Education matters

The purpose of this research is to discuss about attitude and perception of students on Department of education of history, Faculty of teacher's training and educational science, Muhammadiyah University of Purwokerto. Especially in understanding and internalization of educational subject matters. Factors had an effect on students interest concerning non-educational subject matters. Next, students understanding phase toward education matters, and level of students consciousness to importance of educational subject matters in application in educational field. Key words: understanding, attitude, interest, student.

Purpose Responding to a call from the conference “Becoming a leader: A matter of education?”, this paper aims to raise awareness of the challenge for individuals of performing both leadership and management activities and draws attention to the need for a new approach to educating and training leader-managers. Design/methodology/approach Based on the existing literature and discussions from the abovementioned conference, the paper questions the current approaches which either merge the leadership and management functions or treat them as mutually exclusive roles and offers instead a dual approach that emphasizes the capacity of individuals to switch mindsets. Findings Managing and leading are distinct activities with different goals and means that need to co-exist. Individuals should be prepared to either manage or lead depending on the situation and to change their mindset accordingly. Education and training programs should be designed for this purpose. Originality/value The paper proposes a dual “leading-managing mix” and discusses the challenges of its implementation by individuals. The discussion of the implications for training and education will be of value to practitioners as well as educators and training specialists.

I wish to express my appreciation for these 3 days of extremely educational presentations and to express the belief that the foregoing discussion will constitute most valuable advice for physicians everywhere. I believe my task is to gaze a little into the crystal ball and to try to predict the future of measles vaccination on the basis of present information and past experience. Before entering my present teaching position, I spent 37 years in the private practice of pediatrics, so that I have a fairly good idea of the attitudes of parents and of physicians regarding immunization procedures. Acceptance of measles immunization by the parents should be a matter of education. There have been no blasts of contrived publicity in this matter, and I think it is appropriate that there should not be. This should be a matter of true education, which tries to carry the message to parents, and,

Purpose: Making policy makers, researcher, education leaders, and assessment developers aware that what matters in education assessment is a wicked problem that cannot be easily solved following traditional approaches. Design/Approach/Methods: Starting from the questions that what matters in education assessment, this article presented such questions as a wicked problem because there is no consensus, not right or wrong answer, and certain solutions may lead to side effects on students and society. Therefore, a new approach of ecology should be involved, and different education outcomes or intended qualities of learners are presented in complex relationships. Findings: Deciding what matters in education assessment is a wicked question. It is not a tame or technology problem and can be resolved by any conventional approaches. What is pivotal now is to decipher what matters in education and then what should be measured and ultimately how to measure. The ecology and collaborate approach deliberated in this article could expedite such a process. Originality/Value: This article advocates paradigm change in understanding and resolving one of the most urgent problems in education. It provides an ecology explanation of the relationships that exist among the different education outcomes and students’ qualities. By guiding through the dissecting of the problem step by step, this article has demonstrated a unique angle of understanding the wicked problem.

This chapter analyzes the Change dimension outlined in the Shadow-Education-Inequality-Impact (SEII) Frame, specifically addressing the question how Japanese shadow education managed to maintain strong despite unfavorable changes which were believed to make this industry superfluous until 2009 and how this affects educational opportunities for disadvantaged educational strata. Since the implications of a high dependence on shadow education for a national system of education regarding educational opportunities and social inequality issues are hardly overestimated, following a neo-institutionalist approach, the ongoing success of the juku-industry is explored. Applying a mixed-method approach basing my calculations on data of the 2013 Juku Student and Teacher Survey (JSTS), the following main findings are presented: (1) Due to decreasing student populations, the reformation of the mainstream schooling system, and changed educational demands of families, the originally highly specialized juku have expanded their range of supply. Juku increasingly take on functions outside their original purview such as care, counseling, and guidance and thus achieve many of the yutori education goals that regular schools struggle to accomplish. (2) Due to continuous changes, new types of juku have evolved particularly focusing on individual tutoring. (3) This industry shows continuous efforts to increase opportunities for socioeconomically disadvantaged students to participate in various types of lessons in the shadow and thus gain benefits from juku-lessons also. (4) Families increasingly rely on juku as their primary contact in educational matters, wherefore these schools gain further importance as educational gap-closer and authority in educational and social matters.

Environment is, in general terms, a surrounding or condition influencing development and growth of all the living beings.
 For the last several decades nature and environment have always been a source of human reflection and investigation as the environmental pollution has reached to such a critical stage that we find ourselves passing through an irreversible climate change and are not able to retrieve the previous climate back.
 Now the liability lies on the next generation and I am sure that environmental awareness among the senior secondary students will lead the next generation towards restraining the unstoppable environmental changes.
 It can be said that environmental education is education through environment, about environment and for environment. It is both a style and subject – matter of education. In so far as the style is concerned, it means teaching for environment that include components and issues such as controlling the environment, establishing proper ecological equilibrium which entails proper use and conservation of resources and also involves control of environment is not only functionally useful but is also aesthetically enjoyable.

Purpose The purpose of this paper is to discuss and share some practical insights on how leaders can seek legitimacy when leading highly specialized/highly educated people from other educational backgrounds than their own. Design/methodology/approach Based on an initial literature review on leader legitimacy, this paper distills three strategies for strengthening leader legitimacy that can apply to leaders of organizations employing highly specialized/highly educated people. Findings If these strategies are applied, leaders leading people from other educational backgrounds than their own will strengthen their possibilities for being perceived legitimate leaders. Further, for recruiters of leaders, awareness about the legitimacy challenge is an important step in choosing the “right” person for the job. For educational institutions and organizers of organizational-internal leader development programs, the strategies are important to consider when preparing and planning teaching on leadership. Research limitations/implications Research was based on a systematic literature review on leader legitimacy and the findings result from an initial categorizing. Practical implications The paper provides strategic insights and practical approaches with the potential to enhance leader and business effectiveness and informing leader-education approaches. The paper bridges theory and practice for leaders, recruiters of leaders and leader-education institutions. Originality/value The briefing saves busy executives and researchers hours of reading time by presenting pertinent information in a condensed and practice-oriented format.

The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to education is addressed. The main empirical source used in the analysis is the UN working group's annual reports, which account for the process in which the different articles were formed. The analysis shows that the main challenge to emerge during the drafting process with regard to the relation between the rights of parents and their children seems to be that of a balancing of the civil and political rights of the child and the civil rights of the parents. In the working group's discussions about education the social right of the child to education was confronted with, and stood against, the civil right of the parents. The wording of Article 28 on the right to education changed several times during the drafting, and in the final version the contradictions that had been present in the elaboration process concerning the rights of the child and the rights of parents in the matter of education became invisible, since the article only expresses the social right of the child to education.

Today, we live in changing times and how we respond to these changes creates some uneasiness in our daily lives. Some of these changes reflect demographic shifts in power and paradigm in the United States, while others reflect the reckless assumption that our problems are insurmountable. Multiculturalism Still Matters in Education and Society: Responding to Changing Times urges us to collaborate, consult, and cooperate for our common good. It rightly emphasizes that multiculturalism will always matter in whatever we do in our complex world. In addition, it challenges us to continue to see differences as strengths that must be valued in dealing with our students, educational professionals, leaders, and communities. Finally, this book inspires us to expand our discourses, create avenues for “hearty” conversations, look for ways to make invisible voices visible, and help culturally and linguistically diverse (CLD) and vulnerable populations to maximize their fullest potential.

An Urban Myth? New Evidence on Equity, Adequacy, and the Efficiency of Educational Resources in Pennsylvania

A study that critically examines the basis for the growing belief that compulsory education is a necessary social good. It also addresses whether adulthood should be conceived as an entirely separate realm from childhood.Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness.This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a 'fully semiotic' perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children.The study will examine critically the bases for the beliefs that more and more compulsory education is necessarily a social good, and that adulthood should be conceived as an entirely separate realm from childhood. Continuum Studies in Educational Research (CSER) is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the CSER series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

480The individual in international law — In general — Human rights and freedoms — European Convention on Human Rights, 1950 — Article 3 — Inhuman and degrading treatment and punishment — Use or threat of corporal punishment in schools — Article 2 of the First Optional Protocol to the Convention — Respect for parental conviction in matters of education — Right to education — Meaning of “philosophical convictions” — Reservation by United Kingdom — Effects of reservation

(1988). The Residential School Feature at Swedish Folk High Schools: A Matter of Education and Leisure. World Leisure & Recreation: Vol. 30, No. 3-4, pp. 34-37.

Anthony Trollope (1815-1882) followed most of his English predecessors who wrote about their American travels in attributing the chief glory of our country to our provision for universal free education. He wrote1: The one thing in which, as far as my judgment goes, the people of the United States have excelled us Englishmen, so as to justify them in taking to themselves praise which we cannot take to ourselves or refuse to them, is the matter of education; and unrivalled population, wealth, and inteffigence have been the results; and with these, looking at the whole masses of the people, I think I am justified in saying, unrivalled comfort and happiness. It is not that you, my reader, to whom, in this matter of education, fortune and your parents have probably been bountiful, would have been more happy in New York than in London. It is not that I, who, at any rate, can read and write, have cause to wish that I had been an American. But it is this: if you and I can count up in a day all those on whom our eyes may rest, and learn the circumstances of their lives, we shall be driven to conclude that nine tenths of that number would have had a better life as Americans than they can have in their spheres as Englishmen. If a man can forget his own miseries in his journeyings, and think of the people he comes to see rather than of himself, I think he will find himself driven to admit that education has made life for the million in the Northern States better than life for the million is with us.

Nepalese Diaspora How they matter in Education and Knowledge Translation