Religion & Education最新文献_第7页

Comparing Through Contrast: Reshaping Incongruence into a Mirror 通过对比进行比较:将不一致重新塑造成一面镜子

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Religion & Education Pub Date : 2021-06-22 DOI: 10.1080/15507394.2021.1936864

Kristian Niemi

引用次数: 2

The RE-Puzzle of the Visegrád-Group and the Answer of “Collective Memory” Visegrád-Group的RE难题与“集体记忆”的答案

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Religion & Education Pub Date : 2021-06-08 DOI: 10.1080/15507394.2021.1930831

M. Rothgangel

引用次数: 2

Sustainability education in early childhood education 幼儿教育中的可持续教育

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Religion & Education Pub Date : 2021-05-28 DOI: 10.26686/wgtn.14703840

J. Ritchie

引用次数: 0

Religious Literacy and Restorative Justice with Youth: The Role of Community Service Professionals in Mediating Social Inclusion 青年的宗教素养和恢复性司法：社区服务专业人员在调解社会包容中的作用

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Religion & Education Pub Date : 2021-04-03 DOI: 10.1080/15507394.2021.1903789

C. Parker, Ravina Gill

引用次数: 0

Church, State and RE in Europe: Past, Present and Future 欧洲的教会、国家和RE：过去、现在和未来

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Religion & Education Pub Date : 2021-03-15 DOI: 10.1080/15507394.2021.1897452

L. Franken

引用次数: 6

How Accurately Can Religious Educators Predict Student Achievement? 宗教教育者如何准确地预测学生成绩？

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Religion & Education Pub Date : 2021-03-01 DOI: 10.1080/15507394.2021.1888681

K. Lyons, K. Thiede, R. Osguthorpe

引用次数: 0

A Double Bypass? Tracing How the Aims of Religious Education Are Negotiated Across Different Dimensions of the Curriculum in Norway 旁路手术?追踪挪威宗教教育的目标是如何在课程的不同维度上进行协商的

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Religion & Education Pub Date : 2021-02-01 DOI: 10.1080/15507394.2021.1876496

N. H. Korsvoll

引用次数: 1

Multiliteracies in Early Childhood Education 幼儿教育中的多元素养

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Religion & Education Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0268

C. McLachlan

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引用次数: 0

Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives 设计思维和学习科学:理论、实践和经验观点

IF 0.6

Religion & Education Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0267

Pooja Saxena, R. M. Sedas, K. Peppler

{"title":"Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives","authors":"Pooja Saxena, R. M. Sedas, K. Peppler","doi":"10.1093/obo/9780199756810-0267","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0267","url":null,"abstract":"The learning sciences, informed by a diversity of fields such as cognitive science, anthropology, education, and sociology, has a long history with design while engaging in the study of learning in real-world, non-simplified contexts. From its genesis approximately thirty years ago, the learning sciences as a field has grown to encompass the study of learning from different lenses, as well as to advance theories of learning through the design and study of new technologies and environments. Within the realm of the learning sciences, the concept of design and design thinking is of great consequence as it helps us understand how teaching and learning happen in the rapidly changing 21st-century knowledge society, as well as can be used to inform the design of effective, innovative, and equitable interventions. Design thinking in the learning sciences can be made manifest in activities ranging from iterative curriculum design, to researching affordances and constraints of tools, techniques, and learning environments, to appropriating design concepts in both physical and digital spaces. It also sheds light on how the socio-material histories of materials inform learning and participation. This bibliography focuses on learner-centered design principles and how various research methodologies (e.g., participatory design and design-based research) contribute to appropriating design thinking into learning, teaching, and pedagogical processes. The evolution of this field is interwoven in the powers of design.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"26 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74294220","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

Conceptualizing, Measuring, and Evaluating Improvement Networks 概念化、测量和评估改进网络

IF 0.6

Religion & Education Pub Date : 2021-01-12 DOI: 10.1093/obo/9780199756810-0271

David G Sherer, Richard Paquin-Morel, Adrian Larbi-Cherif, J. Russell

{"title":"Conceptualizing, Measuring, and Evaluating Improvement Networks","authors":"David G Sherer, Richard Paquin-Morel, Adrian Larbi-Cherif, J. Russell","doi":"10.1093/obo/9780199756810-0271","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0271","url":null,"abstract":"Educators and education-related organizations are increasingly joining and forming networks to improve learning opportunities and outcomes for students. The turn to networks reflects growing recognition in the education field that problems in education are too complex for any one educator or organization to solve on their own and that collaboration has the potential to accelerate improvement. While there is a history of networks in education to support informal sharing and collaboration, improvement networks are intentionally designed and structured to organize systematic inquiry that enables educators to learn how to better respond to a specific problem of practice. For example, Tony Bryk, Louis Gomez, and Alicia Grunow from the Carnegie Foundation for the Advancement of Teaching introduced the concept of the “networked improvement community” to the educational field. These networks bring together communities of educators, reformers, researchers, and leaders, and they provide a structure for organizing inquiry into the root causes and potential solutions to high-leverage problems, such as inequities in student achievement and college access. This article explores the improvement network concept and ways to measure and evaluate these networks. It is organized into four sections, three of which are further divided into subsections. The first section explores how to conceptualize improvement networks. It makes a crucial distinction between the social organization and technical work of networks, and this distinction is preserved and highlighted in subsequent parts of the article. The second section explores approaches to evaluating improvement networks. This is followed by a section on measuring the technical and social organization of networks. The article concludes with a selected set of cases of improvement network evaluations.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"25 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85857044","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