Skip to main content

Home/ Malaysian Teachers & Education/ Group items tagged developers

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
izz aty

Teach Children Well: Teaching Well is About Balance - 0 views

teachwellnow.blogspot.com/...ing-well-is-about-balance.html

teaching teacher education development professional development health leisure fun lifestyle learning routines relationship positive attitude organisation reference web2.0 blog blogger

shared by izz aty on 06 Aug 11 - No Cached
  • Good teachers need to be healthy
  • All work and no play makes teachers (and the classroom) dull
  • if a teacher isn't taking part in developing his or her own learning, then he/she has little to bring to the classroom
  • ...7 more annotations...
  • Creating optimal routines and patterns prior to the school year supports balance
  • making time for relationships can be difficult.  Making a plan as to when and how you'll meet up with friends and relatives throughout the year helps
  • Research shows that when we work collaboratively, we do a better job.  Also, getting involved in new initiatives and endeavors with colleagues is energizing and in the end, makes you more targeted and efficient in the classroom
  • "If you're not part of the solution, then you're part of the problem."
  • make it a rule not to deal with issues on the fly and without all the facts
  • A positive, pleasing, professional demeanor is integral to doing the job well
  • It's important to make the time at the start of the year to teach the students about your classroom organization and routines, so that they can help you to keep the room organized to best serve learning endeavors.
  • izz aty on 06 Aug 11
     
    Teaching well is about balance.  Easier said than done, but a good teacher, like a good parent, has a sense of balance when it comes to what matters. As I begin to think about the school year ahead, I'm beginning to focus on what matters and what the balance needs to be to best teach my students.
izz aty

Kesälahti, E. & Väyrynen, S. (2013) Learning from Our Neighbours: Inclusive E... - 0 views

www.ulapland.fi/loader.aspx

swedish education swedish special ed sweden finnish special ed finnish education finland denmark danish education norway norwegian special ed norwegian edu russia russian education education

shared by izz aty on 24 Nov 14 - No Cached
  • izz aty on 24 Nov 14
     
    Kesälahti, E. & Väyrynen, S. (2013) Learning from Our Neighbours: Inclusive Education in the Making. A School for All - Development of Inclusive Education. Benchmarking report. Rovaniemi: University of Lapland. Printing Centre.
izz aty

Supported employment : persons with learning difficulties in Malaysia - WRAP: Warwick R... - 0 views

wrap.warwick.ac.uk/57458

malaysia malaysian education malaysian special ed education

shared by izz aty on 28 Nov 14 - No Cached
  • The social theory of disability and the debates around it have been particularly influential in the past three decades. These have helped to shape the approach of this research into understanding the experiences of persons with learning difficulties in the labour market in Malaysia.
  • the general understanding of disability from an Islamic perspective
  • The empirical contribution of the thesis is through a study of supported employment initiated in Malaysia to enable persons with learning difficulties to work in the mainstream retail sector, and sets that experience in the context of relevant policy and practice. It aims to produce key insights into the ‘lived realities’ of employees with learning difficulties taking part in the scheme. It foregrounds their perceptions but also explores the viewpoints of government officials, managers and non-governmental organisations (NGOs) coordinators involved in the development of policy and practice relating to the scheme.
  • ...6 more annotations...
  • The research participants were drawn from the 82 employees with learning difficulties engaged in the supported employment scheme in a retail company, together with seven managers involved with the scheme, eight government officials and three NGOs coordinators
  • supported employment is likely to help to reduce the stigma associated with having a disability. However, while most persons with learning difficulties believe themselves to have the ability to work in supported employment, others, including those who are providing support for their entry to the workforce, still have doubts
  • some employees face difficulties in developing interpersonal relationships in the workplace and achieving much better control of their own lives than is often assumed to result from having a job
  • stability in the political, economic and social environment facilitate the development of better policy in this complex area. Commitment from the company is vitally important to guarantee the success of the scheme
  • The existence of international policy frameworks are also helpful and cross-country collaboration has been tremendously beneficial, in particular that between Malaysian institutions and the Japan International Cooperation Agency (JICA)
  • there is a fundamental need to upgrade the education and training system for this group as well as to intensify collaboration between government departments.
izz aty

10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views

blog.centerforpubliceducation.org/...-to-understanding-pisa-results

PISA american education OECD education

shared by izz aty on 17 Oct 14 - No Cached
  • The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
  • an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
  • international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
  • ...9 more annotations...
  • PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
  • PISA is one of the few tools we have to compare the outcomes of high school students internationally.  PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
  • Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
  • OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
  • Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those  attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on  performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
  • look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
  • see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
  • just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
  • Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
block_chain_

Tech Giant TÜV Rheinland Joins Hands With Blockchain Council - 0 views

www.blockchain-council.org/...-hands-with-blockchain-council

multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Council aimed for consultants developers and experts field Blockchain.

shared by block_chain_ on 25 Jun 19 - No Cached
  • block_chain_ on 25 Jun 19
     
    The multinational organization TÜV Rheinland has recently announced the creation of their first Blockchain certifications in association with Blockchain Council, aimed for the consultants, developers, and experts in the field of Blockchain.
izz aty

JED - Japanese Dictionary - Android Apps on Google Play - 0 views

play.google.com/...details

japanese offline tools kanji language language learning dictionary vocabulary android apps android apps resources reference learning

shared by izz aty on 31 May 12 - No Cached
  • izz aty on 31 May 12
     
    ED is an offline Japanese Dictionary. FAQ: - The new design, the new icon, the fix for the tags bug, the improved search results, the edict data update, the fix for FC on ICS, the removal of permissions and the hand writing recognition based kanji search mentioned in the posts were all due for the next release, but the development is currently on hold. - The server that hosts the dictionaries also hosts projects of higher priority, so I might take off them from time to time. Please retry and be patient. - Some users reported the their data got corrupted, please try to delete the jed folder on your sd card and reinstall the app from scratch. - This application works offline once the dictionary files are downloaded, BUT does send analytics data (Google Analytics) if wifi is available! - User data ( especially tags!!! ) gets deleted when updated! - Only use the current version; data files of older versions gets deleted! - Feel free to contact me or comment if something does no work, but please provide as much information as you can (device, version number, etc). Current features: - Works offline - Search and view results as you type! - Multiple dictionaries ( English-Japanese, French-Japanese, Spanish-Japanese ) - Search in readings (romaji), meanings (english) and japanese (kanji, hiragana and katakana) - Search results can contain words, expressions, kanji (both onyomi and kunyomi) and inflected form for adjectives and verbs. - Filters results based on content type (meaning, reading, character type, parts of speech, common words, common kanji) - Radicals lookup - tags (vocabulary list) with possibility to search and export to Google Docs and Anki. - Animated Stroke Order Diagrams for kanji - Copy-Paste for most of the field and a notepad to gather information - Move to SD card (above 2.2) Acknowledgements: - Electronic Dictionaries Research Groups - KanjiVG - Tatoeba - KanjiCafe
izz aty

Let teachers teach - 0 views

thestar.com.my/...story.asp

education school schooling learning malaysia teachers teaching

shared by izz aty on 21 Feb 12 - No Cached
  • After so many years, even your spirit can get a little dull and the zeal you may have once had to bring out the potential you recognised in your students, slowly slips away, submerged by all the other urgent, but not nearly as important duties.
  • Things that jabbed, that even pierced or hurt at one time may have become so familiar that you couldn’t imagine it any other way. It is a little like going for a wax job or a foot massage. At first it hurts and then your body slowly gets accustomed and you feel numb to the pressure.
  • There are undoubtedly places where teachers have to take on a whole gamut of non- teaching duties simply because there is no one else to do these things. If teachers don’t patch up the cracks no one else will. If teachers don’t control the information communication paraphernalia no one else will. If teachers don’t manage student data, records or payments, again no one else will. So we are basically left with no choice. Should that even be, we sometimes wonder.
  • ...1 more annotation...
  • Yes, I have a dream. That one day teachers will be allowed to fulfil the purpose of their calling. To facilitate the impartation of knowledge, skills and experience. To mould young minds. To educate. To teach.
  • izz aty on 21 Feb 12
     
    How do teachers who are constantly called to fix technical glitches or spend all their non-teaching periods keeping a record of furniture, writing receipts or updating student data, be able to plan and prepare new pedagogical strategies, classroom activities or even upgrade their personal professional development? How does one find the time and more importantly the energy to meet students, counsel if needed, advise, coach, train, or mentor when the greater part of the time is spent on these "other" duties? This definitely is not anything new. For decades teachers have been crying out to anyone who was willing to listen about workload that was not related to their profession, and about the unnecessary filling of forms, the preparing of redundant and overlapping files.
izz aty

Academic Word List - School of Linguistics and Applied Language Studies - Victoria Univ... - 0 views

www.victoria.ac.nz/...academicwordlist

academic academic word list english vocabulary corpus eap esol word frequency wordlists language language learning education resources reference

shared by izz aty on 21 Feb 12 - Cached
  • izz aty on 21 Feb 12
     
    Averil Coxhead developed and evaluated The Academic Word List (AWL) for her MA thesis. This list is a very useful resource for English for Academic Purposes teachers and learners.
izz aty

MY BLOG...AS IT IS...: Catch Us If You Can - synopsis of the chapters - 0 views

lamanguru.blogspot.com/...orm-5-catch-us-if-you-can.html

catch us if you can catherine macphail literature literature guide literature component novel spm form 5 resources reference language english language learning esl

shared by izz aty on 22 Jun 12 - No Cached
  • Chapter 1 Readers are introduced to Rory and his Granda as they wait for Dr Nicol in the waiting room. The doctor is concerned that Rory is too young to take care of his grandfather. However, Rory is aware that there are only two of them in the family.
  • Chapter 2 Granda has a failing memory; always misplacing things. Rory has the sole responsibility of taking care of Granda like buying him his lunch every day.
  • Chapter 3 Rory sacrifices some of the things he likes for Granda. He gives up football so that he can be at home with his Granda. Rory’s worry is that if Granda is put into Rachnadar, they would be separated. Rory’s dad had left them many years ago and Granda is very disappointed with his son, not wanting to see him again.
  • ...4 more annotations...
  • Chapter 4 Granda is very popular with Rory’s friends and meets Mrs. Foley for the first time. Granda accidentally sets fire to his and Mrs. Foley’s coats at the school’s Parents’ Night.
  • Chapter 5 Val Jessup, a social worker is assigned to take care of Granda and Rory. Darren’s mum and Mrs. Foley are both worried for Rory and are glad of the extra help they were going to receive. However, Granda has a little accident in the flat and is taken to the hospital.
  • Chapter 6 Granda has suffered from smoke inhalation and has to be hospitalised. Rory pleads to the Big Man to make Granda wake up. Val Jessup is nervous to let Rory live in the flat alone and drives him to the children’s home at Castle Street.
  • Chapter 7 Rory goes to the home because he has no choice and he thinks that it will be for only one night – till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory with her bad behaviour.
  • izz aty on 22 Jun 12
     
    Synopsis (Compliments to Curriculum Development Division, MOE) Hopefully this will benefit my students.. Rory and his grandfather, Granda, have looked after each other since Rory's dad walked out on them. Granda is given to lapses in memory (putting Rory's homework down the rubbish chute and the rubbish in Rory's school bag) and completely irresponsible behaviour (setting fire to his coat at a Parents' Evening), but he has a generous heart and plenty of charm. Rory acts as his carer until there is a fire in the flat and the authorities decide to separate them. However, Rory is determined that they will stay together and they embark on an escape but with their faces on every television screen and in every newspaper, this is not so easy. Their journey is full of surprise betrayals and unexpected friends as they attempt to evade the authorities and eventually track down the man who walked out on them.
izz aty

English Banana.com's Big Activity Book - 0 views

www.englishbanana.com/...y-book-english-worksheets.html

english esol worksheets resources language learning reference

shared by izz aty on 02 Aug 13 - No Cached
  • izz aty on 02 Aug 13
     
    " This is the fourth compilation of worksheets and activities from the popular English Banana.com website. The aim this time is to engage learners from about Level 1 (Intermediate) upwards in active English lessons. This extensive new collection provides a varied and interesting set of resources for practising a range of English language skills, from grammar to reading, and vocabulary building to developing research skills. It's divided into subject areas and there is a comprehensive answer section, which also gives notes for how to use the material. We have included two special sections in this book. The first is a collection of classroom games that have been tried and tested and really work. Some may be familiar while others are totally original. In publishing descriptions of these games and activities we are not in any way laying claim to having invented them. Our only aim is to disseminate ideas that work well at a range of levels and always seem to get a great response from learners. The second special section is for reference and lists rhyming words, using the vowels and diphthongs from the International Phonetic Alphabet (IPA). These pages provide support for learners as they come to identify spelling patterns and match together words with the sounds of English. However you use the book, we hope that you'll enjoy learning English and come to a deeper understanding and appreciation of this fabulous language - which can be so entirely frustrating at times and so difficult to learn! If you enjoy this book why not get online and log onto our website for more original and fun activities for learning English. Best of all, everything on the website is absolutely free! So for access to free printable worksheets, as well as fun online games and quizzes, get your mouse moving in our direction today - click on www.englishbanana.com."
izz aty

An exploration of factors influencing workplace learning among novice teachers in Malay... - 0 views

search.proquest.com.elibrary.ioe.ac.uk/...7

malaysia malaysian education education higher education tertiary education

shared by izz aty on 05 Apr 14 - No Cached
  • izz aty on 05 Apr 14
     
    "The article describes an exploratory study to develop and conduct preliminary testing of the PFIL (perceptions toward factors influencing workplace learning among novice teachers) inventory. The 20-item inventory was tested among 90 recent graduates of one teacher training institute in Sarawak, Malaysia"
izz aty

School can worsen disabled children's behavioural problems, researchers say - Institute... - 0 views

www.ioe.ac.uk/...104870.html

disability english special ed LD dissertationZ behavioural inclusion issues

shared by izz aty on 03 Oct 14 - No Cached
  • disabled children might have fewer behavioural issues in their early years if more schools introduced stringent anti-bullying measures and other support strategies, the researchers conclude.
  • The researchers found that disabled children consistently presented more conduct problems than their non-disabled peers between the ages of 3 and 7. However, the conduct of both groups of children followed the same development pattern, improving between 3 and 5 and then slightly worsening at about age 6.
  • The long-term benefits of such interventions could be very substantial, the researchers believe, as behavioural difficulties are likely to compound disabled children's problems and reduce their chances of having a happy and successful adult life.
  • ...6 more annotations...
  • The researchers compared non-disabled children with infants who had:  a developmental delay at age 9 months (in relation to hand-eye coordination, for example, or early communication gestures)  a longstanding limiting illness (such as type 1 diabetes or asthma)  special educational needs at age 7 (stemming from learning difficulties or impairments such as hearing loss).  They were able to analyse assessments of MCS children's behaviour at ages 3, 5 and 7 as parents had been asked about conduct problems, hyperactivity, emotional difficulties and whether their sons and daughters got on with children of the same age.   This enabled the researchers not only to record the emergence of any problems but establish whether the behaviour of disabled and non-disabled children had followed the same trajectory.   They also took into consideration family background factors known to be associated with child behaviour, such as income poverty, parental discipline and the closeness of the parent-child relationship.  
  • also recommend that more support is provided for mothers and fathers of children with an impairment or special educational need.
  • At age 3, children with longstanding limiting illnesses and special educational needs were also more likely than non-disabled infants to exhibit the other three negative behaviours that were assessed: difficulties with peers, emotional problems and hyperactivity. But, worryingly, unlike conduct problems, these particular behavioural difficulties became more pronounced among children in these two disability categories between the ages of 3 and 7.
  • some early school environments may exacerbate behavioural problems for disabled children in ways that cannot solely be solved by learning support – because the underlying issue is behavioural rather than cognitive," the researchers comment.   "Many disabled children find it increasingly difficult to engage with the social world as they pass from toddlers to the mid-primary school age. They also struggle with structured social contexts such as school. We need to gain a better understanding of the effects that schools have if we are to develop environments that do not, in effect, disable children further."
  • we should seriously consider the implications of the marked increase in emotional problems for disabled girls, in particular, in terms of future risks such as depression and self-harm."
  • 'Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England', by Rebecca Fauth (NCB), Samantha Parsons (IOE) and Lucinda Platt (LSE), is the latest working paper to be published by the IOE's Department of Quantitative Social Science (QSS). It will be available from the QSS website http://www.ioe.ac.uk/research/departments/qss/35445.html from 9am on Friday, October 3.
izz aty

Romanticism - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Romanticism

romanticism philosophy europe european history history world history literature arts art poetry

shared by izz aty on 11 May 14 - Cached
  • Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
  • Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
  • embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
  • ...42 more annotations...
  • effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
  • The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • elevated folk art and ancient custom to a noble status
  • Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
  • The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
  • romantic originality.
  • a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
  • In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
  • only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
  • early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
  • ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
  • In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
  • The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
  • An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
  • The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
  • movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
  • In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
  • The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
izz aty

YouTube: Folk High Schools, Adult Education, and the Philosophy of Nicholaj Grundtvig - 0 views

www.youtube.com/watch

denmark danish education education europe folk school ESTEkiv schooling

shared by izz aty on 10 May 14 - No Cached
  • izz aty on 10 May 14
     
    ""Grundtvig is our man for this time. He's still relevant," says Clay Warren, a professor of communication at George Washington University and author of The School for Life: N.F.S. Grundtvig on the Education for the People. Nikolaj Grundtvig, a 19th century Danish educator and a contemporary of Hans Christian Andersen and Søren Kierkegaard, helped pioneer the folk high school, an adult educational institution that is common in Scandinava. The school does not grant academic degrees but rather fosters intellectual thinking and discussions through community engagement. Warren sat down with Reason's Nick Gillespie to discuss his book, the educational philosophy underpinning Grundtvig's work, as well as Grundtvig's emphasis on individual potential and development. "
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...endent_school_(United_Kingdom)

independent school english education england united kingdom private school state school schooling ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
  • ...70 more annotations...
  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
    • izz aty
      izz aty on 12 May 14
       
      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

Folk high school - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Folk_high_school

education folk high school scandinavian scandinvian education nordic private school lifelong learning grundtvig denmark sweden germany norway nigeria austria france use society

shared by izz aty on 10 May 14 - Cached
  • institutions for adult education that generally do not grant academic degrees, though certain courses might exist leading to that goal
  • The concept originally came from the Danish writer, poet, philosopher and pastor N. F. S. Grundtvig
  • Folk high schools in Germany and Sweden are in fact much closer to the institutions known as folkeuniversitet or folkuniversitet in Norway and Denmark which provide adult education. However, unlike the folkuniversitet, folk high schools in Sweden are not connected to a regular university.
  • ...12 more annotations...
  • Grundtvig, regarded as the founder of the folk high school, received inspiration for the concept from the English boarding schools, but Grundtvig's focus was not on formal education but on popular education and enlightenment.
  • give the peasantry and other people from the lower echelons of society a higher educational level through personal development; what Grundtvig called "the living word"
  • The folk high school movement was an act against a conservative ideal of both education and culture. An act against an ideal of literacy and book-learning, a use of language unknown to common people and a learning ideal where the primary relation was between the individual and the book alone.
  • Grundtvig fought for a public education as an alternative to the university elite
  • To Grundtvig the ideal was to give the students a sense of a common best and focusing on life as it really is
  • One of the main concepts still to be found at the folk high schools today is "lifelong learning". The schools should educate for life. They should shed light on basic questions surrounding life of people both as individuals and as members of society.
  • The folk high schools should be for those wanting to learn in general and to help people form part of human relations and society
  • Grundtvig never set down guidelines for the future schools or a detailed description of how they should be run. He declared that the folk high schools should be arranged and developed according to life as it is and the schools should not hold exams because the education and enlightenment was a sufficient reward.
  • The first folk high school was founded in Rødding, Denmark, in 1844. It began on the initiative of Christen Kold, who was a follower of Grundtvig
  • The school was inspired by the need to educate those not fortunate enough to have an education and the poor, or peasantry, who could not spare the time or the money to attend a university
  • The first folk high schools in Sweden were established in 1868. As of 2008, there are about 150 folk high schools throughout the country, most of which are situated in the countryside, often in remote areas
  • Tuition is free, and the students are eligible for normal financial aid for expenses such as accommodation and other school costs. After graduating, the students are eligible to study at a university.
    • izz aty
      izz aty on 10 May 14
       
      sweden's folk schools can act as a pre-uni course
izz aty

WHO | Environment and health in developing countries - 0 views

www.who.int/...en

dissertationZ

shared by izz aty on 11 Oct 14 - No Cached
  • environmental factors are a root cause of a significant burden of death, disease and disability – particularly in developing countries
  • The resulting impacts are estimated to cause about 25% of death and disease globally, reaching nearly 35% in regions such as sub-Saharan Africa (1). This includes environmental hazards in the work, home and broader community/living environment.
  • A significant proportion of that overall environmental disease burden can be attributed to relatively few key areas of risk. These include: poor water quality, availability, and sanitation; vector-borne diseases; poor ambient and indoor air quality; toxic substances; and global environmental change.
  • ...1 more annotation...
  • simple preventive measures exist to reduce the burden of disease from such risks, although systematic incorporation of such measures into policy has been more of a challenge.
izz aty

Issues about Outcomes Based Education - 0 views

www.leaderu.com/...obe.html

OBE uniklguidelines education

shared by izz aty on 05 Jun 15 - Cached
  • Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
  • According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
  • Outcome-based education will change the focus of schools from the content to the student
  • ...29 more annotations...
  • The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
  • the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
  • Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
  • Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
  • According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
  • Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
  • Many teachers find this a positive option for challenging the minimal achiever
  • An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
  • Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
  • Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
  • little mention is made about specific things that students should know as a result of being in school.
  • The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
  • It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
  • Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
  • Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
  • If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
  • Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
  • transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
  • the direction these changes often take is in conflict with our Christian faith
  • "Who has authority over our children?"
  • Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
  • who will determine the learner outcomes for their schools
  • consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
  • If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
  • With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
  • whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
  • although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
  • Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
  • education may become more propagandistic rather than academic in nature
‹ Previous 21 - 40 of 105 Next › Last »
Showing 20▼ items per page