Aspects Of School Education Research Articles

Virtue ethics embedded: Aristotelianism in the post-war Japanese moral education

ABSTRACT For almost 80 years, post-war Japanese moral education has adopted a dual-process structure, which states morality is taught through two processes: one through all aspects of school education and the other through a special moral education class. The necessity and effectiveness of this structure were theorised by Eijiro Inatomi. However, it has been almost neglected that his theory is largely based on Aristotle’s theory of virtue. This paper examines Inatomi’s Aristotle-inspired theory and its significance. After reviewing the social and historical background of his theory, I argue that Inatomi successfully adopted Aristotle’s theory of virtue in three respects: human definition, intellectual virtue, and ethical virtue. Finally, I suggest that post-war Japanese moral education can be understood as a nationwide social implementation experiment on the efficacy of Aristotelian virtue ethics and that Inatomi’s notion of cosmos can serve as a conceptual device to enhance the social feasibility of Aristotle’s virtue ethics.

UNVEILING THE SYNERGY BETWEEN COMMUNITY PARTICIPATION AND INDIAN TRADITIONAL KNOWLEDGE IN SCHOOL EDUCATION: INSIGHTS FROM NEP 2020 & NCF-SE 2023

This study endeavours to explore the vital role of community involvement in integrating Indian traditional knowledge in school education. Through this study, an attempt has been made to analyse the policy documents of NEP 2020 & NCF-SE 2023 to elucidate the role of community participation in enriching the learning experiences and acquaint learners with the traditional knowledge practices of diverse Indian communities. Moreover, the study also provide strategies for effective incorporation of indian traditional knowledge through community participation in various aspects of school education.

Influence of COVID-19 Pandemic on Various Aspects of School Education in India: An Appraisal

influence of COVID-19 Pandemic on Various Aspects of School Education in India: An Appraisal

A HISTORY OF ASSESSMENT SYSTEM DEVELOPMENT OF STUDENTS’ ACADEMIC ACHIEVEMENTS

Nowadays the assessment of academic achievements is one of the multifaceted aspects of school education, playing the role of a formative, motivating, determining, guiding factor in the learning process. Learning assessment is constantly developing and expanding. The history of the development of students’ academic achievementsstarts from teachers’ activity, which is written in works of ancient philosophers. Currently assessment is being considered in accordance with a new stage, adapting to the technical progress of our time. The article examines the history of the development of the learning assessment system in the global educational space, as well as studies the opinions of great Kazakh thinkers and teachers.

Ethical and Moral Aspects of School Education: The situation in the Czech Republic

Abstract: This review study focuses on ethical and moral aspects of school education in the Czech Republic after 1989, when change occurred not only in the political regime but also in all spheres of social life, including education. The study is based on publications by Czech authors and is structured into six parts. The fi rst part describes the broader context of the chosen issue: it describes the basic philosophical concepts of ethics and morality and reminds offi cial materials (starting with the International Teachers’ Charter, through materials created by the Ministry of Education, to the school rules of individual schools). The second part provides an overview of publications dealing with the ethical and moral education of children and adolescents from the perspective of various scientific disciplines: philosophy, theology, sociology, and psychology. The third part presents the organizational form of ethical and moral education at Czech basic and secondary schools. In terms of its content and conception, ethics education as a subject taught in Czech schools is based on the concept of prosocial education (Roche-Olivar, 1992), adapted by the Slovak author Ladislav Lencz (1995). The fourth part is devoted to a specifi c genre, review studies which provide information about Czech and foreign research studies, and evaluates them. The fifth and most extensive part reports on selected Czech empirical studies that deal with the ethical and moral aspects of education. It presents research on cyberbullying addressed to both pupils and teachers and mobbing and bossing in schools, examines the course and outcomes of teaching ethical topics, researches the power relations between teachers and their pupils, and examines the tendencies for teachers and pupils to be manipulated at school, cheating by pupils at school, and pupils helping one another. The sixth and last part of the study describes assessment tools with the help of which the ethical and moral aspects of school education are determined. The study concludes that one-off transversal research studies predominate in the studies, while longitudinal research studies are not conducted at all; mainstream research focuses on real-life research and no intervention studies are undertaken; researchers’ attention is focused mainly on negative ethical and moral situations, while research into positive phenomena is neglected.
 Keywords: ethics education, moral education, school, teachers, pupils, research, Czech Republic

Executive District Officers (Education) and Quality Assurance at Secondary Level in Punjab, Pakistan

Quality of education furnishes learners to develop intellectual capabilities, knowledge, skills and to contribute information of respectful, enlightened and peaceful democratic societies in order to uplift the sustainable well-being of individuals. The aim of secondary education is to build individual intellectual capabilities. There have been no serious and integrated efforts to develop an effective system of quality assurance for secondary education though, certain efforts have been made to improve certain aspects of school education. The aim of the article is to collect the opinion of Executive District Officers (EDOs) about quality assurance in education in the area of teachers and learners at secondary level. The research instrument was developed, validated through experts in the field of education, and reliability (internal consistency) was found through SPSS. Results of this study showed that teachers had mastery over the subject but did not have competency in pedagogical skills

EWALUACJA ROLI SPOŁECZNEJ NAUCZYCIELI JĘZYKA NIEMIECKIEGO W KONTEKŚCIE ZABURZENIA STABILIZACJI ZAWODOWEJ

In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL).
 The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustratethe disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.

Модернізація психолого-педагогічної діагностики в умовах інклюзивної освіти

We determineded priority directions of diagnostic component transformation at inclusive schools. Also we put forward ideas for implementing these transformations with active engagement of students and scholars from Ukrainian higher education institutions. The transition to an inclusive education system diversify the various aspects of school education. Changes also occur in the process of psychological and pedagogical diagnosis of pupils. The diagnostic component helps to prevent a risk situation, as well as to build a correction and rehabilitation system. The stage of the analysis of existing experience includes as a generalization of theoretical achievements in psychological and pedagogical diagnostics of children with typical development and children with special needs, and historical information about the technologization of this process. Considerable attention is paid to the issues of computerization of the process of diagnostics and data storage as a result of diagnostics. In modern schools this component is not realized enough, but inclusive centers are already beginning to use electronic databases with the personal electronic cabinet system. In such electronic cabinets, each child is taken into account, has conclusions from the relevant specialists necessary for the creation of an individual rehabilitation program. The main material contains recommendations for the organization of a similar system at schools. During the analysis of foreign experience in the creation of similar projects, attention was drawn to the interesting solution when teachers and students were involved in the creation of such software. Students of the specialties of information technologies, social pedagogy and psychology will receive useful practical skills, and the result of their activities will become a useful information product.

District Wise Analysis of the Impact of Economic Growth on Primary and Secondary Education in Karnataka

Education is an important component of human development. The significance of education at primary and secondary levels in relation to economic growth and development is well established by the various early works of Nobel laureates like Gary Becker (1964) and Psacharopoulous G (1984). The primary and secondary school education forms the base for pursuing higher education, the employment prospects and enhancing the standard of living of the people. The paper analyses the impact of economic growth on primary and secondary education in Karnataka by considering variables like Net District Domestic Product (NDDP), total enrolment, number of schools in the 30 districts of Karnataka state. The NDDP is taken as a measure of economic development and the other variables represent the qualitative and quantitative aspects of school education. The paper uses Index of Dissimilarity to measure the inequality among the different states with regard to the above mentioned variables and Regression analysis to measure the impact of NDDP on total enrolment and number of schools. Therefore, the paper tries to estimate the district wise variations in enrolment in school education, find out the inter-district variations in NDDPand its impact on school education in Karnataka state.

Pre-Revolutionary School in the Urals. A review of the book: Yegorova M. (2008) Povsednevnaya zhizn’ uchashchikhsya i uchiteley Urala v XIX — nachale XX v. [Everyday Life of Students and Teachers in the Urals in the 19th — Early 20th Centuries]. Moscow: Pamyatniki istoricheskoy mysli.

By analyzing the research devoted to secondary educational institutions in the Urals, the author speculates on the preferred structure of historical books intended for mass consumption. He believes that this oeuvre provides clear examples of literacy tests for teachers, their financial situation, their relationship with the government, as well as activities of teachers’ corporations, children’s living conditions, their life in and out of school, life of school employees, and other aspects of school education in the Urals a century ago. The conclusion that comes from the historical evidence provided is quite unambiguous: teaching activities of the time were characterized by attention towards students’ individual needs and qualities, by care about their physical and emotional health, and by a savor of good nature and patriarchal cordiality engrained in the whole gymnasium system. Regional specifics of Ural secondary educational system is studied through experts’ evaluations, as there are almost no relevant historical materials left. In terms of social differentiation, the student body in the Urals was largely homogeneous, which was quite in line with the overall historical trend of speedy secondary school democratization across the Russian Empire in the second half of the 19th century. The author argues that the picture revealed by this study is unbiased and in accord with the real state of things, and that it will help the reader learn more about life in the Russian Empire viewed by most people through Soviet-inherited prejudice instead of direct knowledge.

Editorial: Diversity in the field of education and information technologies

This issue of Education and Information Technologies has seven quite different articles, again showing the diversity of this field. One article relates to student pathways, three investigate different aspects of the online experience for students, two more look at the issues involved with use of computers in different aspects of school education while another proposes a curriculum to support learning about large Enterprise Information Systems. An article by Pavlo D. Antonenko, et al., titled Understanding student pathways in context-rich problems, describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems within a web-based learning environment. Kathy Seddon, Keith Postlethwaite and Geoff Lee have written on Understanding the experience of non contributory online participants (readers) in National College for School Leadership online communities. This article explores the range of participation taking place in an online community and focussed on participants who defined themselves as not actively contributing to the online discussion. Whilst recognising that an individual community member’s degree of participation might simply reflect their choice, the study looked to see if there were any systems or personal barriers to prevent active participation. Also considering an aspect of the online learning experience, an article by Karel Kreijns, et al., investigates Social Presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person. Titled Measuring perceived social presence in distributed learning groups, the article reports on the construction and validation of a self-reporting Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The third related article by Ian Toppin on Video lecture capture (VLC) system: A comparison of student versus faculty perceptions looks at how a VLC system in a university was implemented to address issues relating to retention, and to reverse the trend of high drop, failure, and withdrawal rates. Educ Inf Technol (2011) 16:319–320 DOI 10.1007/s10639-011-9171-y