(1987). Secondary Projects. Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Manual Series–M36. This manual is designed primarily to assist Education Peace Corps Volunteers undertake community projects in addition to their primary job assignment. Chapter 1 discusses the factors that determine the measure of success of the project. The process, not the product, is emphasized. Chapter 2 on situational analysis outlines areas of investigation to provide the volunteer with a basic understanding of the circumstances of the community. Chapter 3 includes suggestions for determining the specific needs of the community and the interests and skills of the volunteer. Chapters 4 and 5 provide outlines for a feasibility study and the basic structure of a project plan. Chapter 6 details a six-step approach to problem solving. Chapter 7 deals with evaluation and documentation and provides sample formats. Chapter 8 contains information about technical resources, sources of financial or material aid, and project ideas by sector. Guidelines tell how to use resources appropriately. Chapter 9… [PDF]
(2018). Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise. ProQuest LLC, Ph.D. Dissertation, Kent State University. The United States Supreme Court's decision in the case Wisconsin v. Yoder et al. (1972) created a special provision for Amish and Old Order Mennonite families by allowing their children to end formal schooling at age 14. The assumption was that these Anabaptist families were preparing children adequately to live "full lives" in their communities without a high school education. Most of these children attend small private Amish schools, but some public school districts, like those at the center of this study, have successfully attracted a significant number of Amish students to their schools. Through philosophically-oriented qualitative research, this study explores how educators in these public schools view their aims and influence in educating young people who are not destined for formal education beyond the 8th grade, or work that requires a high school diploma. The author identifies a peculiar agreement between families and educators in which Amish families extend a… [Direct]
(2014). Community Data-Driven Decision Making in Education: A Facilitator's Manual. Peace Corps Publication No. M0108. Peace Corps Data-driven decision making is part of our everyday lives. For example, we examine our children's immunization charts in order to indicate what vaccinations they have received, as well as what vaccinations are missing and expired. We use information, like a chart, to make decisions about what to do and what not to do. Data-driven decision making in education follows the same type of process: We use student performance, household, and school assessment data to inform decisions about the planning and implementation of school improvement strategies. This Facilitator Guide is to be used when training Volunteers, their counterparts, and supervisors to serve as workshop facilitators in Community Data-Driven Decision Making (CD3M) in education. It outlines the potential format, sessions, materials, objectives, time, sequence, and content of a CD3M workshop. The guide is based on pilot workshops conducted in Guatemala (May 2011) and the Philippines (June 2011) with Volunteers, their… [PDF]
(2018). Venturing under Fire: Entrepreneurship Education, Venture Creation, and Poverty Reduction in Conflict-Ridden Maiduguri, Nigeria. Education & Training, v60 n7-8 p749-766. Purpose: The purpose of this paper is to examine how a new entrepreneurship education (EE) intervention offered at conflict-ridden Maiduguri, Nigeria, is having transformative impacts through new venture creation and poverty reduction. Design/methodology/approach: The paper adopts a single case study approach, drawing from in-depth interviews of participants, experts, and facilitators of the entrepreneurship training, in addition to relevant memos and documents. Findings: The findings indicate that the EE programme is, by generating awareness and facilitating skill development, contributing to new venture creation, poverty reduction, and positive change in mindset. However, the impact is limited by inadequate support through venture capital and limited facilities for business incubation. Research limitations/implications: This study is limited in its focus on EE provided for university undergraduates and graduates. Further research should explore interventions aimed at less-educated… [Direct]
(2016). Islamic and Indonesianic Characters Perspective of Higher Education of Muhammadiyah. Journal of Education and Practice, v7 n18 p55-61. The study aims to describe the educational model of Islamic and Indonesianic character in Muhammadiyah, perspective of phenomenological studies at School of Higher Education Teaching (STKIP) of Muhammadiyah Sorong of Papua Province Indonesia. The study is done by using qualitative approach with phenomenological paradigm. The main data was obtained through the interviews of the leader and organizer of Islamic education. Other data were collected through observation and documentation. Data analysis is using the phenomenological qualitative analysis through the display, reduction, analysis and conclusion. The results showed that the focus of Islamic education is the basis of character development as Muslim progressives within the Unitary State of the Republic of Indonesia (NKRI). Basic beliefs were implanted that Islam is "rahmatanlil'alamin" (blessing for all); the Republic of Indonesia is the Graces of Allah and the Muslims are the largest population in the country. The… [PDF]
(1984). Women's Participation in European Peace Movements: The Struggle to Prevent World War I. The role that women played in 19th century and early 20th century European peace movements is examined. European peace societies in the first half of the 19th century began as small citizen groups inspired by religious indignation. Organized peace societies finally took root during the 1860's. For the first three-quarters of the 19th century, women's peace activism was confined mostly to a Paris association organized by Marie Goegg. Toward the end of the century peace movements were galvanized because of the frightening progress of the arms race. Women participated in the peace movement from the 1890's to 1914 in all possible ways. Organizations were developed by and for women in France and Italy. It was in the field of education that women peace activists labored most persistently. Many women, such as Marguerite Selenka, Anna Eckstein, and Bertha von Suttner, became active in international peace movements, organizing massive women's petition and demonstration campaigns and…
(2015). Content Analysis of Songs in Elementary Music Textbooks in Accordance with Values Education in Turkey. Educational Research and Reviews, v10 n8 p1070-1079 Apr. The aim of this study is to determine which values are included in education songs in elementary school textbooks and the level of these values. This study, conducted using document analysis method, involved primary education music class textbooks. Education songs in textbooks were analyzed within the frame of 29 values determined based on literature research. Two charts have been created in order to determine the values included in educational music. At the end of the research, it was determined that although music classes are very suitable for teaching values, education of values was not sufficiently included in the schedule. There were education songs including values such as love, respect, self-esteem, solidarity, cooperation, peace, collaboration, morality, cleanliness, kindness, diligence, friendship, responsibility, patriotism, tolerance, loyalty, sharing, sensibility and honorableness; however, there were no education songs including values of compassion, grace, honesty,… [Direct]
(1987). A Launching Kit for Learning Activities Centered about the 1987 Summits in Canada = Trousse de Reference Concernant les Activites D'apprentissage Axees sur les Sommets de 1987 au Canada. This kit, designed for use in elementary and secondary school classrooms and community groups, presents information and interdisciplinary learning activities that focus on two 1987 Canadian summit meetings. One summit, the Commonwealth of Nations meeting in Vancouver, involved countries with a legacy as British colonial nations; and the other, La Francophonie summit in Quebec, featured countries that speak the French language and incorporate a French culture. The kit contains booklets that: (1) describe Canada's role and history in the Commonwealth of Nation's and the organization's "Declaration of Principles"; (2) discuss Canada's role in and relationship to La Francophonie; and (3) provide learning activities, discussion questions, and resource lists. Issues central to both summit meetings are described in brief documents and include such topics as: (1) human concerns; (2) science, technology, environment, and resources; (3) culture and education; (4) peace and order;…
(1970). A Syllabus for the Study of Selective Writings by W. E. B. Dubois. This syllabus or teacher's guide to the life and works of Dr. W.E.B. Dubois has the following organization. An introductory section provides eulogies and tributes from important black and white leaders focusing on his stature as an educator, editor, sociologist, historian, statesman, social prophet, and race leader. The main body of the syllabus details references to writings of major importance, such as his 21 books, Atlanta Studies, editorials, essays, and creative work, and to major topics, such as peace, class struggle, lynching, education, civil rights, race pride, black power, colonialism, and voluntary separation. Aphorisms and short quotations are also included in this section. The address delivered by the Rev. William H. Melish at the Memorial Service of the late Dr. Dubois in Accra, Ghana, on Sunday, September 29, 1963 completes this section. An appendix carries a chronology of Dr. Dubois' life and accomplishments, and a bibliography grouped as books, magazine articles,… [PDF]
(2008). Disrupting the Luxury of Despair: Justice and Peace Education in Contexts of Relative Privilege. Teaching Theology & Religion, v11 n3 p141-152 Jul. The Iliff School of Theology established a justice and peace concentration within its curriculum to respond to the challenges of racism, class and economic exploitation, sexism, and militarism by fostering social analysis and attending to the contributions of religious thought and resources to the struggles of social change. Within an institution and with a student body who both tend to be relatively privileged in terms of class and racial or ethnic background, one of the persistent issues in teaching justice and peace studies has been addressing the emergence of guilt, anger, and despair as course content challenges students (and faculty) to relinquish self-understandings, historical understandings of their religious tradition and national context, and inadequate theological and faith formation shaped by dominant narratives that ignore social realities of oppression. This pedagogical challenge has encouraged multiple professors to develop unique pedagogical approaches to educating… [Direct]
(2017). Education at the Crossroads: Inclusive Education for the Global Refugee Crisis. Online Submission, Paper presented at the International Conference on Interdisciplinary Approaches in Building Inclusive Pedagogy for Enriching Institutional Autonomy (Attoor, India, Dec 7-9, 2017). The global refugee population continues to climb and the number of refugees across the globe is at an alarming high and is expected to continue to rise for the foreseeable future. Access to education is a basic human right and is linked to poverty reduction, holding promises of stability, economic growth, and better lives for children, families, and communities. Refugee children and adolescents remain amongst the most marginalized groups in education. Refugee children and youth have frequently missed substantial amounts of schooling due to the effects of conflict. The lack of high quality and protective education for refugees stands in the way of meeting education for all goals, of achieving durable solutions, and of sustainable development and reconstruction of home and host countries. Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve education for all. However,… [PDF]
(2017). Value System and Value Preferences of Prospective Teachers of Secondary Schools: An Indian Survey. Universal Journal of Educational Research, v5 n8 p1403-1409. Present society needs a moral, more sustaining order in every sphere of life to have a firm foundation for further human progress. School education touches the chord of ethical conduct of children as it plays a vital role in the inculcation of right values. This will stand them in good stead as they grow up. As adults, they can practice the values in social life which they imbibed at a formative stage. Hence, value education should be the primary concern of teacher preparation because a teacher has the responsibility of shaping children thoughts which decide their behaviour, and actions later on in their life. The present study examines the value system and value preferences of the prospective teachers. A sample of 330 preservice teachers of B.Ed. programme was randomly selected, and Rokeach Value Survey (RVS) was adopted for the study. The study reveals that the prospective teachers are self-oriented towards the end state of their existence showing their inclination towards freedom,… [PDF]
(2017). Value Tendency Differences between Pre-Service Social Studies Teachers within the Scope of the East and the West. Educational Research and Reviews, v12 n18 p927-938 Sep. This study aims to comparatively examine the values that the students of the Department of Social Studies in Education Faculty at two universities located in the Eastern and Western parts of Turkey desire to find in people they interact with. Multiple methods, including quantitative and qualitative methods, were used in this study. The research was first shaped through content analysis method based on the qualitative research model and then through relational and statistical analysis based on the quantitative research model. The participants of this study were 84 students in total, 47 students from Marmara University in Istanbul from Western Anatolia and 37 students from Kafkas University in Kars from Eastern Anatolia. 48 of the students were female and 36 were male. The data were collected via questionnaires given to senior students at both universities. The qualitative data were analyzed through content analysis while the quantitative data were analyzed by Pearson Chi-Square,… [PDF]
(2019). A Case Study of Mindful Leadership in an Ability to Develop Focus, Clarity, and Creativity of the Buddhist Higher Education Institute Leader. International Journal of Higher Education, v8 n6 p57-69. The objective of this research is to describe the practice of mindful leadership at Buddhist Higher Education Institute, the Institute of Advanced Buddhist Studies — Plum Village Buddhist Monastery Upper Hamlet of France, looking at the abbot's pattern and role in developing and managing the Institute of Advanced Buddhist Studies and the monastery. This research uses the approach of qualitative research with the method of a single case study. The research data collection uses the techniques of observation, interview, and documentation study. The research procedures used in this case study consist of six steps of case study research by Robert K. Yin. The research data collection was obtained by purposive sampling and snowball sampling. Data analysis techniques are used through pattern matching, explanation making, and analyzing data time series. This research found that mindful leadership can develop concentration and be more focused and have clarity. Clarity within the leader can… [PDF]
(2017). Rallying around the Children of the World. Childhood Education, v93 n3 p264-268. "Rallying around the children of the world" gives global dimensions to the goal of nurturing humaneness. As the expression is used [here], it means coming together for the common purpose of supporting the basic rights of all children. It means, too, helping children develop within themselves a sense of interdependent responsibility with their peers the world around. In view of the long-held commitment of the Association for Childhood Education International to the welfare of children and to wider recognition of their individual dignity and human rights throughout the global community, this theme is most appropriate. Vitally important as it may be to embrace these broad commitments, educators need to remember that the "children of the world" are much more than some large, faceless, statistical segment of the world's population. They are individual, living, growing, becoming human personalities. And however important the development of a global perspective from… [Direct]