(2021). Finding Our True North: On Languages, Understanding and Curriculum in Northern Ireland. Curriculum Journal, v32 n3 p444-458 Sep. Language learning can open up new worlds and deepen understanding of our own. It can foster awareness of other people, other places and cultures, and bring social and educational benefits. Northern Ireland (NI) is an increasingly multilingual region that is emerging from conflict into a welcome, but fragile, peace. It faces unique uncertainties caused by Brexit, as well as the need to develop empathy in face of the COVID-19 pandemic. Concerns have been expressed also about academic underachievement and mental health amongst its young people. Against such a background, this paper explores the current context in NI relating to languages, and curriculum policy and practice in language education. It argues that young people in NI are poorly served, and that curriculum reform with respect to languages is timely. The paper makes five key recommendations: (1) Reform of curriculum, policy and practice relating to language education in NI; (2) Introduction of statutory language learning in… [Direct]
(2021). Metaphorical Perceptions of Physical Education and Sports: An Evaluation from the Perspective of Preservice Teachers. African Educational Research Journal, v9 spec iss 1 pS9-S15 May. This study has been designed to examine pre-service teachers' metaphorical perceptions of physical education and sports. In this study, phenomenology, one of the qualitative research designs, was used. The study group consists of 60 pre-service teachers studying at the Department of Physical Education and Sports Teaching at Sirnak University during the 2020-2021 academic year. Research data were obtained from the statements of students who were asked to complete the sentence "Physical Education and sports are like … for me because … ". Research data were analysed using the content analysis method. The analysis of the data consists of stages including classification, elimination, category development, validity and reliability tests, and interpretation of the metaphors obtained in the study, respectively. Six categories were created in this study in which the metaphorical perceptions of pre-service teachers of the concept of physical education and sports were examined…. [PDF]
(2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, v7 n32 p46-51. This study reviewed the nature of peace in Tertiary Institutions in Nigeria using Ebonyi State University as a case study. The purpose of the study was to review the various factors responsible for lack of peace. The sample was drawn from the three hundred level students of the Faculty of Education. Thirty students were selected from each of the seven departments making a total of 210 students–l05 males and 105 females. A researcher made instrument named factors responsible for lack of peace in Tertiary Institutions (FRLPTI) was used as the instrument for data collection. The reliability of the instrument was established for internal consistency using the Pearson Product Moment which yielded reliability co-efficient of 0.78 after a test-retest carried out on some selected students from the Federal University students in the state. The results of the study were presented in 5 tables based on the four research questions and hypothesis formulated while the data collected were analyzed… [PDF]
(2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, v7 n31 p96-101. This study reviewed the nature of peace in Tertiary Institutions in Nigeria using Ebonyi State University as a case study. The purpose of the study was to review the various factors responsible for lack of peace. The sample was drawn from the three hundred level students of the Faculty of Education. Thirty students were selected from each of the seven departments making a total of 210 students–l05 males and 105 females. A researcher made instrument named factors responsible for lack of peace in Tertiary Institutions (FRLPTI) was used as the instrument for data collection. The reliability of the instrument was established for internal consistency using the Pearson Product Moment which yielded reliability co-efficient of 0.78 after a test-retest carried out on some selected students from the Federal University students in the state. The results of the study were presented in 5 tables based on the four research questions and hypothesis formulated while the data collected were analyzed… [PDF]
(2022). Building a Culture of Peace and Non-Violence in Vulnerable Schools: Aulas de Paz in Venezuela. Childhood Education, v98 n4 p30-35. Violent and aggressive behaviors are social and health problems that have grown exponentially in Latin American countries. During the last two years, the COVID-19 pandemic has worsened the situation. In response to these problems, the Association for the Development of Comprehensive Education and Communities (Aseinc) has provided education and training programs for teachers and K-6 students in Venezuela since 2009. Through the years, Aseinc identified the urgent need to support their beneficiaries with tools to "fight" violence. Their response was to create and implement a structured program to reduce violence in schools, promoting a culture of peace and non-violence for children and adolescents that would be transferable to their families and communities. As part of this mission, a multidisciplinary team of professionals from Aseinc created Aulas de Paz in 2019. Initially, all concepts were gathered in an activity booklet that provided socio-emotional skills to teachers… [Direct]
(2021). A Historical-Structural Approach to ESL Ideology in Korea. English Teaching, v76 n1 p79-104 Spr. Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology "per se" remains unchanged, (re)generating other English ideologies including "Spoken English First," "Ten-year English Fiasco," and "Earlier the Better English Education" ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL… [PDF]
(2024). Community over Control. Montessori Life: A Publication of the American Montessori Society, v36 n1 p24-31. Montessori came to the United States at the turn of the 20th century, and the Method was, at first, accepted with enthusiasm. But it wasn't long before the honeymoon was over – American educators wrongfully accused Montessori of being behind the times of educational research of the day. One of these early criticisms of Montessori education targeted the amount of freedom given to children. The perceived wisdom of the era viewed teachers as the center of the classroom, and Montessori's critics were uncomfortable with the concept decentering the adult to educate the child. And what does this mean for cultures who do not have the same values around "peace and quiet?" In what ways does this idea of peaceful and quiet impact the neurodivergent children in our environments. A Montessori classroom should run on self-regulation, personal responsibility, and social harmony – not adult-imposed rules. Children need order, and adults must create an orderly environment. It sounds simple,… [Direct]
(2008). Creating a Culture of Healing in Multiethnic Communities: An Integrative Approach to Prevention and Amelioration of Violence-Induced Conditions. Journal of Community Psychology, v36 n6 p814-832 Aug. In this article, the author describes the nature and dynamics of the culture of healing and the prerequisites for its creation. The concept of the culture of healing emerged over the course of 7 years of implementation of the Education for Peace (EFP) Program in over 100 primary and secondary schools in the ethnically divided Bosnia and Herzegovina (BiH). The process of change from conflict-based to peace-based ways of thinking and behaving in this multiethnic society, slowly and painfully emerging from a devastating civil war, is described and the dynamics of interface between a culture of healing and individual psychological processes are described. In the culture of healing, health is defined as a state of organic unity–wholeness, equilibrium, balance, and harmony–and healing as the process of creating unity in all aspects of individual and community life. At the core of this process is the essential transformation from conflict-based to unity-based worldviews–ideas, attitudes,… [Direct]
(2024). We Have a Lot in Common: Cognate Words. European Journal of Education, v59 n3 e12675. This study presents a list of 2022 Bulgarian-Turkish cognate words that can be used to facilitate vocabulary acquisition and cross-linguistic awareness. The list was created manually through a multi-step process that involved scanning the database of an online dictionary to identify Bulgarian words that had the same or similar forms in Turkish. For each cognate word identified, its Bulgarian and Turkish forms and English meanings were recorded, and their accuracy was checked through additional sources and expert consultation. The final list of cognate words includes only those confirmed based on linguistic criteria and expert judgement. The use of cognate words in language teaching methods such as total physical response and teaching proficiency through reading and storytelling can enhance the effectiveness of these methods by helping students understand and remember new vocabulary and building their confidence in language learning. Additionally, this study highlights the potential… [Direct] [Direct]
(1994). Education for Human Rights. An International Perspective. Studies in Comparative Education. This book presents theoretical studies and national experiences of how education might respond to war, natural catastrophes, or disease, thereby making people more aware and successful at managing difficult situations. The volume's 15 authors, drawn from many parts of the world, deal with human rights (especially those of women, children, minorities, and indigenous populations), equality of educational opportunity, cultural values, social responsibility, international understanding, cooperation, and peace. Following an introductory chapter by Douglas Ray, papers and authors are listed as follows: "Rights, Education, and the Evolution of the Curriculum" [Canada] (Douglas Ray); "Cultural Values and the Free Development of Personality" [Canada] (David Radcliffe); "Toward an International Definition of Education for Social Responsibility" [Canada] (Douglas Ray); "The Distinction between Education about Peace and Development and Value-Centred Education…
(2012). Body, Mind, Spirit: Twelve Juicy Stories of Transformation from Yoga Practice in Higher Education. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. The subject of this inquiry is to explore university students' stories of transformation from the practice of integral yoga in an undergraduate course exploring human biology, health, and spirituality. The stories of participants give evidence for successful educational performance when yoga and meditation are combined with academic learning in higher education. The legitimacy of introducing mindful yoga as an integral part of higher education is further enhanced by the connections to transformative adult learning theories, scientific studies on the impact of yoga and meditation, and systems knowledge. This inquiry examines the integration of the body/mind/spirit complex for adult learning in the "Body, Mind, Spirit: Yoga and Meditation" course in the School for New Learning at DePaul University in Chicago. During the course, students examine the interconnections of biology, spirituality, social change, and community/individual health. The inquiry includes narratives from… [Direct]
(2011). Teaching Conflict Management Skills in Schools: Prerequisite for Peace and Achievement of Millennium Development Goals in Kenya. Educational Research and Reviews, v6 n17 p902-905 Nov. The Kenyan society is experiencing a lot of conflicts, some with devastating effects such as deaths, starvation, disease and destruction. These normally arise out of difference between people. Secondary schools being part of the society have not been left out of this challenge as evidenced by mass media reports on strikes, demonstrations and resulting closures. This being the formative age of the youth who are the majority of the Kenyan population according to 2009 census results, the opportunity of their being in school may be exploited by the society to address conflicts as a major challenge to peace today. The Ministry of Education can impart a curriculum that would perpetuate peaceful conflict management skills in the youth. So far, this has evidently not been done adequately creating gaps for mishaps such as the 2008 post-election violence, whereby if the international community had not timely sent the former United Nations Organization Secretary General, Koffi Annan of Ghana… [PDF]
(2023). Using Comics for Climate Change in Science Education: Students' Solutions and Aesthetic Subtleties. Journal of Baltic Science Education, v22 n2 p215-231. To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global… [PDF]
(2023). High School Teachers' Work Motivation: A Mixed Research Method. Discourse and Communication for Sustainable Education, v14 n2 p17-36. This study aims to reveal the work motivation of high school teachers and was carried out with an explanatory sequential design, which is one of the mixed research methods. There were 284 participants in the quantitative stage and 15 participants in the qualitative stage of the study. At the quantitative stage, a work motivation scale was used, while in the qualitative part, an interview form consisting of 4 questions was used. As independent variables, gender, branch, professional experience and education level were used. As a result of the analysis, high school teachers' work motivation levels do not significantly differ in terms of educational level and professional experience but significantly differ in terms of gender and branch. The mean score of high school teachers' team cohesion, job integration, commitment to the institution and personal development level are found high. The Kaiser-Meyer-Olkin (KMO) value of the work motivation scale used in the quantitative part of the… [Direct]
(2008). Productive Contradictions: Dissonance, Resistance and Change in an Experiment with Cooperative Learning. Journal of Peace Education, v5 n1 p97-111 Mar. This article discusses a qualitative research project designed to investigate processes and outcomes of learning in a first-year undergraduate course–\Introduction to conflict resolution: theory and skills\ (ICR)–taught in the Department of Peace Studies at the University of Bradford. The research project was set up to help us understand how students experienced two \innovations\ introduced to the course in January 2006–the use of a cooperative learning methodology in the classroom, and the introduction of a reflective portfolio as the main assessment format. The article discusses some of the benefits of using cooperative and reflective learning for teaching conflict resolution theory and skills in a large and diverse class. The article also describes and analyses some of the resistance and contradictions that emerged as we introduced our \new\ pedagogy. It also explores some contradictions between our aims and practice, and how these were experienced by students. In conclusion,… [Direct]