele.v3i2.236","url":null,"abstract":"In this article some directions of professional development in the sphere of accounting just in the organs of social insurance are considered. Also the trends of social insurance that is social pensions are defined. In the result of research based the main skills of vocational education and directions of development accounting aspect of social insurance organs. In the result of changes in some aspects of accounting, that is in methods of accrues, percentage of deductions, recording transactions in accounts and so on, appeared necessary in development vocational skills of accounting in the aspect of insurance system. Offered formulas influence to the process of development professional achievements in the sphere of social insurance. Classified the main deductions of salary in accordance to international standards and brought sample accounting entries of usually accounting operations. In total, by our opinion high quality courses of accounting for practical accountants influence to the process of accounting development. World practice has proven that the market economic system has certain significant shortcomings, which include unemployment, inflation, population differentiation by income level, etc. Along with this, in the conditions of the dominance of market relations, the population is at a certain risk of losing their job, a permanent source of income or the ability to work. Hence, the issues of social protection of the population from negative market phenomena become one of the important tasks of a civilized state. In addition, in the harsh market conditions, social support for those who are unable to work, who are retired, receive medical treatment, below the poverty line, as well as those who have not yet reached working age, who work in low-paid, but important socially important positions, in general, in need of external assistance becomes a priority function of the state.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75450067","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

Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research 重新思考成人学习和教育作为全球公民教育:一个具有政策、实践和进一步研究意义的概念模型

International Journal of Development Education and Global Learning Pub Date : 2021-06-30 DOI: 10.14324/ijdegl.13.1.04

M. Milana, M. Tarozzi

{"title":"Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research","authors":"M. Milana, M. Tarozzi","doi":"10.14324/ijdegl.13.1.04","DOIUrl":"https://doi.org/10.14324/ijdegl.13.1.04","url":null,"abstract":"\u0000This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44801290","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: 1

Teacher education for sustainable development within national frameworks: Squaring the circle from a German perspective 国家框架内促进可持续发展的教师教育:从德国的角度解决问题

International Journal of Development Education and Global Learning Pub Date : 2021-06-30 DOI: 10.14324/ijdegl.13.1.01

Ellen Christoforatou

引用次数: 0

Feeling global belonging: Sensorial experiences in global education 全球归属感:全球教育的感官体验

International Journal of Development Education and Global Learning Pub Date : 2021-06-30 DOI: 10.14324/ijdegl.13.1.03

Madeleine Le Bourdon

引用次数: 1

Book review: Research on Teaching Global Issues: Pedagogy for global citizenship education, edited by John P. Meyers 书评:《全球问题教学研究:全球公民教育的教学法》，约翰·迈耶斯主编

International Journal of Development Education and Global Learning Pub Date : 2021-06-30 DOI: 10.14324/ijdegl.13.1.05

Giannis S. Efthymiou

引用次数: 0

Bowing down and standing up: Towards a pedagogy of cultural humility 弯腰站起来：走向文化谦逊的教育学

International Journal of Development Education and Global Learning Pub Date : 2021-06-30 DOI: 10.14324/ijdegl.13.1.02

Noel Habashy, Laura Cruz

{"title":"Bowing down and standing up: Towards a pedagogy of cultural humility","authors":"Noel Habashy, Laura Cruz","doi":"10.14324/ijdegl.13.1.02","DOIUrl":"https://doi.org/10.14324/ijdegl.13.1.02","url":null,"abstract":"\u0000Cultural humility is a critical skill for effective intercultural interactions. While common in other scholarly fields, the concept is seldom found in the literature of global learning and international education. Utilizing grounded theory, this study explores the development of cultural humility through qualitative data analysis of in-class assignments and reflection journals from a university course in the United States (n=18). Throughout the semester students worked in teams to write grant proposals for agricultural development projects in Kenya. Examining student work and reflections sheds light on differing avenues of global learning, which has traditionally prioritized international travel as the core means of learning. This article proposes a pedagogy of cultural humility to promote global learning through a variety of educational interventions. Prioritizing cultural humility can yield enhanced respect for others, providing a focus on lifelong learning, more meaningful global understanding and more fruitful intercultural relationships. In an increasingly interconnected globe, cultural humility offers a meaningful framework to support substantive interactions between individuals across the globe or down the street.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662317","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: 1