(1991). The Challenge of Peace Education: Do Our Efforts Make a Difference?. The findings of a study that examined the impact of peace studies courses at the college and university level upon students is reported. The study involved 260 undergraduate students at 3 midwestern universities. At the beginning of each course, students filled out a questionnaire; at the end of the course, students were given identical questionnaires to see how their attitudes, beliefs, and levels of activity had changed during the semester. One year later students were mailed a third identical questionnaire to see what further changes had taken place. A control group also was used so that a comparison of responses between the groups would indicate whether or not the change could be attributed to the influence of a peace studies course. Analyses of the results of the study do not support a major hypothesis of the study, that students taking a peace studies course would have significant changes in attitude in a more peaceful direction than students in a control groups. However, the… [PDF]
(1999). Outdoor Education and Experiential Learning in the U.K. This book contains 13 papers that describe a spectrum of experiential and outdoor education opportunities in the United Kingdom. The first section focuses on provision of outdoor education in schools, colleges, and outdoor education centers, drawing on formal curricula, including the British national curriculum. The second section examines outdoor education outside of formal education, delivered through youth programs or community work. Following an introduction by Peter Higgins and Barbara Humberstone, the papers are: "Training Outdoor Educators: Integrating Academic and Professional Demands" (Peter Higgins, Alastair Morgan); "Outdoor and Adventurous Activities in Undergraduate Physical Education Teacher Education at Chichester Institute" (Maggie Boniface, Peter Bunyan);"Experiential Environmental Education for Primary Aged Children" (Heather Prince); "Outdoor Education in an Urban Environment" (Paul Beedie); "The Scope for Provision of… [PDF]
(2013). Entitlement to Education: Fairness Analysis. Education and Society, v31 n3 p41-61. Entitlement to education is the foundation of freedom, justice and peace in the world. The Universal Declaration of Human Rights acknowledges education as a fundamental right stating that everyone has the right to education. The question of financing this right mainly focuses on the "governmental" allocation of resources to the educational system, as public schools are in the main financed by the government. However, in recent years, there is an incremental trend of supplements to government resources allocated to schools by non-governmental actors. This paper aims to investigate the question of entitlement focusing on the "local authorities'" allocation to schools, using Israel as a case study. The "fairness" analysis conducted using various statistical measurements, developed in the school finance policy literature, reveals that the level of equity at both the input and output sides of the educational process is rather low. Additionally, comparing… [Direct]
(2017). International Librarianship: Developing Professional, Intercultural, and Educational Leadership. SUNY Press International librarianship stems from a desire to bring about political change, transcultural understanding, collaboration, and mutual respect. Historically, librarians have been deeply involved with challenging issues of information sharing, equity in information access, and bridging the digital divide between different socioeconomic communities. This collection draws on case studies from American librarians who traveled to Central America, the Caribbean, Central Europe, Africa, the Mediterranean, and Asia to participate in librarian-initiated and sponsored projects. They united communities, promoted religious and cultural tolerance, developed new facilities, or enhanced existing libraries and archives, thereby enriching communities with resources, professional expertise, new partnerships, and sustainable development practices. "International Librarianship" offers insight into how these experiences might serve as templates and promote best practices in collaborations… [Direct]
(2014). Last Call at Loon Lake: Counter-Narratives in Human Ecology. Canadian Journal of Environmental Education, v19 p94-110. In cultures of excess, the challenge is to see. In a time of climate change, how will humans find the questions, the reflections, the poems, or the prayers that will bring ecological justice and peace? This writing begins a response to the call made on the last day of our gathering at Loon Lake for a "commonist manifesto" around environmental education. In responding to this, and to the journal's theme of "Dark Matters," the goal of this writing is to shine a plain light on the counter-narratives, the smaller, ground-level stories, that informally shape narratives around human ecology. Here, the tools of storytelling, narrative, counter narrative, and poetry pose an inquiry into our earth-centred educational encounters. Such stories are rooted in gardens, forests, neighbourhoods, and classrooms in East Vancouver and in the Okanagan of British Columbia. The stories include questions for discussion that invite the development of "commonist" guiding… [PDF]
(2012). Girls' and Boys' Reasoning on Cultural and Religious Practices: A Human Rights Education Perspective. Gender and Education, v24 n6 p665-681. Human rights play a vital role in citizens' political, religious and cultural life (Wang 2002, 171). Due to the prominence of human rights in the everyday life of citizens, including those of South Africa, human rights education has been included in many school curricula. Human rights education aims to develop responsible citizens who "inter alia" foster an understanding of gender, ethnical, religious and cultural diversities. This, it is hoped will encourage and maintain peace, as outlined in the 1948 Universal Declaration of Human Rights. Departing from a human rights position, a qualitative study commenced in 2009 to explore how girls and boys reason about the cultural and religious practices of girls in their communities and families. Narratives by girls and boys highlighted their views on girls' positioning in their specific communities. From the findings it became evident that the participants were aware of conforming to particular cultural and religious practices…. [Direct]
(2016). Value Priorities of Teacher Candidates in the Education Faculty of Pamukkale University in Denizli, Turkey. Eurasian Journal of Educational Research, n66 p159-174. Problem Statement: Behavior is the visible conclusion of unseen values. More concretely, the teaching attitudes of teachers are affected by their values. The study of values is therefore fundamental to the study of teaching. If it is possible to understand the values of teachers, it is possible to estimate the teaching behaviors of teacher candidates. This will help identify which values of students are barriers to improving their teaching abilities and adjust the teaching curriculums to resolve these issues before teacher candidates become teachers. An effort must be made to change the values that hinder the teaching abilities of teacher candidates and support them with values that will help them teach. Purpose of the Study: The purpose of this study was to explore the terminal and instrumental values that contribute to the formation of value types of teacher candidates. Method: The Schwartz Value Survey (SVS) was used to measure the values of the teacher students. The population of… [PDF]
(2015). Redefining High Performance in Northern Ireland: Deeper Learning and Twenty-First Century Skills Meet High Stakes Accountability. Journal of Educational Change, v16 n3 p327-348 Aug. This study examined four secondary schools in Northern Ireland serving a significant percentage of low income families: two schools from the "Maintained" (de-facto Catholic) sector, one school from the "Controlled" (de-facto Protestant) sector, and one school from the "Integrated" (mixed faith) sector. The objective was to identify when and how the schools fostered higher level cognitive skills, interpersonal skills and intrapersonal skills, known collectively in the literature as twenty-first century learning. This paper focuses on the Integrated school "as representative of many of the attributes encountered in all four schools" and as a particular exemplar of high performance. The selected school served 28% low income families, consistently outperformed demographic peers on required exams for the General Certificate of Secondary Education, and revealed through inspection reports and professional reputation a school wide commitment to… [Direct]
(2021). Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy, and Argumentative Structuring. Journal of Information Technology Education: Research, v20 p87-116. Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called "Ensayo Cient√≠fico Multiling√ºe" or ECM ("Multilingual Scientific Essay"), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by… [Direct]
(1991). Develop and Implement a Peace Education Curriculum for Elementary School Students through a Planned Program of Instruction. This practicum was designed to provide K-6 grade children with peace making tools. The curriculum was piloted in a public school for one year. The goal was to teach children how to make peace with themselves and with others. The writer used a combination of strategies in the curriculum to meet the needs of the children; provided self-esteem lessons; utilized conflict resolution techniques, including a new approach to group consultation; utilized parent participation/moral education lessons designed to involve the family; and emphasized social skill training. The results of the practicum were encouraging. Analysis of the data revealed that the children showed significant gains in the areas of social skills, self-esteem, and conflict resolution skills. Teachers indicated that most of the children did learn how to make peace with themselves and with others. (Author)…
(1992). Conceptions of the Future and Education for Responsibility. Peace Education Reports No. 4. In order to build a future world society characterized by "peace with nature" and sustainable development, it is necessary to introduce new policies, partly involving changes in lifestyle among the general public. In order to win acceptance for such changes, what is needed is a "differentiated problem awareness" and an "adequate readiness for action." This report discusses: (1) some psychological starting points (focusing especially on conceptions of the future); (2) central goal areas to plan for in educational planning dealing with this type of preparedness for the future; and (3) various approaches that may be used in the classroom in order to work towards the goals outlined. (Ten figures and one table are included. Contains 13 references.) (Author)… [PDF]
(2010). Tagore's Vision of International Education: Relevance and Implications for Today. Educational Forum, v74 n4 p347-356. In this information age, the world is fast becoming a global village. In this context, it is relevant to look at the educational vision of Rabindranath Tagore. He tried to realize his educational vision in his schools and Visva-Bharati University where the world makes its home in a single nest. Tagore's vision of international education can help to prevent misunderstanding and war, promote peace, foster multiculturalism, connect human beings, and celebrate their common heritage…. [Direct]
(2017). Influence of Examinations Oriented Approaches on Quality Education in Primary Schools in Kenya. Journal of Education and Practice, v8 n14 p51-58. This paper provides a critical appraisal of the influence of examinations oriented approaches on quality education in primary schools in Kenya. The purpose of the study was to determine effects of examination oriented teaching approaches on learning achievement among primary school pupils in Kakamega County, Kenya. It explored the assumptions underlying pedagogical approaches as well as the negative influences of exam-oriented approaches in Kenyan schools. Examination oriented approaches don't address acquisition of practical skills, values, and attitudes in learners. The approaches merely concentrate on passing of national examinations by pupils. Globally, primary education is recognized as the pillar of any country that is expected to have the stable economy. Due to the role played by education in economic development and promotion of peace development, the United Nations (UN) general assembly in 1948 endorsed education as a fundamental human right. The purpose of the study is to… [PDF]
(1980). Aims and Rationale for a Programme in Peace Education for Young Adults. World Studies Journal, v1 n4 p21-26 Sum. Presents a university-developed framework for a peace studies program on the high school level. Objectives include to develop a critical peace consciousness, to help students become responsible decision makers in questions involving violence, and to gain a deeper understanding of human potential. Journal available from World Studies Resource Center, Graby College, Ratby Road, Leicestershire, England. (DB)…
(2000). Peace Education: The Importance of Social Engagement Skills and a Human Rights Framework. This paper is set in the context of the political problems facing Northern Ireland and the educational responses to these problems. It focuses on the importance of globally accepted human rights values to a divided society and the role of education in promulgating these. The paper discusses the methodology of human rights education in the light of educational theory about the value of experiential learning, and the importance of self-esteem and positive attitudes toward others. It defines peace as on-going conflict resolution. Examples are given of good practice where schools have transformed the atmosphere and relationships through the introduction of democratic structures and the teaching of conflict resolution skills. Educational responses to the conflict in Northern Ireland are described, set against the backdrop of recent debates about values in education and education for democratic citizenship. Finally, the paper discusses some of the debates and research which, it is hoped,… [PDF]