(2014). Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014). International Association for Development of the Information Society These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for… [PDF]
(2015). Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children. UNICEF This report delves into a rich new body of data and analysis from the Global Initiative on Out-of-School Children (OOSCI), which confirms that the task of achieving education for all is far from over. The government-backed national studies carried out under the Initiative have marshalled a wide range of data sources for innovative analyses, revealing crucial information on the magnitude of the problem, and on who the out-of-school children are and where they live. The studies have used the data as a cornerstone to identify context-appropriate policies to overcome the specific barriers to education in their country. For many countries, participation in the Global Initiative has provided an unparalleled opportunity to bring together experts in statistics and policy to shine a light on excluded children, who remain largely voiceless and invisible in government interventions. This report draws on this experience to reveal–and attempt to fill–crucial gaps on data, analysis and policy,… [PDF]
(1991). Epigenetic Systems View of Human Development. Developmental Psychology, v27 n1 p33-34 Jan. Discusses the history of the hierarchical epigenetic systems view as applied to human development and offers examples of its implementation. Notes the agreement by many authors that the multilevel systems view is the right model for developmental psychology in both human and animal studies. (BC)…
(1966). EDUCATION'S STAKE IN THE CIVIL RIGHTS MOVEMENT, A PERSONAL TESTIMONIAL AND PLAN TO COLLEAGUES. AS A MAJOR SOCIAL INSTITUTION THE SCHOOLS ARE RESPONSIBLE FOR ACCEPTING THE \MONUMENTAL\ CHALLENGES POSED BY THE CIVIL RIGHTS MOVEMENT. IN RECENT YEARS TRENDS WITHIN THE WHITE ESTABLISHMENT HAVE UNDERMINED HUMAN DIGNITY AND EQUALITY. FOR EXAMPLE, ESTABLISHMENT-CONTROLLED ENFORCEMENT OF THE CIVIL RIGHTS BILL HAS MADE IT ONLY A SYMBOL OF WHAT IS HOPED FOR IN ACTUALITY. AMERICAN EDUCATION MUST PROVIDE CITIZENS WITH KNOWLEDGE AS THE NECESSARY PRECONDITION FOR A DIGNIFIED HUMAN EXISTENCE. THIS ARTICLE WAS PUBLISHED IN THE \PHI DELTA KAPPAN,\ VOLUME 47, NUMBER 9, MAY 1966. (NH)… [PDF]
(1979). Educating Both Halves of the Brain: Educational Breakthrough or Neuromythology?. Journal of School Psychology, v17 n3 p219-29 Fall. Evidence gathered from commissurotomy (split-brain) patients and right-hemisphere/left-hemisphere studies on normal intact humans is reviewed and evaluated. Concludes that right-left hemisphere differences reported in normal subjects are small and that there is no scientific basis for any reorganization of curricular, teaching, or testing programs. (Author)…
(1994). Diversity without Equality = Oppression. Multicultural Education, v1 n4 p13-16 Spr. This historical review of the civil rights movement from the 1950s to the present suggests that a strong tie exists between the civil rights movement and multicultural education. Multicultural education is teaching and learning about the equal human worth of distinctive groups of people in ordinary social life. (SLD)…
(2002). The Argument for a Constitutional Right to Communication and Language. Journal of Deaf Studies and Deaf Education, v7 n3 p258-66 Sum. This article argues that the need for and right to communication and language is fundamental to the human condition. It contends that given the historic difficulties children who are deaf and hard-of-hearing face, a constitutional right to communication is both necessary and legally sound. Relevant case law is reviewed. (Contains references.) (CR)…
(2009). Teaching in and for Democracy. Kappa Delta Pi Record, v46 n1 p30-33 Fall. Education in a democracy is geared toward and powered by a particularly precious and fragile ideal, which can be simply stated: every human being is of infinite and incalculable value; each a unique intellectual, emotional, physical, spiritual, moral, and creative force; each person is born free and equal in dignity and rights; each endowed with reason and conscience; each deserving, then, a community and a sense of brotherhood and sisterhood, recognition, and respect. This core value must express itself explicitly and implicitly in education as in every other aspect of associative living. The democratic injunction has big implications for curriculum and teaching as well–for what is taught and how. Democratic teaching, or teaching for social justice, encourages students to develop the capacity to name the world for themselves, to identify the obstacles to their full humanity, and to act courageously on whatever the known demands. This is not an add-on to \regular teaching\ or some… [Direct]
(2009). The Humanities' Value. Chronicle of Higher Education, v55 n28 pB6 Mar. Why should society support the humanities when so many people are suffering from the effects of the economic crisis? What claim do the humanities, or scholarship generally, have on increasingly limited resources? Shouldn't such pursuits be considered luxuries at a time when people should be focusing on essentials? The alleviation of human suffering, the restoration of opportunity, and the resurrection of confidence must be people's top priorities. But the present crisis must not be the horizon of their thinking; their most immediate concerns cannot be their only concerns. While they are struggling through the morass of the present, they must retain both their memory, which sustains them, and their imagination, which must light the way forward. Memory and imagination place people in the general domain of the humanities. And that leads to the author's main argument: The humanities are, if not the top priority right now, at least one of the areas that must be recognized as crucial, and… [Direct]
(2008). Protecting Student Records and Facilitating Education Research: A Workshop Summary. National Academies Press Designed to protect the privacy of individual student test scores, grades, and other education records, the Family Educational Rights and Privacy Act (FERPA) of 1974 places limits the access of educational researches, and slows research not only in education but also in related fields, such as child welfare and health. Recent trends have converged to greatly increase the supply of data on student performance in public schools. Education policies now emphasize education standards and testing to measure progress toward those standards, as well as rigorous education research. At the same time, private firms and public agencies, including schools, have replaced most paper records with electronic data systems. Although these databases represent a rich source of longitudinal data, researchers' access to the individually identifiable data they contain is limited by the privacy protections of FERPA. To explore possibilities for data access and confidentiality in compliance with FERPA and… [Direct]
(2011). Business Schools under Fire: Humanistic Management Education as the Way Forward. Humanism in Business Series. Palgrave Macmillan In a time of instability trust in managers is low. Management education is being scrutinized for its impact on society and business schools have been considered as "silent partners in corporate crime." This book outlines how business schools can get out of the line of fire by presenting the cornerstones of a humanistic business education. This book begins with "Humanistic Management Education," by W. Amann, M. Pirson, H. Spitzeck, C. Dierksmeier, E.von Kimakowitz & S. Khan. Part I, Issues with the Current Management Education, contains the following: (1) Reorienting Management Education: From the Homo Oeconomicus to Human Dignity (C. Dierksmeier); (2) What is Business Organizing For? The Role of Business in Society Over Time (M. Pirson); and (3) Insights on human Functioning as a Basis for Humanistic Management Education (S. Weisweiler, C. Peus, A. Nikitopoulos & D. Frey). Part II, Ways Forward, contains the following: (4) Insights from the W. Edwards… [Direct]
(1991). AIDS at the Medical College of Georgia–A Study in Institutional Ethics. Journal of Dental Education, v55 n4 p235-37 Apr. The article addresses issues arising when a dental student is positive for the Human Immunodeficiency Virus (HIV) or has AIDS (Acquired Immune Deficiency Syndrome). Considered are the student's right to confidentiality, the duty to warn, the patient's right to informed consent, guidelines of the American Dental Association, possible alternatives to patient care, and licensure issues. (DB)…
(1998). Gay, Lesbian and Bisexual (GLB) Children: Implications for Early Childhood Development Professionals. Early Child Development and Care, v147 p71-82 Aug. Argues that all children have the right to a safe environment in which to learn, and the right to achieve their full human potential, no matter what their sexual orientation. Highlights needs of gay, lesbian, and bisexual students in schools. Examines challenges in personnel, curriculum, policies, and parental involvement facing early-child-development professionals working with these children. (JPB)…
(1981). Social Studies Objectives, K-12. Six objectives which form the framework of a K-12 social studies program of Department of Defense Dependents Schools are outlined. The objectives are to evaluate the relationship between human beings and their social, natural, and man-made environment; analyze the origins and interrelationships of beliefs, values, and behavior patterns; solve problems; develop the human relations skills necessary to communicate and work with people; develop a positive self-concept and move toward self-actualization; and develop a commitment to the right of self-determination for all human beings and a willingness to secure and preserve those rights. Separate sections of the document detail components of each objective and list corresponding instructional objectives. Charts denote the suggested grade level at which instruction begins and the grade level at which proficiency can begin. (KC)… [PDF]
(2012). Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Current Perspectives on Cognition, Learning and Instruction. IAP – Information Age Publishing, Inc. Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to the interacting factors associated with higher order thinking and multifaceted communication. Advances in assessment theory, educational psychology, and technology create an opportunity to innovate new methods of measuring students' 21st Century Skills with validity, reliability, and scalability. In this book, leading scholars from multiple disciplines present their latest research on how to best measure complex knowledge, skills, and abilities using technology-based assessments. All authors discuss theoretical and practical implications from their research and outline their visions for the future of technology-based assessments. This book… [Direct] [Direct]