Aspects Of Educational Practice Research Articles

The Inclusion of Information and Communication Technology in Education

In the era of 21st century ICT has given a core contribution to education. The paper introduces ICT and explore its role in education. ICT is typically defined as a group of technical devices, tools, and learning resources that are used for information sharing, development, management, and communication. Internet, mobile devices, laptops, tablets, and broadcasting technology abilities like TV, radio, Pod-casting, Wi-Fi, and a lot more software are all included in ICT. The paper argued that ICT impact on almost all aspects of educational practices. The investigators interviewed graduate and post-graduate students as well as educational administrations. The previous literature is also reviewed and found that ICT has remarkable improvements in many areas of education. ICT has been identified in earlier researches and student interviews as having connected and dependent impacts on the teaching and learning process, as well as more specifically targeting learning outcomes.

НЕПЕРЕРВНА ПРОФЕСІЙНА ОСВІТИ: ХАРАКТЕРИСТИКА ТА ВИКЛИКИ СУЧАСНОСТІ

The article reveals the essence of the definitions «lifelong education», «lifelong professional education», «system of lifelong education». An urgent problem today is to search ways to modernize and improve the system of lifelong professional education in order to make education meet the needs of society as a whole and each individual in particular at each level. The variability of surrounding reality is the basis for change in society and social institutions. Lifelong professional education cannot exist in isolation from other social systems. Education is the engine for the development of society (economic, political, social, etc.). The interpretation of the concept of «lifelong education» by different authors is analyzed, various contexts are considered (as a concept, as an aspect of educational practice, as a principle of educational organization, as a principle of state policy implementation, as modern trend, as a paradigm of scientific and pedagogical thinking). The roles of lifelong education (for an individual, for society, for the state, for the world community) are considered. Developmental stages of lifelong education (V. Onushkina, O. Tonkonoga, T. Desyatova, N. Nychkalo) are investigated. The problems of modern professional education are considered (subject education, elemental approach, separation of the subjects of the educational process from its results, the absence of quality requirements at each stage, etc.) and suggested ways to eliminate them. The characteristics of lifelong learning (duration, motivation, goals and objectives, network of educational services) are analyzed. The functions of lifelong professional education are considered: socio-cultural (developmental), general education (compensatory), adaptive and economic. The priority directions of lifelong professional education development are analyzed: intellectualization of education; personality-oriented approach; educational services market; modernization of all types of support; social partnership; international cooperation. The requirements for lifelong professional education at present stage of society development are formulated and characterized. The system of lifelong professional education is considered as a dynamic system that is in constant development.

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review

PurposeThe UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.Design/methodology/approachThe review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.FindingsThis study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.Practical implicationsThe study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.Originality/valueThe literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.

Methodology for providing an integrated approach to the preparation of educational practice for prospective teachers of Geography and Biology

This paper discusses the methodology for providing an integrated approach to the preparation of educational practice Introduction to Geography and Biology. The practice is a part of Geography and Biology teacher training process at a pedagogical university. The organization of practice is based on the Federal State Educational Standard of Higher Education. Bachelor graduates must be able to carry out professional activities in the education system. During the study period students must develop general cultural, general professional and professional competencies. To ensure the quality of students training, the curriculum provides educational and work practices. The effectiveness of educational practice depends on the use of an integrated approach methodology, which involves a combination of propaedeutical theoretical tasks, practical tasks performed by students in ecosystems accessible for educational purposes and individual student work in various ecotopes. The implementation of practical tasks is aimed at acquainting students with the species composition of plants and animals, as well as forming students ideas about the real existence of sets of organisms with a certain structure and group adaptations to the environment. The substantial aspect of educational practice allows students to update their theoretical knowledge in the field of general ecology, botany and zoology.

The Servitization of Australian K-12 Educational Settings

Servitization is a notion borrowed from the manufacturing sector, where a tangible product is replaced or supplemented by an intangible service. Servitization is a global phenomenon and found across multiple sectors and settings including finance, transport, and accommodation. In educational settings, servitization sees commercial apps and platforms supplementing or replacing physical textbooks and other aspects of educational practice. With similarities to the rapid ascension seen with Massive Open Online Courses (MOOCs) in higher education, many digital products in K-12 settings are currently ‘morphing’ into service-based platforms, some of which require ongoing subscription fees. Often making claims of democratizing education, the analysis of servitization in K-12 settings is approached from a postdigital perspective to ‘hold to account’ any such claims. This paper explores servitization in Australian K-12 settings and any potential impacts on educational practice concerning deliberative democracy. It draws on data from 16 semi-structured interviews from the Apps in Australian Classrooms Project and uses the historical progression of MOOCs as an example of servitization in an educational setting to explore any impacts related to servitization that may be evident in Australian K-12 educational settings.

Manufacturing education: the commercial development of educational products for schools

By designing products that ultimately structure meaning in lessons, the industry that produces teaching materials for schools shapes teaching practice and everyday learning situations in schools across geographical borders. The design and development of such learning resources is a professional practice that has hitherto received very little academic attention. This lacuna is addressed in our paper, which presents an analysis of this aspect of educational practice based upon insights gained from ethnographic research. Light is shed upon specific ways of addressing and guiding pupils, teaching staff, and customers, which result from processes of negotiation between representatives of different professions including scientists, teachers, publishers and distributors. These processes ultimately provide classrooms with products that have been shaped by ideas about schooling. It becomes clear that the development of such materials is shaped by multiple perspectives on school education. As an exemplary case study, we describe in detail the process by which such materials make well-known, everyday phenomena abstract or ‘alien’ so that they can then be recontextualised and presented anew – as phenomena to be understood with the aid of school-taught knowledge.

Relational thinking in education: topology, sociomaterial studies, and figures

Over the last few years, different sociomaterial research orientations have emerged. In this article, we argue that most of these orientations are relying on a relational mode of thinking, that is, a way of conceiving of educational practices in terms of the relations between the different actors present in these particular practices. In doing so, these various sociomaterial studies share many of their theoretical assumptions with social topology, an approach inspired by the mathematical field of topology. In educational research, however, this connection between sociomaterial and sociotopological accounts is not commonly made. Therefore, this article calls for a more intricate interweaving of topological thinking with better-known sociomaterial approaches. Furthermore, we assert that using visualisations might play a crucial role in this respect. To that effect, we introduce the Foucauldian and Deleuzian notion of the diagram. This notion of the diagram, as the technique that brings the orders of the visual and the articulable together, is conceived as a promising technique in order to investigate different aspects of educational practices. In a concluding section, the article offers some suggestions as to what the general potential of adopting such relational studies in the field of education might be.

Philosophy of education in the UK: the historical and contemporary tradition

Questions of a philosophical nature are central to every significant debate in the field of educational theory, policy, practice and research. Of all disciplines, philosophy is perhaps the one in which analysis, argumentation and critique are given most central, systematic and comprehensive attention. In addition, philosophy is connected with practice and policy through nurturing democratic conversation about education, and supporting practical deliberation at all levels and on all aspects of educational practice. In the UK, although systematically excluded from initial teacher education and much reduced in masters level programmes under the current funding regimes, the discipline has maintained considerable vitality and international reputation. Using data from the RAE and PESGB, supplemented with bibliometric data, we note that the important contributions from philosophy of education to education and education research do not, however, always reflect a thriving infrastructure. We conclude with a brief discussion of a number of key relationships which the philosophy of education community needs to develop further: with teacher education, educational research, ‘mainstream’ philosophy and educational policy communities.

Test-Based Educational Accountability. Research Evidence and Implications

In recent years, many nations, including Germany, have begun to use students' scores on achievement tests to monitor the performance of schools and educational systems. Such systems have been in place for a considerable time in a few nations, notably the United States, and numerous studies of their effects have been conducted. While these studies are limited, they are sufficient to reveal serious problems that should be confronted as new systems are put in place in other nations. Research in the U.S. has shown two related types of problems in test-based accountability (TBA) systems. Studies have revealed a mix of positive and undesirable effects on teaching and other aspects of educational practice. Research has also shown that increases in scores can become seriously inflated. That is, scores can increase by a larger amount - in some cases, a far larger amount - than actual improvements in student learning warrant. This paper summarizes studies of score inflation, describes several mechanisms that produce it, and notes implications for evaluation, testing, and the design of accountability systems. (DIPF/Orig.)

Education in the twenty‐first century: Conflict, reconstruction and reconciliation1

This paper is an attempt to map out an emerging, and increasingly important field of study concerning the relationship between education and conflict. The field has two main parameters. The first involves the variety of contexts within which education systems are required to operate. Distinctions are drawn between education that is provided within relatively peaceful and stable environments; during times of violent conflict; as part of reconstruction following conflict or political transition; and as part of longer term peace and reconciliation processes. Educational priorities and concerns may be quite different depending on each of these circumstances. The second parameter concerns different levels of action within an education system. These include the political and policy environment, administrative and structural features and various aspects of educational practice. The paper argues that actions through various ‘entry points’ at each of these levels carry the potential to exacerbate or ameliorate conflict and suggests that a systemic analysis of investments in education systems from a conflict perspective should be a routine part of educational planning.

Relationer i undervisningen

This article discusses how social relations can be defined as an aspect of educational practice. Among educators there is a growing interest for relations in teaching. Two different approaches to the issue are outlined, one instrumental and one interactionist, where the former is considered to be misleading.

Improving Classroom Management: An Experiment in Elementary School Classrooms

Few aspects of educational practice have created as much concern as classroom management and organization. They are among the most frequently requested topics for teachers in service; they head the list of concerns of school administrators and have recently attracted more attention from teacher educators and researchers. A teacher's ability to manage the classroom and to organize instruction are basic components of effective teaching. Many reviews of research on classroom management already exist (Brophy & Put-