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Abstract: Developing Self-concept in Educating Street Children. This qualitative research aims at formulating a data-based theory concerning the success in educating street children. The study involved 13 street children and employed in-depth interviews, participatory observation, and documentation study in collecting the data. Constant comparative analysis of the data reveals that the success or failure in educating street children is dependent upon the development of self-concept. This should be taken into consideration in constructing a more effective and creative education model to avoid “malpractice” in handling street children. Keywords: self-concept, education, street children Abstrak: Pengubahan Konsep Diri sebagai Kunci Keberhasilan Pendidikan bagi Anak Jalanan. Penelitian ini bertujuan untuk menemukan sebuah teori berdasarkan data yang dapat menjelaskan keberha­silan dan kegagalan pendidikan bagi anak jalanan. Penelitian ini menggunakan rancangan penelitian teori grounded, berlokasi di Rumah Singgah Insan Mandiri di Kecamatan Singosari Kabupaten Malang dengan 13 anak jalanan sebagai partisipan. Data dikumpulkan dengan teknik wawancara mendalam, observasi partisipatif, dan studi dokumentasi, kemudian dianalisis dengan metode analisis komparasi konstan. Penelitian ini menemukan sebuah teori keberhasilan dan kegagalan pendidikan bagi anak jalanan yang menjelaskan bahwa keberhasilan pendidikan bagi anak jalanan sangat dipengaruhi oleh konsep diri anak jalanan. Teori ini bermanfaat sebagai dasar bagi upaya penyusunan model pendidikan bagi anak jalanan yang efisien dan efektif, sehingga tidak akan terjadi malapraktik. Kata kunci: konsep diri, pendidikan, anak jalanan

Self-concept in this article is considered in physical education, with the physical self-concept being in the foreground, and it is analyzed in this quantitative study to determine whether it is related with socio-economic environment and parental styles, focusing on primary education students in the Region of Murcia. Primary education students are in a critical period for the development of self-concept. To assess self-concept levels, socio-economic and cultural environments as well as parental socialization styles, the PSPP, NSE and ESPA29 questionnaires were respectively used. They were used to collect data from 937 students across various educational centers in upper courses (4th, 5th and 6th grades of primary education) to uncover realities in child society and their relationship with self-concept. In the first objective, parental socialization styles are shown to be related with self-concept. However, in the second objective, it is seen that the socio-economic environment is more related with self-concept than parental styles. Finally, the results of the third objective show that there is indeed a relationship with the socio-economic environment and the student body self-concept, both at the family level and for fathers and mothers independently. It is important to consider both the parental styles and the socio-economic environment in which primary education students develop for the development of self-concept. Additionally, educational implications and new lines of research are suggested in this topic. [ABSTRACT FROM AUTHOR]

Virtual reality has emerged as an influential technology in the educational landscape, offering learners and teachers immersive and interactive experiences that enhance traditional teaching methods. However, despite the increasing importance of virtual reality in education, a systematic description and classification of virtual reality use cases in education is still lacking. This limits the understanding and comparability of virtual reality use cases and highlights the need for a structured approach. This study asks the research question: How can virtual reality educational use cases, identified in the literature, be described, and classified? To classify these use cases, this study develops a state-of-the-art taxonomy. The taxonomy was developed in a combination of a conceptual-to-empirical and empirical-to-conceptual approach. The first stage to develop the taxonomy was based on a conceptual-to-empirical approach. Here, the concepts of virtual reality, use case and education serve as meta-characteristics and theoretical structure. To further detail the dimensions and characteristics, a systematic literature review was conducted by following a PRISMA-guided search and selection process. Therefore, the scientific databases Science Direct, AISel and Springer Link were used to search for studies between 2018 and 2023, obtaining a sample of 39 publications. As the conceptual-to-empirical approach did not richly describe the analysed virtual reality use cases from the studies, additional dimensions and characteristics were identified inductively. Therefore, a second iteration was conducted relating to the empirical-to-conceptual approach. This process explored the practical aspects of virtual reality scenarios and added applicable and practical characteristics to the initial theoretical foundation. The result is a comprehensive taxonomy of virtual reality use cases in education that contributes significantly to existing knowledge and provides a solid foundation for future research. The final taxonomy includes 17 dimensions and 37 characteristics. These findings can support educators to understand the nature of virtual reality use cases, enabling them to describe and implement such use cases effectively within educational settings. [ABSTRACT FROM AUTHOR]

Abstract Distance learning is not a novel concept. Education or learning conducted online is a form of distance education. Online learning presents a convenient alternative to traditional learning. Numerous researchers have investigated the usage of online education in educational institutions and across nations. A set of essentials for effective online learning are elaborated in this study to ensure stakeholders would not get demotivated in the online learning process. Also, the study lists a set of factors that motivate students and other stakeholders to engage in online learning with enthusiasm and work towards online learning.

The emergence of Japan as an economic superpower evokes some now familiar images: throngs of well-dressed "salarymen" converging on Tokyo's business districts, urban workaholic commuters squeezed on trains by white-gloved station attendants, neat rows of uniformed students obediently marking their answers to entrance exams. In the aftermath of World War II, the Japanese media quickly dubbed these new urban salaryman and their student aspirants as "soldiers" in the new global economic warfare. Education mamas are products of the organization of postwar Japan. Soon after the end of the second World War, a nationalized competitive education system began teaching young men the skills that would be needed in the new economy, while social and economic pressures encouraged women to spend more time at home. Mothers in the rising middle class bore fewer children and prided themselves on the latest household timesavers: refrigerators, rice cookers, washing machines and flush toilets. While education mamas are best known for their strategies for children, the concept "education mama" can also be understood as a strategy of gender.

At a time of perceived permacrisis across the UK and Ireland, certain places and people are being further subjected to the unequal and unjust distribution of resources and opportunities. Inequality has a geography and shocks like the 'cost-of-living crisis' have been felt more deeply in the so-called 'left behind' places that already experience lower standards of living and services. Top-down approaches to community renewal have had mixed results, with evaluations often citing a lack of contextual relevance, which has led to growing cynicism within the community sector. For that reason, there is a greater sense of urgency to think critically about place-based inequalities and to challenge the dominant assumptions, systems, and structures that reinforce them. In this article we present the example of a working-class community in urban Belfast, pursuing spatial justice by employing their own rights-based framework for renewal. We offer a critique of this framework through the lens of critical pedagogy, highlighting its basis in praxis, and describe how participative methods have been used to develop the community's critical consciousness. [ABSTRACT FROM AUTHOR]

Ongoing impacts of the COVID-19 pandemic highlight structural inequities in our educational systems and force educators to ask prominent questions about the role of school as conditions continue to shift. This paper explores challenges and opportunities for moving forward in the fields of teaching and teacher education. Through presenting a framework of education for liberation, sociocultural learning theory, and fostering cultural assets, the value of live, in-person teaching is highlighted. Embracing this moment in history through honoring the lived experiences of students and striving for more collective approaches to teaching and learning are discussed as future possibilities in education. [ABSTRACT FROM AUTHOR]

UNESCO Global Geoparks (UGGps) stand out as territories of excellence for the development of educational activities in the international arena. Their didactic potential, their multidisciplinarity and their importance for the development of non-formal and informal teaching activities have drawn the attention of institutions, organizations and governments of many countries. This, to such an extent, that the number of UGGps continues to increase year after year, having currently reached 177 territories spread over 46 countries. All of them work every day developing different activities and educational proposals aimed at the creation of the so-called "Quality Education", the fourth objective of the SDGs of the 2030 Agenda. The diversity of didactic plans, their adaptability and their accessibility mean that each UGGp is unique and different from the rest, maintaining the key values that make up this group of territories. This study describes the different educational proposals and activities that the Spanish and Portuguese UGGps show on their official websites, with the aim of analyzing their level of visibility before visiting the territories and highlighting their relevance in the education development framework. [ABSTRACT FROM AUTHOR]

Given the negative externalities of the traditional productive system, sustainable development has become a productive alternative that attempts to improve the quality of life of present and future generations. The aim of this research was to understand the degree of perception and knowledge of sustainability of university students attending different courses, who represent future Argentinian professionals. A survey was conducted on a representative sample of those enrolled in the faculties of Agricultural, Economic, and Social Sciences of the National University of Lomas de Zamora, Buenos Aires. The results showed that, in terms of awareness, the environmental dimension of sustainability stands out above the others. Sustainability involves preserving natural resources, favoring biodiversity, reducing environmental risks, and finding a balance between the development of humanity and care for the environment. Only 10% of the respondents identified the three sustainability dimensions contemporaneously, and most of these individuals were not informed through university courses. No substantial differences were found in the knowledge of sustainability among students of different faculties. Universities, as trainers of professionals and leaders, should further develop the subject in their curricula, to improve knowledge of sustainability, so that graduates can better face future professional challenges. Similarly, students should strive to know about sustainability and its components to defend and improve it in all areas of work. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The term “teacher” is a nuclear component of the concept “education” in many languages of the world. In the context of globalization and internationalization of the education system, rapid changes take place in the field of information technology, new scientific knowledge and realities appear that require their own special nomination. Each innovation is accompanied by the emergence and consolidation of new terms in the language and speech. New functions and tasks of modern teachers are quite explainable, responding to the challenges of the society, characterized by increasing digitalization and new conditions of the social environment, intensive technological changes in all spheres of life, including education. It is no coincidence that an ordinary schoolteacher becomes a zoom tutor, an online tutor or a Skype tutor, who teaches using various online information platforms. The synonymic set of the term “teacher” is expanded and updated in parallel with the emergence of new functions of the teacher and varieties of pedagogical activity in which he is included. The article analyses the synonymic set of the term “teacher” on the examples of English dictionaries, thesauruses and glossaries. A semantic and comparative analysis of the synonyms for the term “teacher” is carried out to identify new lexical units with the connotation “teacher / university lecturer”.

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: The Ikhwan al-Shafa is an organization established by a group of people (mujtahidin) consisting of philosophers, who focused their attention on the field of da'wah and education, that developed at the end of the second century Hijrah in the city of Basra, Iraq. It is a discussion and teaching forum. In general, its emergence is motivated by concerns about the implementation of Islamic teachings that have been contaminated by teachings from outside Islam at that time, and to revive love for science among Muslims. They compiled 51 agreements known as the "Rasail Ikhwan al-Shafa" (Ikhwan al-Shafa agreement). The background of Rasail Ikhwan al-Shafa writing came from dissatisfaction with the implementation of the Islamic education and lifestyle at that time. This organization viewed education with a rational and empirical view, or a combination of intellectual and factual views. They viewed science as a description of something that could be known in nature, the knowledge produced by human thought occurs because it receives information materials sent by the five senses. Some of the Ikhwan al-Shafa's concepts or thoughts about education have an urgent relevance to education that is applied in the current postmodern era. Whether it's how to get knowledge, teacher competency standards, goals, curriculum and methods that are used. Keywords: Concept, Education, Ikhwanas-Shafa, Relevance, Postmodern.

The lived experiences of 19 African American mothers raising sons were explored via individual semistructured interviews that focused on these mothers' perceptions of their sons' schools and communities. Based on the extant research on this topic, grounded theory was used for this exploration. As such, five themes emerged from the data: a) diversity, b) "fit" for school, c) visibility and image, d) cultural identity development, and e) lack of community support. The findings from this qualitative study informs the necessity for fostering school-family-community partnerships to support African American students and their families. Magnification is given to the unique role of school counselors in serving as a bridge to connecting these necessary partnerships. [ABSTRACT FROM AUTHOR]

Librarians are continuously expected to update their job knowledge and renew their job related skills to enable them compete effectively in our changing society. These professionals are also expected to acquire extensive education and training to enable them function properly and be productive in their organisations. Agreeably, for librarians to integrate and develop a nation like Nigeria, sustained efforts must be made by pulling acquired knowledge and skills into practice for quality service delivery, which is now the hall-mark of international best practices. This paper assesses the educating and training of librarians for national integration and development. It discussed the concept education and training. It further highlighted programmes as well as course contents for the educating and training of librarians. It concluded that the performance index of librarians through education and training will enable them to acquire the competencies needed to render appropriate and quality services in libraries in Nigeria. The paper recommended that education and training of librarians should be more of practicum and that librarians must acquire computer and internet literacy.

The idea of a well-rounded education is widely recognized, and as IB programs and the concept of an IB education are gradually yet steadily infiltrating the Japanese education system, Japan can no longer ignore the existence of a Zenjin («whole person») education, which was first practiced in 1921 by a Japanese philosopher of education named Kuniyoshi Obara. This paper compares the philosophical and theoretical foundations of Obara's Zenjin education and a so-called «well-rounded» education, revealing the similarities between them and using these as a rationale for educational reform in Japan. In the literature review, the recent debate between well-rounded and angular education proponents is addressed, and it is concluded that a well-rounded education still has a role to play, even though there are a certain number of competitive and prestigious universities/colleges that question its merits and give priority to high school graduates who have specialized solely in one area, such as sports, arts, or a standard-deviation-value-oriented, angular education. Regardless of the fact that attaining good scores on academic tests is often thought to be a reasonable way for children to meet their aspirations and expectations and receive benefits from a meritocracy and an academic hierarchy, especially in Japan, this paper insists that a true form of education should be concerned with each individual's whole personality, and therefore a Zenjin, or well-rounded, education must play a core role in the education system. Indeed, the current Japanese education system is collapsing and deteriorating, exposing children to serious problems such as bullying, school-related suicides, etc. so preventative measures urgently need to be put in place, and it is time to think carefully about what a Zenjin education has to teach us. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cognitive reserve (CR) explains interindividual differences in the ability to maintain cognitive function in the presence of neuropathology. We developed a neuroimaging approach including a measure of brain atrophy and cognition to capture this construct. In a group of 511 Alzheimer's disease (AD) biomarker-positive subjects in different stages across the disease spectrum, we performed 3T magnetic resonance imaging and predicted gray matter (GM) volume in each voxel based on cognitive performance (i.e. a global cognitive composite score), adjusted for age, sex, disease stage, premorbid brain size (i.e. intracranial volume) and scanner type. We used standardized individual differences between predicted and observed GM volume (i.e. W-scores) as an operational measure of CR. To validate this method, we showed that education correlated with mean W-scores in whole-brain ( r = −0.090, P < 0.05) and temporoparietal ( r = −0.122, P < 0.01) masks, indicating that higher education was associated with more CR (i.e. greater atrophy than predicted from cognitive performance). In a voxel-wise analysis, this effect was most prominent in the right inferior and middle temporal and right superior lateral occipital cortex ( P < 0.05, corrected for multiple comparisons). Furthermore, survival analyses among subjects in the pre-dementia stage revealed that the W-scores predicted conversion to more advanced disease stages (whole-brain: hazard ratio [HR] = 0.464, P < 0.05; temporoparietal: HR = 0.397, P < 0.001). Our neuroimaging approach captures CR with high anatomical detail and at an individual level. This standardized method is applicable to various brain diseases or CR proxies and can flexibly incorporate different neuroimaging modalities and cognitive parameters, making it a promising tool for scientific and clinical purposes. Hum Brain Mapp 38:4703-4715, 2017. © 2017 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland--a country highly valued for its education--as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process. [ABSTRACT FROM AUTHOR]

One of the periods in which frequent difficulties of school adaptation are registered is preadolescence, especially the beginning of preadolescence, which coincides in students with the passage from elementary to middle school and which, on the foundation of a fragile emotional and psychic balance, as well as a personality in formation, numerous adaptation behaviours are assimilated and long lasting behavioural patterns are formed, which will be transferred to future activities. The requirement of placing the student in the centre of the educational process, of adapting all activities to his capabilities and interests, is an approach to education proper to the constructivist paradigm, which, by comparison with the traditional paradigm presents a number of significant changes in design, strategy and action. The results from evaluating the risk of the school maladaptation for preadolescent students require the adoption of new preventive measures for the difficulties in the school adaptation to this age. The adaptation of the school, of the educative strategies, in fact the adaptation of the entire instructive and educative process to the individual needs, capacity and learning particularities of the students may represent a preventive solution for the abovementioned difficulties. [ABSTRACT FROM AUTHOR]

The paradigm of adapting school to the learning necessities and possibilities of the student, characteristic for future systems of education and for contemporary network type educational systems requires a diversity of learning situations and experiences, built in accordance with the possibilities and the needs of all student categories, in order to respond to the principles of: "inclusive education", "education for all" and "integrated education". Starting from the premise that the scholastic environment increases the learning efficiency for the students, our paper tries to identify the deficiencies, the critical aspects of the learning environment, as fundament for adopting optimization measures. A lower degree of satisfaction presented the following aspects: the potential of the didactic activities in stimulating the motivational needs of the student for learning; the communication and the relations between the students and the teachers; the endowment of the educational spaces with adequate materials and equipment. [ABSTRACT FROM AUTHOR]

In the era of globalization, the educational needs are changing world wide. With special reference to developing countries, objectives and aim of education are more toward selfsustenance, happy and healthy living in safe and pollution-free environment. At the same time, it is without a doubt that materialism and technological advancements at some instances cause youth to be competitive among themselves which inevitably causes stress among school students. This is due to education system, curriculum load and competition for achieving excellence. With this view in mind, the National Council of Educational Research & Training (NCERT), New Delhi, an apex body for school education in the country, has suggested revolutionary changes in education as suggested in the it's the National Curriculum Framework (2005). Amongst them, one of the important changes suggested is the integration of work with academic subjects. Work-based education as pedagogical medium in school education is based on Gandhian philosophy. Designating Work Centered Education (WCE) to this concept, it is considered that integration of work in school curriculum, replace rote learning, develop generic competencies and develop values, respect for manual work and workers besides physical development of children. This paper deals with the concept of Work Centered Education (WCE), its operationalisation and its advantages in making school education children centered. [ABSTRACT FROM AUTHOR]

The paradigm of school adjustment to the demands and teaching possibilities of the student, prompts for a diversification of learning situations and experiences, and setting them up according to the possibilities and needs of all student categories in order to meet the following principles: "inclusive school", "school for all", "integrated teaching". One of the periods in which frequent difficulties of school adaptation are registered is pre-adolescence, especially the beginning of pre-adolescence, which coincides in students with the passage from elementary to secondary school and which on the foundation of a fragile emotional and psychic balance as well as personality in formation, numerous adaptation behaviours are assimilated and long lasting behavioural patterns are formed, which will be transferred in future activities. The steps to be taken in our investigations of identifying the pre-adolescents' adaptation difficulties to the specific requirements of secondary education, as well as of developing and implementing strategies to prevent / improve these difficulties, are convergent with the action directions of the educational policy documents that refer to basic education [ABSTRACT FROM AUTHOR]

The article provides information on the faculty-mentored genuine research experiences for freshmen at the University of Pittsburgh. The undergraduate research experiences are explored to add details. The establishment of the Office of Experiential Learning (OEL) which supports faculty undertaking is tackled. Student retention efforts that are in line with the OEL program are discussed. It is stated that the OEL is a program considered as a non-departmental First Experiences in Research (FE-R) course aiming at strengthening students' involvement in research.

Examines how the theories, arguments and findings of earlier studies on the use of other market mechanisms in local governance may inform the current debate about charter schools. Implications of using market models in education; Background to the charter school movement; Four basic presuppositions common between the local government reform literature and arguments for charter schools.

Presents a conceptual critique of the People's Education discourse in South Africa. Link between the struggle on the educational terrain and the struggle for democratic rights and the elimination of apartheid; Importance of education as a tool for liberation; Social backgrounds and doctrines comprising People's Education; Changes in the concept of people from liberal to democratic.

The article examines the problems associated with vocational education in developing countries. It discusses the locations and orientations of vocational education. The article discusses some of the reasons for the demise, or only partial acceptance, of vocational schooling in developing countries. It then looks at some more specific reasons for the failure of attempts to implement secondary level diversification which can be derived from the literature. The authors suggest that the attitudes of educational planners, politicians, and teachers will have to change radically if systems and institutions are to be able to cope with the problems of unemployment.