Global Perspectives on Value Education in Primary School PDF Download

Author: Demircio?lu, Aytekin
Publisher: IGI Global
ISBN: 1668492962
Category : Education
Languages : en
Pages : 413

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Book Description
Global Perspectives on Value Education in Primary School is a comprehensive book edited by a renowned philosophy scholar from Kastamonu University Faculty of Humanities and Social Sciences. In this book, readers will find a comprehensive account of how value education can be effectively delivered in primary schools worldwide. It presents an extensive collection of case studies and examples of values education from different countries and cultures and examines the criteria for selecting and differentiating values that are suitable for primary school level, and the methods and approaches for effectively teaching those values. By comparing different approaches and experiences, the book provides valuable insights into the challenges and opportunities for value education in primary schools. This book is highly recommended for anyone interested in values education, including academic scholars, researchers, teachers, university students, and parents. With its rich and diverse range of perspectives and examples, it provides a compelling argument for the importance of values education in our time. Its persuasive problem and solution approach makes Global Perspectives on Value Education in Primary School an essential addition to the literature on education and philosophy.

Author: Alan November
Publisher: Corwin Press
ISBN: 1452294151
Category : Education
Languages : en
Pages : 128

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Book Description
The author offers exercises, examples, handouts, and basic tips to help both learners and educators find and evaluate information on the Web for quality and validity.

Author: Laurence Peters
Publisher: Routledge
ISBN: 100053698X
Category : Education
Languages : en
Pages : 186

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Book Description
The book examines how to begin to think like a global educator first by examining how our own histories and experiences have formed our own cultural and professional identities and second how the varied frames by which global education can be understood – pedagogical, ideological and cosmopolitan – have shaped the field. Laurence Peters connects theory and practice about global education relevant to cultivating global awareness in primary and secondary students. Rather than seeing global education as a special field separate from the other disciplines the author encourages integration of global perspectives into everything we do. Showcasing how global awareness is a developmental issue, dependent upon the student’s ability to step outside of their own place-based comfort zone, this volume lays out a roadmap of major challenges and issues around instilling this awareness in students. This book connects theory and practice about global education relevant to cultivating global awareness in primary and secondary students. From this foundation, the book engages with the challenge of integrating global perspectives within a crowded curriculum. By convincing students and teachers alike of global education’s centrality, thinking globally becomes an integral component of learning across subject areas and grade levels, and this work encourages students to exercise empathy for the other and to develop critical skills to see through media distortions and 'fake news' so they can better resist the tendency of politicians in our increasingly multicultural countries to divide people along racial and ethnic lines.

Author: Insung Jung
Publisher: Taylor & Francis
ISBN: 1000978648
Category : Education
Languages : en
Pages : 196

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Book Description
Culture plays an overarching role that impacts investment, planning, design, development, delivery, and the learning outcomes of online education. This groundbreaking book remedies a dearth of empirical research on how digital cultures and teaching and learning cultures intersect, and offers grounded theory and practical guidance on how to integrate cultural needs and sensibilities with the innovative opportunities offered by online learning. This book provides a unique analysis of culture in online education from a global perspective, and offers:* An overview of the influences that culture has on teaching, online learning, and technology* Culture-sensitive instructional design strategies and teaching guidelines for online instructors and trainers * Facilitation and support strategies for online learners from different cultures * An overview on issues of design, development, communication, and support from a cross-cultural perspective* An overview of how online education is perceived, planned, implemented, and evaluated differently in various cultural contextsWritten by international experts in the field of online learning, this text constitutes with a comprehensive comparative introduction to the role of culture in online education. It offers essential guidance for practitioners, researchers, instructors, and anyone working with online students from around the world. This text is also appropriate for graduate-level Educational Technology and Comparative and International Learning programs.

Author: Elaine Jarchow
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 90

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Book Description
This book for elementary school teachers presents a rationale for developing a global perspective, providing sample lesson plans and a curriculum resource guide. Chapter 1, "Promoting a Global Perspective in Elementary Education" (Ronald G. Midkiff), uses stories from one teacher's global experiences to offer a rationale for promoting global perspectives in elementary education. Chapter 2, "Nine Practical Lessons" (Elaine Jarchow), presents nine sample lessons written for elementary teachers that illustrate the kinds of lessons teachers might use to infuse global perspectives into their teaching. These lessons include: "Around the World in 80 Minutes" (Tracy Goetz and Kristen Syrett); "Molly's Pilgrim" (Casondra Brewer); "Suho and the White Horse" (Li Jun); "Chin Yu Min and the Ginger Cat" (Lihua Sun); "Arabian Knights: Three Tales" (Julie Watts); "A Folktale from Ghana" (Benjamin Eshun); "International Children's Day in Turkey" (Semra Erkan and Amie Mitchel Beckett); "The Aymara Indian Family" (John W. Pickering); "Using the Internet for Global Communication" (Hugh Barr); and "Battle Poetry" (Ann Walker Korahais). Chapter 3, "Curriculum Resources for Lesson Plans on Global Education" (Liselle Drake and Sarah Pickert), describes a new project designed to help teachers locate lesson plans on the World Wide Web, offers examples of good sites for locating lessons specifically for global education, and lists organizations that publish lessons on global education. (SM)

Author: JoAnn (Jodi) Crandall
Publisher: Routledge
ISBN: 1351610007
Category : Education
Languages : en
Pages : 248

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Book Description
Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.

Author: Linda Hargreaves
Publisher: Routledge
ISBN: 113472621X
Category : Education
Languages : en
Pages : 244

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Book Description
This book is concerned with the relationships and tensions in education between children's needs and societies' demands, questions which primary teachers everywhere face on a daily basis, such as: * how does society's view of children and childhood affect teaching and learning? * how do the dictates of the education system, including a national curriculum, shape teaching practice? * how do the conventions of classroom practice fit with teachers' own beliefs and values? The first part of the book offers a basic framework for thinking about primary curricula from the perspectives raised by these questions, whilst the second part presents a range of international views on the primary curriculum from Australia, New Zealand, South-East Asia, Europe and the USA.

Author: Polat, Soner
Publisher: IGI Global
ISBN: 1668488892
Category : Education
Languages : en
Pages : 411

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Book Description
Perspectives on Empowering Intergenerational Relations in Educational Organizations is a groundbreaking book that addresses the urgent need to build and maintain peace between generations. Edited by Soner Polat and Ça?lar Çelik from Kocaeli University, Turkey, this comprehensive exploration delves into intergenerational relations within educational settings, equipping readers with the knowledge and strategies needed to foster positive interactions between different generations. From intergenerational communication and conflict resolution to empathy development and leadership, this book empowers individuals with the essential skills for peaceful coexistence. With a focus on practical guidance and real-life examples, Perspectives on Empowering Intergenerational Relations in Educational Organizations offers valuable insights for educators, administrators, students, and parents. It serves as a valuable resource for navigating and improving intergenerational dynamics within educational institutions. By engaging with this book, readers gain a deeper understanding of the complexities of intergenerational relations and acquire the competencies necessary to build stronger, more harmonious connections across generations. Through concrete strategies and research-based guidance, it provides a roadmap for promoting empowering intergenerational relations, paving the way for a more inclusive and harmonious future in educational organizations.

Author: Terence Lovat
Publisher: Springer Science & Business Media
ISBN: 1402099622
Category : Education
Languages : en
Pages : 181

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Book Description
Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of “religious teaching”, stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society’s legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education’s initial conception was of being the complete educator, not only of young people’s minds but of their inner character as well.

Author: Jan Georgeson
Publisher: McGraw-Hill Education (UK)
ISBN: 0335245927
Category : Education
Languages : en
Pages : 306

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Book Description
There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK