Research in Educational Policy and Management最新文献_第3页

State, Citizens and Education in the Ottoman Empire: Civic Education Curriculum in the Early 20th Century 奥斯曼帝国的国家、公民与教育:20世纪初的公民教育课程

Research in Educational Policy and Management Pub Date : 2021-12-21 DOI: 10.46303/repam.2021.6

M. Kaya

{"title":"State, Citizens and Education in the Ottoman Empire: Civic Education Curriculum in the Early 20th Century","authors":"M. Kaya","doi":"10.46303/repam.2021.6","DOIUrl":"https://doi.org/10.46303/repam.2021.6","url":null,"abstract":"In Ottoman Empire, reform movements that started in the Tanzimat [Reorganization] period gained momentum in the 2nd Meşrutiyet [Constitutional Monarchy] Era and its aftermath. Education, which is a structure that cannot be isolated from the society and related educational institutions, also underwent change and transformation as a result of the reform movements. Tedrisat-ı İbtidaiye Kanun-ı Muvakkati [Primary Education Transitional Law] brought along a series of innovations in education. During this period, an educational approach based on Usul-i Cedid [New Method] was adopted, and thus, education became free and compulsory while education was divided into 3 levels, the duration of which was 6 years. This research was carried out to analyse how the Musâhabât-ı Ahlâkiyye [Conversations on Morality] course was reflected in the 1913 Ottoman curriculum, and to determine what objectives, themes and values were aimed to be taught to students monthly and weekly during the first, second and third educational periods [Devre-i Ûla, Devre-i Mutasavvıta, Devre-i Aliye respectively] within the scope of this course. In this study designed in qualitative research design, historical research method was preferred. The data of the research were obtained by document analysis technique and literature review. The obtained findings were organized in such a form to serve the purpose of the study and analyzed by content analysis method.","PeriodicalId":447582,"journal":{"name":"Research in Educational Policy and Management","volume":"1968 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129980989","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

Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia 驾驶课程提供对有效驾驶训练的响应:埃塞俄比亚当代驾驶实践调查

Research in Educational Policy and Management Pub Date : 2021-12-21 DOI: 10.46303/repam.2021.5

Endalew Kufi

{"title":"Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia","authors":"Endalew Kufi","doi":"10.46303/repam.2021.5","DOIUrl":"https://doi.org/10.46303/repam.2021.5","url":null,"abstract":"This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.","PeriodicalId":447582,"journal":{"name":"Research in Educational Policy and Management","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134146318","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

The Effects of a Professional Development Program for Technology Integrated Algebra Teaching 专业发展计划对技术综合代数教学的影响

Research in Educational Policy and Management Pub Date : 2021-12-21 DOI: 10.46303/repam.2021.4

Evrim Erbilgin, B. Sahin

引用次数: 5

Factors that Influence School Choice: A Look at Parents’ and School Leaders’ Perceptions 影响学校选择的因素:家长和学校领导的看法

Research in Educational Policy and Management Pub Date : 2021-05-27 DOI: 10.46303/repam.2021.2

Nereyda Cantu, Daniella G. Varela, Don Jones, L. Challoo

引用次数: 4

Practicing Self Learning of ICT for Resilience Amidst the COVID-19 Outbreak: Experiences from Kathmandu Valley 在2019冠状病毒病疫情中实践信息通信技术的自我学习以增强韧性:加德满都谷地的经验

Research in Educational Policy and Management Pub Date : 2020-12-12 DOI: 10.46303/repam.2020.5

Dhanapati Subedi, Ramila Subedi

{"title":"Practicing Self Learning of ICT for Resilience Amidst the COVID-19 Outbreak: Experiences from Kathmandu Valley","authors":"Dhanapati Subedi, Ramila Subedi","doi":"10.46303/repam.2020.5","DOIUrl":"https://doi.org/10.46303/repam.2020.5","url":null,"abstract":"The purpose of the study was to unravel how the school leaders, teachers, students and parents from Kathmandu Valley have experienced the self- learning of ICT use during the COVID- 19. It basically aimed at exploring how the sudden outbreak of COVID- 19 pandemic led the research participants to different vulnerabilities, and how the adoption of ICT use worked as resilience mechanism for them. Guided by the philosophical assumptions of interpretivism, the study considered the school leaders, teachers, students and parents to have subjective experiences regarding COVID- 19 and ICT use. And for making sense about how they have experienced ICT use amid the pandemic subjectively, narrative inquiry was adopted as research method. Using purposive sampling, a school leader, a teacher, a student and a parent having different socio-economic backgrounds were selected from Kathmandu Valley. Their experiences were assembled through in-depth interview, for which the researchers engaged with them for a prolonged period via phone calls and real time meetings. The assembled experiences were further analyzed with theoretical support, following the process of transcribing, coding, categorization and thematization. Through the collective narratives, it was explored that the COVID- 19 outbreak had come to the research participants, while the adversities they experienced were about the insecurities and stress resulted due to school closures, along with their less familiarity with ICT use. Nonetheless, the adversities were found to have minimized due to their motivation for self- learning of ICT use, and adopting the same, they were found to have grown resilient.","PeriodicalId":447582,"journal":{"name":"Research in Educational Policy and Management","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127643904","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: 15

A Comparative Study of the 21st Century Afterschool Center on Education in Elementary Schools in South Texas 21世纪德克萨斯州南部小学课外教育中心的比较研究

Research in Educational Policy and Management Pub Date : 2020-12-12 DOI: 10.46303/repam.2020.2

Laura Salinas-Vasquez, Daniella G. Varela, M. E. Martínez, Don Jones

引用次数: 6

Gender sensitivity in pedagogical practices in secondary education in Bhutan 不丹中等教育教学实践中的性别敏感性

Research in Educational Policy and Management Pub Date : 2020-12-12 DOI: 10.46303/repam.2020.3

Yuden Yuden, Sonam Chuki, T. Dorji

{"title":"Gender sensitivity in pedagogical practices in secondary education in Bhutan","authors":"Yuden Yuden, Sonam Chuki, T. Dorji","doi":"10.46303/repam.2020.3","DOIUrl":"https://doi.org/10.46303/repam.2020.3","url":null,"abstract":"The terrain of gender inequities in education has seen many changes in recent times. The purpose of the study was to find out the gender sensitivity in pedagogical practices in secondary education in Bhutan. The study was qualitative and used non-probability convenient sampling techniques. The study used classroom observations to gain the first-hand experience of a normal classroom and focus group discussions with teachers and students to get in-depth views. The classroom observation and focus group discussion data were analysed using the process of emerging themes. The study revealed that teachers were not gendered sensitive in pedagogical practices in the secondary education level. There were challenges in understanding gender in education both by teachers and students. There was neither gender awareness nor conscious effort made by teachers to address gender inequality in the classroom. A gender-responsive education that supports the realization of student full potential requires the teachers to practice gender-sensitive pedagogy. To address the issue, there is an immediate need for gender awareness and sensitization among teachers and school leaders. Teacher education colleges should introduce modules such as gender and education or gender and development so that the classroom environment is gender-sensitive and gender friendly. \u0000 ","PeriodicalId":447582,"journal":{"name":"Research in Educational Policy and Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128992538","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: 4

Where Teachers Thrive: A Book Review 教师在哪里茁壮成长:书评

Research in Educational Policy and Management Pub Date : 2020-12-12 DOI: 10.46303/repam.2020.7

William Waychunas

引用次数: 2

Book Review. Educational leadership and management: Developing insights and skills 书评。教育领导和管理:培养洞察力和技能

Research in Educational Policy and Management Pub Date : 2020-12-12 DOI: 10.46303/repam.2020.8

İbrahim H. Öztürk

引用次数: 5

A Quantitative Investigation of Language Policy in International Schools in East Asia 东亚地区国际学校语言政策的定量研究

Research in Educational Policy and Management Pub Date : 2020-12-12 DOI: 10.46303/repam.2020.1

Clayton Lehman, Brett Welch

{"title":"A Quantitative Investigation of Language Policy in International Schools in East Asia","authors":"Clayton Lehman, Brett Welch","doi":"10.46303/repam.2020.1","DOIUrl":"https://doi.org/10.46303/repam.2020.1","url":null,"abstract":"Many international schools develop a formal written language policy to address language learning and use. Additionally, schools often develop a language policy as part of an authorization and or accreditation process. Although a school may have a formal written language policy, sometimes teachers are unaware the policy exists. The purpose of this study was to examine teacher knowledge of language policy in English-medium international schools in East Asia. Additionally, the researchers explored whether there were differences in teacher knowledge of language policy between schools that have an affiliation with CIS, IB, and ACS WASC and schools with no affiliation. Further, the researchers examined how often teachers followed the language policy and if the policy defined the roles of teachers. This quantitative survey-based study had 544 participants, of whom 387 were teachers. The main finding revealed that a sizeable percentage of teachers reported that their school does not have a formal written language policy or were unsure if one exists. Additional findings revealed similarities in language policy knowledge between CIS and IB schools and schools with no affiliation. Further, less than half of the teachers follow the language policy consistently, and many policies do not specify teacher roles.","PeriodicalId":447582,"journal":{"name":"Research in Educational Policy and Management","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125328816","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: 11