6 results on '"APPROACH TO EDUCATION"'
Number of results to display per page
Search Results
2. SOCIALLY-ORIENTED APPROACH TO EDUCATION AS A CONDITION OF SUCCESSFUL SOCIALIZATION OF PUPILS
- Author
-
G. F. Trubina, E. F. Zeer, and M. V. Mashchenko
- Subjects
Process (engineering) ,media_common.quotation_subject ,Socialization ,Professional development ,Subject (philosophy) ,Physical Therapy, Sports Therapy and Rehabilitation ,Space (commercial competition) ,principles of education ,Education ,socially-oriented approach to education ,open self-developing social-professional space ,Generalization (learning) ,socialization of students ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Personality ,Relevance (law) ,Psychology ,approach to education ,media_common - Abstract
Introduction. The modern schools continue to focus on the individual achievements of students, which has led to inconsistency in the formation of personality, its social immaturity. As a result, it has become necessary to make an orientation of education not only to the development of the specific personality of a learner but also to the needs of the society surrounding the person, i.e. shifting the focus from student-centered approach to education of socially-oriented person. The aim of the publication is to present the concept of socially-oriented approach in education, which is a necessary condition for successful socialization of pupils. Methodology and research methods . The research is carried out with a support on pedagogical aspect of socialization; theory of professional self-determination of a personality; theory of synthesis of personal-oriented and socially-oriented approaches. Domain approach is applied to the description of the concept of socially-oriented education that is considered to have extensional, nonlinear, and multidimensional character. Analysis, synthesis, systematization and generalization of foreign and domestic scientific experience, modeling are used as the main methods of the research. Results and scientific novelty . The ideas of socially-oriented training and education which are available in domestic and foreign pedagogics are systematized. As a result of application of this approach, the concepts of socially-oriented approach to education and a socially-oriented personality are specified. The relevance of use of a new approach in education is proved; features of this approach are shown as methodological and methodical tools of educational activity wherein interests of society and a person as a subject of society are counterbalanced. The basic principles of socially-oriented approach are allocated and described; conditions of its realization at all educational levels are specified. As it is emphasized, one of the main and indispensable conditions of effective use of socially-oriented approach to education is creation of open spontaneous social and professional space which provides motivation of educational and work activities, getting a prestigious demanded profession, gaining self-development and professional growth. Practical significance . Methodological support for successful socialization of students in the learning process at all levels of school education is provided.
- Published
- 2017
3. Социально-ориентированный подход в образовании как условие успешной социализации учащегося
- Author
-
Trubina, G. F., Zeer, E. F., Mashchenko, M. V., Трубина, Г. Ф., Зеер, Э. Ф., Мащенко, М. В., Trubina, G. F., Zeer, E. F., Mashchenko, M. V., Трубина, Г. Ф., Зеер, Э. Ф., and Мащенко, М. В.
- Abstract
Introduction. The modern schools continue to focus on the individual achievements of students, which has led to inconsistency in the formation of personality, its social immaturity. As a result, it has become necessary to make an orientation of education not only to the development of the specific personality of a learner but also to the needs of the society surrounding the person, i.e. shifting the focus from student-centered approach to education of socially-oriented person. The aim of the publication is to present the concept of socially-oriented approach in education, which is a necessary condition for successful socialization of pupils. Methodology and research methods. The research is carried out with a support on pedagogical aspect of socialization; theory of professional self-determination of a personality; theory of synthesis of personal-oriented and socially-oriented approaches. Domain approach is applied to the description of the concept of socially-oriented education that is considered to have extensional, nonlinear, and multidimensional character. Analysis, synthesis, systematization and generalization of foreign and domestic scientific experience, modeling are used as the main methods of the research. Results and scientific novelty. The ideas of socially-oriented training and education which are available in domestic and foreign pedagogics are systematized. As a result of application of this approach, the concepts of socially-oriented approach to education and a socially-oriented personality are specified. The relevance of use of a new approach in education is proved; features of this approach are shown as methodological and methodical tools of educational activity wherein interests of society and a person as a subject of society are counterbalanced. The basic principles of socially-oriented approach are allocated and described; conditions of its realization at all educational levels are specified. As it is emphasized, one of the main and indispensable, А. Ф. Амиров (Башкирский государственный медицинский университет), Л. А. Амирова (Башкирский государственный педагогический университет), Е. В. Коротаева, А. П. Чудинов (Уральский государственный педагогический университет)
- Published
- 2017
4. SOCIALLY-ORIENTED APPROACH TO EDUCATION AS A CONDITION OF SUCCESSFUL SOCIALIZATION OF PUPILS
- Author
-
Trubina, G. F., Zeer, E. F., and Mashchenko, M. V.
- Subjects
СОЦИАЛЬНО-ОРИЕНТИРОВАННЫЙ ПОДХОД К ОБРАЗОВАНИЮ ,ОБРАЗОВАНИЕ ,ПОДХОД К ОБРАЗОВАНИЮ ,ПРИНЦИПЫ ОБРАЗОВАНИЯ ,СОЦИАЛИЗАЦИЯ УЧАЩИХСЯ ,OPEN SELF-DEVELOPING SOCIAL-PROFESSIONAL SPACE ,APPROACH TO EDUCATION ,EDUCATION ,SOCIALLY-ORIENTED APPROACH TO EDUCATION ,PRINCIPLES OF EDUCATION ,SOCIALIZATION OF STUDENTS ,ОТКРЫТОЕ САМОРАЗВИВАЮЩЕЕСЯ СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНОЕ ПРОСТРАНСТВО - Abstract
Introduction. The modern schools continue to focus on the individual achievements of students, which has led to inconsistency in the formation of personality, its social immaturity. As a result, it has become necessary to make an orientation of education not only to the development of the specific personality of a learner but also to the needs of the society surrounding the person, i.e. shifting the focus from student-centered approach to education of socially-oriented person. The aim of the publication is to present the concept of socially-oriented approach in education, which is a necessary condition for successful socialization of pupils. Methodology and research methods. The research is carried out with a support on pedagogical aspect of socialization; theory of professional self-determination of a personality; theory of synthesis of personal-oriented and socially-oriented approaches. Domain approach is applied to the description of the concept of socially-oriented education that is considered to have extensional, nonlinear, and multidimensional character. Analysis, synthesis, systematization and generalization of foreign and domestic scientific experience, modeling are used as the main methods of the research. Results and scientific novelty. The ideas of socially-oriented training and education which are available in domestic and foreign pedagogics are systematized. As a result of application of this approach, the concepts of socially-oriented approach to education and a socially-oriented personality are specified. The relevance of use of a new approach in education is proved; features of this approach are shown as methodological and methodical tools of educational activity wherein interests of society and a person as a subject of society are counterbalanced. The basic principles of socially-oriented approach are allocated and described; conditions of its realization at all educational levels are specified. As it is emphasized, one of the main and indispensable conditions of effective use of socially-oriented approach to education is creation of open spontaneous social and professional space which provides motivation of educational and work activities, getting a prestigious demanded profession, gaining self-development and professional growth.Practical significance. Methodological support for successful socialization of students in the learning process at all levels of school education is provided. А. Ф. Амиров (Башкирский государственный медицинский университет), Л. А. Амирова (Башкирский государственный педагогический университет), Е. В. Коротаева, А. П. Чудинов (Уральский государственный педагогический университет)
- Published
- 2017
5. Learning in the Face of Adversity: The UNRWA Education Program for Palestine Refugees
- Author
-
Abdul-Hamid, Husein, Patrinos, Harry Anthony, Reyes, Joel, Kelcey, Jo, and Diaz Varela, Andrea
- Subjects
NATIONAL ASSESSMENT ,STUDENT CHARACTERISTICS ,LEARNING OUTCOMES ,ACADEMIC GUIDANCE ,APPROACH TO EDUCATION ,EXAMS ,SCHOOL FINANCE ,CLASSROOM ,MATHEMATICS ,ACADEMIC PERFORMANCE ,ADVANCED EDUCATION ,EMPLOYMENT ,STUDENT BACKGROUND CHARACTERISTICS ,INTERNATIONAL STUDENT ASSESSMENT ,STUDENT INVOLVEMENT ,SCHOOL STAFF ,TEACHER COLLEGES ,HIGH SCHOOL GRADUATES ,SUBJECT MATTER ,PEDAGOGICAL PRACTICES ,QUALITY TEACHERS ,NATIONAL ASSESSMENTS ,READING ,TEACHERS ,ASSESSMENT SYSTEM ,COMPETENCIES ,CAREER DEVELOPMENT ,CHILD DEVELOPMENT ,TEACHING AIDS ,STUDENT ASSESSMENTS ,PARENTAL EDUCATION ,TEXTBOOK ,HOMEWORK ,LOWER SECONDARY ,TEACHER ,STUDENT ENGAGEMENT ,COST PER STUDENT ,STUDENT ASSESSMENT SYSTEMS ,EFFECTIVE TEACHING STRATEGIES ,TEACHER PERFORMANCE ,TEACHER ASSESSMENT ,REFUGEE STUDENTS ,SCHOOL AUTONOMY ,SCHOOL PERFORMANCE ,COLLEGE EDUCATION ,PEDAGOGICAL TRAINING ,ABSENTEEISM ,REMEDIAL CLASSES ,INCENTIVES FOR TEACHERS ,SCIENCE SCORES ,TEACHER COMPETENCY ,TEACHER PREPARATION ,TEXTBOOKS ,SCHOOL VISITS ,CLASSROOM MANAGEMENT ,TEACHER EXPECTATIONS ,HUMAN DEVELOPMENT ,EDUCATION EXPERIENCES ,CAREER ,SCHOOL SUPPORT ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,PROBLEM SOLVING ,REFUGEE YOUTH ,STUDENT ASSESSMENT METHODS ,EDUCATION SYSTEM ,UPPER SECONDARY ,EDUCATION DEVELOPMENT ,PUBLIC SCHOOL TEACHERS ,RESEARCHERS ,JOB SATISFACTION ,TEACHER MOTIVATION ,CLASS TIME ,CLASSROOM INSTRUCTION ,ACADEMIC ACHIEVEMENT ,ACADEMIC OUTCOMES ,INSTRUCTION ,MANUALS ,MENTORS ,OLD STUDENTS ,ACADEMIC SUPPORT ,SCHOOL LEVEL ,EDUCATION POLICIES ,STUDENT LEARNING ,SCHOOL SYSTEM ,CAREER OPPORTUNITIES ,ACADEMIC QUALIFICATIONS ,IMPLEMENTATION STRATEGIES ,LESSON PLANS ,CLASSROOM PRACTICE ,ENROLLMENT ,PROFESSIONAL DEVELOPMENT ,LEARNING ENVIRONMENT ,CURRICULUM CONTENT ,EDUCATION FOR ALL ,SCHOOL CLIMATE ,STUDENT OUTCOMES ,TEACHER CHARACTERISTICS ,COLLEGES ,PUBLIC EXPENDITURE ,LEADERSHIP ,EDUCATIONAL ACHIEVEMENT ,SCHOOL LEADERS ,SCHOOL MANAGEMENT ,LEARNING ACTIVITIES ,SCIENCE STUDY ,HIGHER LEARNING ,INSTRUCTIONAL EFFECTIVENESS ,LEVELS OF EDUCATION ,GRADE LEVELS ,EDUCATION SYSTEMS ,TEACHER EFFECTIVENESS ,SCHOOL SYSTEMS ,TEACHER SALARIES ,TRAINING PROGRAMS ,QUALITY OF EDUCATION ,LEARNING PROCESS ,BACHELOR DEGREE ,CLASS ACTIVITIES ,TEST SCORES ,DEGREES ,TEACHING STRATEGIES ,EXAM ,SCHOOL PRINCIPALS ,SCHOOL COUNCILS ,SUBJECTS ,EDUCATORS ,CURRICULUM ,REFUGEE WOMEN ,LEARNING TIME ,STUDENT PERFORMANCE ,MINISTRY OF EDUCATION ,SCIENCE CLASSES ,BASIC EDUCATION ,CLASSROOM LEVEL ,TEACHER MANAGEMENT ,FINANCIAL AUDITS ,SCHOOLS ,TEACHER QUALIFICATION ,PUBLIC EDUCATION ,SCHOOL LOCATION ,HIGHER GRADE ,EIGHTH GRADE STUDENTS ,INTERACTIVE LEARNING ,STUDENT SELECTION ,EDUCATED STUDENTS ,SCHOOL FACTORS ,CLASSROOMS ,PEER SUPPORT ,TEACHING PROGRAMS ,LEARNING ACHIEVEMENT ,AVERAGE TREATMENT EFFECT ,COGNITIVE ACHIEVEMENT ,TEACHING CHARACTERISTICS ,LEVEL OF EDUCATION ,STUDENT ASSESSMENT ,VULNERABLE GROUPS ,LITERATURE ,PUBLIC SCHOOL ,COMMUNITY PARTICIPATION ,PEDAGOGY ,CLASSROOM PERFORMANCE ,HIGH SCHOOL ,STUDENT MOTIVATION ,REFUGEE COMMUNITY ,ACHIEVEMENT DATA ,PUBLIC SCHOOL STUDENTS ,OPPORTUNITIES FOR STUDENTS ,TEACHING METHODS ,EDUCATION OUTCOMES ,QUALITY LEARNING ,TEACHER SELECTION ,KNOWLEDGE ECONOMY ,EDUCATION PROGRAMS ,PARENTAL SUPPORT ,STUDENT PARTICIPATION ,VISITS TO SCHOOLS ,CLASSROOM EXPERIENCE ,QUALITY TEACHING ,SCHOOL TEACHERS ,CLASSROOM MATERIALS ,HUMAN RESOURCES ,CURRICULAR MATERIAL ,STUDENT SELECTION CRITERIA ,LEARNING ,MALE STUDENT ,SCHOOL COUNTERPARTS ,INSTRUCTIONAL TIME ,PARENTAL INVOLVEMENT ,PUBLIC SCHOOL SYSTEMS ,PUBLIC SCHOOLS ,TEACHER QUALIFICATIONS ,COLLABORATIVE LEARNING ,PRIMARY SCHOOL ,QUALITY EDUCATION ,EFFECTIVE TEACHING ,SCHOOL DIRECTORS ,ENTRY REQUIREMENTS ,PRIMARY SCHOOL TEACHER ,ADULTS ,FIRST GRADE ,REFUGEE ,SCHOOL ACTIVITIES ,FIELD TEST ,REFUGEES ,CLASSROOM TIME ,CONTEXTUAL FACTORS - Abstract
The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank, Gaza, and Jordan by a year's worth of learning. This study was undertaken to better understand the reasons for success at UNRWA schools and their positive variation from comparable public schools. Econometric techniques were used to analyze international (TIMSS and Programme for International Student Assessment, or PISA) and national learning achievement data. Pedagogical practices and classroom time-on-task were observed using structured methods (Stallings model). Systems Approach for Better Education Results (SABER) tools were used to better understand the policies and implementation strategies for school and teacher management and for monitoring and evaluation. Additionally, qualitative data were collected and analyzed in line with an education resilience conceptual framework to better uncover factors that help students develop the skills to learn despite the adversities they face.
- Published
- 2015
6. Vouchers for Basic Education in Developing Economies: An Accountability Perspective
- Author
-
Ayesha Vawda and Varun Gauri
- Subjects
LEARNING OUTCOMES ,INNOVATIVE APPROACHES ,APPROACH TO EDUCATION ,EXAMS ,EDUCATIONAL OPPORTUNITIES ,AVAILABILITY OF TEXTBOOKS ,INSTRUCTIONAL METHODS ,RURAL SCHOOLS ,EDUCATION ECONOMICS ,EMPLOYMENT ,CURRICULA ,ENROLLMENT RATES ,LOW ENROLLMENTS ,HUMAN CAPITAL DEVELOPMENT ,SCHOOL SIZE ,PRIMARY EDUCATION QUALITY ,LEARNING DISABILITIES ,STUDENT ENROLLMENTS ,TEACHER ABSENTEEISM ,EVALUATION OF EDUCATION ,PRIVATE EDUCATION SECTOR ,READING ,SECONDARY SCHOOLS ,TEACHERS ,SCHOOL ADMINISTRATORS ,SCHOOL DEVELOPMENT ,ETHNIC GROUPS ,Development ,QUALITY STANDARDS ,PUBLIC SCHOOL QUALITY ,EDUCATION STANDARDS ,TEXTBOOK ,ELEMENTARY SCHOOL STUDENTS ,COGNITIVE SKILLS ,STUDENT ENROLLMENT ,TEACHER ,SECONDARY EDUCATION ,PRIVATE PRIMARY SCHOOLS ,NUMERACY ,education ,REPETITION RATES ,HIGHER TEST SCORES ,LOCAL SCHOOLS ,LITERACY ,EDUCATION VOUCHERS ,STATISTICAL ANALYSES ,BETTER SCHOOLS ,PRIVATE SCHOOLING ,PUBLIC SECONDARY SCHOOLS ,SCHOOL PERFORMANCE ,SCHOOL YEAR ,QUALITY OF TEACHER TRAINING ,HIGH RATES OF TEACHER ABSENTEEISM ,Economic growth ,MUNICIPAL SCHOOLS ,NATIONAL CURRICULUM ,PUPIL FINANCING ,TUITION COSTS ,SCIENTIFIC KNOWLEDGE ,UNIVERSAL ACCESS ,SPORTS ,TEXTBOOKS ,SCHOOL COSTS ,SECONDARY ENROLLMENT ,SHIFT SCHOOLS ,ELEMENTS ,RELIGIOUS SCHOOLS ,STATE SCHOOLS ,HUMAN DEVELOPMENT ,ACADEMIC YEAR ,EDUCATIONAL SYSTEM ,ACCESS TO INFORMATION ,PRIMARY LEVEL ,STUDENT ACHIEVEMENT ,TUTORING ,SCHOOL STUDENTS ,UNIVERSAL COVERAGE ,QUALIFIED TEACHERS ,TEXTBOOK SHORTAGES ,YOUTH ,EDUCATION SYSTEM ,SCHOOL POPULATION ,DISADVANTAGED GROUPS ,POOR PEOPLE ,SCHOOL QUALITY ,EDUCATIONAL QUALITY ,SECONDARY SCHOOL ,ACADEMIC ACHIEVEMENT ,SCHOOL FEES ,ACADEMIC OUTCOMES ,STUDENT BODY ,EDUCATION REFORM ,SCHOOL LEVEL ,STUDENT FEES ,HEADMASTERS ,SCHOOLING FOR GIRLS ,COMMUNITY GRANTS ,SUPPLY OF SCHOOLS ,PRIVATE SCHOOLS ,Education economics ,PROFESSIONAL DEVELOPMENT ,EQUITY IN EDUCATION ,DOUBLE-SHIFT ,SCHOOL INSPECTIONS ,SCHOOL ENROLLMENTS ,CLASS SIZES ,SECONDARY SCHOOL STUDENTS ,PRINCIPALS ,SCHOOLING ,POLITICAL SCIENCE ,STUDENT SUBSIDY ,PEDAGOGICAL TRADITIONS ,ELITE SCHOOLS ,RACIAL SEGREGATION ,EDUCATION SECTOR ,LEVELS OF EDUCATION ,MATH TEST ,PARENTAL CHOICE ,EDUCATION SYSTEMS ,GRADE REPETITION ,TEACHER SALARIES ,EDUCATIONAL OBJECTIVES ,QUALITY OF EDUCATION ,ETHNIC MINORITIES ,OPEN UNIVERSITY ,QUALITY OF INSTRUCTION ,EXAM ,SCHOOL BOARDS ,CHILDREN IN SCHOOLS ,education.field_of_study ,BETTER TEACHERS ,EDUCATORS ,CURRICULUM ,PRIVATE ENROLLMENTS ,Accountability ,QUALITY PUBLIC SCHOOLS ,Education reform ,EDUCATIONAL REFORM ,ENROLLMENT FIGURES ,STUDENT PERFORMANCE ,PRIMARY EDUCATION ,MINISTRY OF EDUCATION ,TUITION ,EDUCATIONAL INSTITUTIONS ,EDUCATIONAL SERVICES ,BASIC EDUCATION ,EDUCATION DEPARTMENTS ,ELEMENTARY SCHOOL ,SCHOOLS ,PRIVATE SECONDARY SCHOOLS ,ACHIEVEMENT SCORES ,DISADVANTAGED STUDENT ,NUMBER OF STUDENTS ,PUBLIC EDUCATION ,RURAL AREAS ,SCHOOL LOCATION ,TEACHER TRAINING ,URBAN SCHOOLS ,STUDENT ADMISSIONS ,EQUAL TREATMENT ,SOCIAL COHESION ,LEARNING OPPORTUNITIES ,TEACHER HIRING ,AFFORDABLE ACCESS ,LEARNING ACHIEVEMENT ,LET ,LITERATURE ,PUBLIC SCHOOL ,DISADVANTAGED STUDENTS ,RESEARCH FINDINGS ,Poison control ,PEDAGOGY ,EDUCATION EXPENDITURE ,EXAM PERFORMANCE ,MUNICIPAL SCHOOL ,PUBLIC SCHOOL STUDENTS ,TEACHING METHODS ,ENROLLMENT RATES FOR GIRLS ,PAPERS ,GRADE ENROLLMENT ,PLURALISM ,Voucher ,INDEPENDENT SCHOOLS ,AVERAGE ENROLLMENT ,EDUCATION REFORMS ,Incentive ,LOW ENROLLMENT RATES ,CATHOLIC SCHOOLS ,HUMAN CAPITAL ,PRIVATE SCHOOL VOUCHERS ,VOUCHER SYSTEM ,Economics and Econometrics ,EDUCATIONAL ADMINISTRATION ,PRIVATE SCHOOL ,RETURNS TO EDUCATION ,Population ,STANDARDIZED TESTS ,TEACHING ,LEARNING ,EXPENDITURES ,NUMBER OF SCHOOLS ,PRIVATE STUDENTS ,SCHOOL OWNERS ,PRIVATE EDUCATION ,PUBLIC SCHOOLS ,Education policy ,UNIVERSITIES ,SCHOLARSHIP PROGRAM ,SCHOOL FUNDING ,SCHOLARSHIPS ,EDUCATION POLICY ,ENTRY REQUIREMENTS ,SCHOOL ENROLLMENT ,STUDENTS WITH DISABILITIES ,SCHOOL ACHIEVEMENT ,SCHOOL ACTIVITIES ,EDUCATION VOUCHER PROGRAM ,LEARNING METHODS ,EDUCATION DEPARTMENT ,SCHOOL ATTENDANCE ,Business - Abstract
Advocates argue that voucher programs can correct the incentive problems of education systems in developing economies. An accountability perspective, based on a principal-agent framework, was developed to clarify the arguments for and against education vouchers. An assessment of findings on voucher programs in industrial countries and a review of voucher or quasi-voucher experiences in Bangladesh, Chile, Colombia, Côte d'Ivoire, and the Czech Republic support the usefulness of the analytic framework. The assessment concludes that the policy relevance of voucher programs for developing economies remains uncertain. Major voucher initiatives have been attempted only in countries with a well-developed institutional infrastructure. Some studies find favorable benefits for at least some population groups, but others find limited effects and evidence of increasing social stratification in schools. Whether vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program designs.
- Published
- 2004
Catalog
Books, media, physical & digital resources
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.