(2018). Assessment of Student Leaders' Skills Critical in Managing Student Affairs in Public Universities in Kenya. International Journal of Education and Literacy Studies, v6 n4 p107-113 Oct. The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students' riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students' affairs in universities in Kenya. Despite the involvement of student leaders in the management of students' affairs in public universities, students' protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders' skills that are critical in managing student affairs in selected… [PDF]
(2019). Axiological Aspects of the Socio-Cultural Interaction of Russian and Chinese Students in the Educational Space of the Russian Universities. NORDSCI, Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019). The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. General purpose of the study was identifying the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study / live with Chinese (500 people), 10 Chinese… [PDF]
(2016). Peace Talks: A "Dialogical Ethics" Model of Faculty-Student Collaboration in the Undergraduate Classroom. Cogent Education, v3 n1 Article 1163764. At the 2015 CIDER conference on Higher Education Pedagogy, professors Abelson and Nelson discussed their intense and inspiring level of instructor-student collaboration, describing how they collaborate with their first-year students in the design of particular assignments and even overall course design at the unit level. This essay seeks to contribute to both our understanding and appreciation of such collaborative learning-centered strategies by applying a "dialogical ethics" model. The essay begins with an extended investigation of the ways in which the dramatistic philosophy of Kenneth Burke illuminates the grammatical, rhetorical, and dialogical mechanisms by which instructor-student collaboration fosters enhanced levels of student engagement in the process of education–including investment, ownership, and empowerment. In doing so, this essay explores how the notions of (i) disparate grammars and recalcitrance, (ii) consubstantiality and irony, and (iii) dialogue of… [Direct]
(2017). Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities. International Review of Research in Open and Distributed Learning, v18 n7 p292-305 Nov. Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the "Sustainable Development Goal 4: Quality Education" ("SDG4"). The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that publicly-funded research and educational content belongs to the people and should therefore be open and accessible to them. Canada can play an important role in supporting SDG4 by increasing its support for OER and open education in general, both in Canada and abroad. OER can be a significant aid in ensuring inclusive and equitable quality education and can promote lifelong learning opportunities for all. OER, by their very nature as freely available and usable learning resources, can be considered important, if not essential, for supporting the expressed goals in all areas of education. From pre-kindergarten to lifelong learning, including… [PDF]
(2017). Education for Global Citizenship and Sustainable Development in Social Science Textbooks. European Journal of Education, v52 n4 p460-476 Dec. This article reviews the state of research and data on relevant content, broadly understood as sustainable development, in social science textbooks worldwide. Specifically, it examines the extent to which these textbooks could help learners to acquire the knowledge, skills and values that are needed to meet goal 4.7 of the United Nation's Sustainable Development Goals: "By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development." It reviews relevant literature and analyses three cross-national, longitudinal databases containing information that is coded from textbook content to assess the current state of knowledge. In addition to… [Direct]
(1998). Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy, and Sustainable Development for the Asia-Pacific Region. A UNESCO-APNIEVE Sourcebook for Teacher Education and Tertiary Level Education. This sourcebook is the outgrowth of a July, 1996 meeting held in Malacca, Malaysia, where the Asia Pacific Network for International Education and Values Education (APNIEVE) experts group articulated the Asia-Pacific longing for peace and harmony. The sourcebook is based on international education and values education, with emphasis on peace, harmony, human rights, democracy, and sustainable development in the region. Major emphases are placed on the meaning of Learning to Live Together, the core and related values needed to live together successfully and peacefully, and the development of learning experiences that will help teacher trainees and students actualize such values. Following an introduction, the sourcebook is divided into these chapters: (1) "The APNIEVE Philosophy"; (2) "The Asia-Pacific: Context and Conceptual Framework"; (3) "Education for Learning to Live Together"; (4) Guidelines for Teaching-Learning Materials and Sample Lesson Plans;… [PDF]
(2018). A Biographical Study of Bernard Lafayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation. ProQuest LLC, Ph.D. Dissertation, University of South Florida. The purpose of this study was to explore the life and work of LaFayette, nonviolence and conflict reconciliation from an adult education perspective. This study explores LaFayette's life from an early age through his involvement in the Civil Rights Movement, his contributions to adult education, and his current views on social change. The nonviolence conflict reconciliation LaFayette teaches is based on the philosophy and strategies of Martin Luther King, Jr. During the last 50 years, LaFayette has been kidnapped, threatened, and survived ventures into hostile environments in his effort to teach nonviolence philosophy, strategies, and methods. This historical/biographical study used semi-structured interviews to obtain information from LaFayette directly and from a plethora of media, books, and articles about him. Semi-structured interviews were also used to interview his family members and colleagues. Despite the numerous awards and recognitions LaFayette has received, he had not… [Direct]
(2018). Charting a Course for Success: America's Strategy for STEM Education. A Report by the Committee on STEM Education of the National Science & Technology Council. Executive Office of the President Since the founding of the Nation, science, technology, engineering, and mathematics (STEM) have been a source of inspirational discoveries and transformative technological advances, helping the United States develop the world's most competitive economy and preserving peace through strength. The pace of innovation is accelerating globally, and with it the competition for scientific and technical talent. Now more than ever the innovation capacity of the United States–and its prosperity and security–depends on an effective and inclusive STEM education ecosystem. Individual success in the 21st century economy is also increasingly dependent on STEM literacy; simply to function as an informed consumer and citizen in a world of increasingly sophisticated technology requires the ability to use digital devices and STEM skills such as evidence-based reasoning. The character of STEM education itself has been evolving from a set of overlapping disciplines into a more integrated and… [PDF]
(1912). List of Publications of the United States Bureau of Education Available for Free Distribution, September, 1912. Bulletin, 1912, No. 25. Whole Number 497. United States Bureau of Education, Department of the Interior This bulletin names and describes the publications of the Bureau of Education which, at the time of its compilation (September, 1912), are available for free distribution by this office. Many of these publications are of great value to teachers, students of education, librarians, and people having a general interest in education and the improvement of public and private schools. This bulletin lists publications on the following subjects: (1) Agricultural and mechanical colleges; (2) Agricultural education; (3) Alaska school and reindeer service; (4) American educational history; (5) Associations and congresses; (6) Barnard's American journal of education; (7) Bibliography of education; (8) Bureau of Education: Publications and work; (9) Education and crime; (10) Educational methods; (11) Educational values; (12) Foreign school systems; (13) Higher education; (14) Industrial and technical education; (15) Libraries; (16) Mathematics teaching; (17) Peace movement; (18) Professional… [PDF]
(2007). Cognitive Rather than Emotional Modification in Peace Education Programs: Advantages and Limitations. Journal of Moral Education, v36 n1 p51-65 Mar. Contact intervention programs are being used as the main vehicle to enhance positive relationships between conflict groups. Current research seeks to reveal the force driving processes that lead to positive contact between conflict groups, and points to the importance of emotional modification. Acknowledging the centrality of emotional modification, the present study points to the importance of defining the desired goals of contact interventions. It aimed to reveal which of the emotional, cognitive, motivational or behavioural components of intergroup relations were most enhanced in peace intervention programs for Israeli Jewish and Bedouin Arab high-school students in Israel. The findings indicate the cognitive realm as the most enhanced. These findings raise the question of the relevance of emotional modification in regions of persistent conflict, and suggest that intervention methods and desired outcomes must be closely linked. Finally, implications for moral education are… [Direct]
(2015). What Relief Agencies Should Know about the Educational Rights of Children and Youth Displaced by Disaster. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education at SERVE After disasters, displaced families long to return to a sense of normalcy. As such, reconnecting children and youth to school is especially important during this time. By providing the structure of the educational setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children and youth are in school safely, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief is directed towards relief agencies. Relief agencies play a critical role in connecting families, children, and youth who have been displaced by disasters to needed services, including enabling children and youth to continue their education. By understanding the educational services and supports that are available to homeless children and youth under federal law, relief agencies will be able to coordinate more effectively with schools and school districts (know as local… [PDF]
(2015). The Stories We Tell: Exploring Narrative in Education for Justice and Equality in Multicultural Contexts. Multicultural Education Review, v7 n1-2 p12-25. This paper focuses on the role of narrative in enabling educational processes to support justice and equality in multicultural societies. It draws on Bhabha's (2003) concept "the right to narrate", arguing that conceptions of multicultural education which focus exclusively on the nation are insufficient in a globalized and interdependent world. National narratives, promoted through history and citizenship education, not only deny minorities' perspectives but also encourage exclusive visions of the nation, maintaining the hegemony of the nation-state. Neighboring nations tell alternative, often contradictory, stories through their school curricula. Processes are closer to propaganda than the educational goal of critical thinking and contribute little to the realisation of justice and peace at home or the wider world. Promoting nationalism and a sense of national superiority may weaken the position of migrants and undermine regional and global cooperation. The paper argues we… [Direct]
(2017). HPV Vaccine Decision-Making among Young Men Who Have Sex with Men. Health Education Journal, v76 n1 p52-65 Feb. Objective: Human papilloma virus (HPV) vaccination is recommended for all men who have sex with men (MSM) in the USA until the age of 26 years. Despite this recommendation, vaccine uptake remains low. The purpose of this study was to (1) describe salient beliefs related to HPV vaccination among young MSM; (2) determine factors that underlie these beliefs; and (3) describe a model for HPV vaccine decision-making. Design: Qualitative descriptive study. Setting: Central Florida, USA. Methods: Semi-structured interviews (N = 22). Results: The majority of respondents had heard of the HPV vaccine, but generally perceived HPV as a women's health issue. Salient behavioural beliefs about HPV vaccination described physical (such as lowering risk and promoting overall health) and psychological benefits (such as protecting sex partners and providing peace of mind). There was some concern regarding the risks of vaccination including contracting HPV from the vaccine, not knowing if it would be… [Direct]
(2015). An Evaluation of the Turkish Education System outside the Conflict between Old and New. Eurasian Journal of Educational Research, n59 p149-163. Basis of the Study: Education is considered to be a system that provides solutions to communal problems, developing individual skills, bringing enlightenment and peace to people. However, the situation is somewhat different in Turkey, for education, which is regarded as a problem-solving activity, has itself become a problem. The Turkish education system has become one of our most serious social problems. This problem essentially stems from discussions over which civilization Turkey belongs to: the Eastern or the Western. The conflict between old and new in the Turkish education system is essentially a struggle between those who claim that "Turkish society is an Eastern society" (anti-Westerners) and those who claim that "It is a Western society" (pro-Westerners). This dispute is directly related to the ongoing process of Westernization that started in the 19th century. The Turkish education system is suffering from the conflict between old and new. The article is… [PDF]
(2014). Graduate Students Perceptions' on Multicultural Education: A Qualitative Case Study. Eurasian Journal of Educational Research, n57 p29-50. Problem statement: The main responsibility in the implementation of multicultural education, which includes notions like equality, respect, and peace, as well as an equal opportunity for success for all students, belongs to teachers. The teachers' perception of and attitude towards multicultural education are directly related to how they will implement multicultural education. Some past studies indicate that there is an undeniable effect of culture on education, yet teaching candidates and managers often don't have sufficient knowledge of multicultural education. Data gathered from this study is expected to contribute to the literature on multicultural education practices expected to be included in Turkey's educational programs. Purpose of Study: The purpose of this study is to find out the perception of and the evaluation of multicultural education by participants who work as primary and secondary education teachers who are continuing their doctorate level education in curriculum… [PDF]