Educational Yearbook Research Articles

EDUCATION IN KASTAMONU ACCORDING TO EDUCATION YEARBOOKS AND PROVINCE YEARBOOKS (1869-1903)

Yearbooks, which are first-hand sources, are important for obtaining information about the Ottoman education system. This study aims to reveal the educational status in Kastamonu province between 1869 and 1903, which aligns with the data in the Kastamonu Provincial Yearbooks and Education Yearbooks. The first publication of the Kastamonu Provincial Yearbook was in 1869, and the last was in 1903. Education Yearbooks were published between 1899 and 1903. It is known that Kastamonu provincial yearbooks were not published every year. Although they occur at different intervals, twenty-one Kastamonu Provincial Yearbooks and five Education Yearbooks, excluding the Education Yearbook of 1902, are the main data sources in the study. Data in the study was collected using the document review method and subjected to descriptive analysis. Historical research was used as the study method. In the years examined, educational institutions understood to exist in Kastamonu province are primary schools, middle schools, high schools, industrial schools, and schools for non-Muslims. The change in the number of students and teachers in educational institutions over the years is also among the study's important findings.

World Yearbook of Education: Comparative Methodology in the Era of Big Data and Global Networks

Global network platform as the most considerable context integrated by variety of modern and upgraded methodologies including digital and online methodologies along with all benefits and challenges paving the way for all scholars and educational experts to consider their studies regarding data visualization implementation for the sake of learning and teaching purposes in various ways. Examining the multiple perspectives of the present volume, it evaluates some critical technological developments that shed light on the novel assumptions and values in the era of global networks demanded at international education context.

Comparative education concepts, methods and practices in the emerging anthropocene educational space: from ‘measuring the other’ to ‘supporting the other’?

ABSTRACT Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of ‘educational space’ to understand how comparative knowledge building has steered education. Then I re-read three volumes of the World Yearbook of Education (WYB) to show how comparative education has embedded knowledges that have steered governing, neglected experiences that complicate powerlessness, and constrained learning through measurement. I argue current education compromises humans facing challenging climate futures but could provide knowledges to support ‘the other’.

Türkçe dersi yazma becerisinin öğretim programları çerçevesinde karşılaştırmalı değerlendirmesi

Yazma, 2019 Türkçe Dersi Öğretim Programı’nda belirtildiği üzere dört temel beceriden biridir. Programda yazma becerisine yönelik kazanımlar yer almaktadır. Ayrıca ortaokullarda seçmeli bir ders bulunmakta bu dersle ilgili ayrıntılar 2018 Yazarlık ve Yazma Becerileri Dersi Programı’nda yer almaktadır. Tarihsel sürece bakıldığında ise dönemin öğretim programı niteliğinde olan Salname-i Nezaret-i Maarif-i Umumiye (Maarif Salnamesi) eğitim yıllıklarında Türkçe dersi ve çeşitli başlıklar altında yazma becerisine yönelik dersler yer almaktadır. Bu çalışma doküman incelemesi yöntemiyle 1316 H Maarif Salnamesi ile 2019 Türkçe Dersi Öğretim Programı ve 2018 Yazarlık ve Yazma Becerileri Dersi Programı’nın, Türkçe dersi yazma becerisi açısından incelenmesiyle oluşturulmuştur. Çalışmada önce 1316 H Maarif Salnamesi günümüz Türkçesine aktarılmış; sonra burada yer alan Türkçe dersleri ve yazma becerisine yönelik dersler tespit edilmiştir. Ardından da programların karşılaştırmalı incelemesi yapılarak yazma becerisinin programlardaki değişimi ve gelişimi değerlendirilmeye çalışılmıştır. Sonuç olarak görülmektedir ki 1316 H Maarif Salnamesi’nde yer alan ders cetvellerinde yazma becerisine yönelik lügat ve imla, imla, kıraat ve imla, kitabet, hüsn-i hat gibi dersler yer almıştır. Derslerin açıklamalarında ise dersin işleniş aşamaları, metnin özellikleri, öğretmenin rolü, öğrencilere verilecek konu ve ödevler gibi ayrıntılar verilmektedir. Güncel ders cetvellerinde Türkçe zorunlu ders iken; yazarlık ve yazma becerileri dersi, seçmeli derstir. 2019 Türkçe Dersi Programı’nda yazma kazanımı ve açıklamalarına yer verilip; yöntem ve teknik açısından ayrıntılara yer verilmez iken; 2018 Yazarlık ve Yazma Becerileri Dersi Programı’nda süreç daha da ayrıntılandırılır. Ölçme değerlendirme bakımından ise programlarda benzer bir yaklaşımın benimsendiği görülür. Buna göre süreç temelli değerlendirmenin tercih edildiği belirtilmekte ve yapılacak sınavlarla öğrencilerin bir üst kademeye geçme başarısı ölçülmektedir.

Industrial Demand and Innovation: An Application of Binomial Regression Model to Project Statistics of NSFC of China

The carbon emission reduction potential of photothermal utilization of solar energy is outstanding, but the breakthrough of technology is closely related to the management of innovation and research in higher educational institutions. What factors affect such relationship is discussed in this paper. Based on the photothermal technology project data released by the National Natural Science Foundation of China (NSFC) and China education yearbook, this paper analyzes the variable relationship between the output of solar thermal technology innovation and industrial demand. Specifically, the negative binomial regression was constructed based on the technological project approval data. The results show that the input of scientific research resources has a key influence on the development of solar thermal technology, the establishment of technological projects or the subsequent patent application derived from technological projects. The results also show that the demand for photothermal technology and green innovation complement each other.

Perpetuating Inequalities: The Role of Political Distraction in Education Policy

The 2021 Politics of Education Yearbook brings together scholars from diverse theoretical orientations—including policy studies, critical trans politics, and Critical Race Theory—to explore the politics of distraction within education policymaking. This introductory article previews the work included in the Yearbook and presents a grounding framework for policy distraction, which we define as a persistent focus on a narrowly defined set of policy solutions that diverts attention from root causes, structural forces, and historical/contextual circumstances (Bell, 2003; Giroux, 2013, 2017; Spade, 2011, 2013, 2015). We articulate five elements of policy distraction. They (a) rely on narrow policy frames to address educational problems of practice; (b) name phenomena in ways that affect our understanding; and (c) largely ignore inequalities and structural conditions. In doing so, they may (d) reinforce the status quo; and (e) reify ideas of what counts as normal or, alternatively, as deviant (Spade, 2011).

Introduction: Nordic Research in Music Education Volume 1

Volume 20 of the Nordic Research in Music Education Yearbook marks the yearbook’s transition from printed physical book to open access publishing under the name Nordic Research in Music Education (NRME), as part of a newly established collaboration between the Norwegian Academy of Music and the Norwegian publishing house Cappelen Damm Akademisk. As editors, we endorse this development towards improved visibility, a better profile, and the widening of access to research in music education to the public.

Diversity and Teaching: Teacher Education Yearbook (Yearbook of the Association of Teacher Education) (Mary John O'Hair and Sandra J. Odell (Eds.))

Diversity and Teaching: Teacher Education Yearbook (Yearbook of the Association of Teacher Education) (Mary John O'Hair and Sandra J. Odell (Eds.))

The Birth and Adaptation of Evaluation Theories

Background: Evaluation theories as we know them are prescriptions by prominent evaluators about what they believe to be an appropriate way to conduct evaluations. How do these prescriptions come about? In this paper we examine the various influences on the creation and subsequent modification of these prescribed evaluation theories. Inquiry into evaluation theories has a long history. What is new is inquiry into the evolution of theories.This makes theory formulation dynamic rather than static. Influences identified by Alkin in a National Society for the Study of Education yearbook (1989) serve as an initial guide to this inquiry. An examination of Michael Q. Patton's writings and shaping experiences provides further case study insights about the evolution of his utilization-focused evaluation theory and its offshoots.
 Purpose: The purpose of this paper is to gain further understanding about the way in which evaluation theories are developed, evolve, and take new directions, and the influences that shape the theorists' understandings and prescriptions.
 Setting: Interview discussion with Michael Q. Patton and synthesis of interview data.
 Intervention: Not applicable.
 Research design: Not applicable.
 Data collection & analysis: Not applicable.
 Findings: Factors that have influenced Michael Q. Patton’s initial theory development as well as subsequent modifications, adaptations, and offshoots offer insights into the connection between personal history and professional perspective. Specifically, these factors were: early personal experiences, professional training, interaction with professional colleagues, field evaluation experiences, interaction with non-evaluation academic colleagues and research conducted by Patton.
 Keywords: evaluation theory; theory; utilization-focused evaluation; developmental evaluation; principles-focused evaluation.

Legal life of modern society: negative and positive (Review of materials of the All-Russian scientific conference of journals “State and Law”, “Legal policy and legal life”, of scientific and educational yearbook “State-legal researches”)

Legal life of modern society: negative and positive (Review of materials of the All-Russian scientific conference of journals “State and Law”, “Legal policy and legal life”, of scientific and educational yearbook “State-legal researches”)

The state-legal policy of modern Russia in the sphere of punishments: the issues of theory and practice (A review of the materials of the international scientific “The Round Table” of the journals “State and Law”, “Legal policy and legal life”, “Actual problems of the state and law” and the scientific and educational yearbook “State-legal research”) (The end)

The state-legal policy of modern Russia in the sphere of punishments: the issues of theory and practice (A review of the materials of the international scientific “The Round Table” of the journals “State and Law”, “Legal policy and legal life”, “Actual problems of the state and law” and the scientific and educational yearbook “State-legal research”) (The end)

The state-legal policy of modern Russia in the sphere of punishments: the issues of theory and practice (a review of the materials of the international scientific “The Round Table” of the journals “State and Law”, “Legal policy and legal life”, “Actual problems of the state and law” and the scientific and educational yearbook “State-legal research”)

The state-legal policy of modern Russia in the sphere of punishments: the issues of theory and practice (a review of the materials of the international scientific “The Round Table” of the journals “State and Law”, “Legal policy and legal life”, “Actual problems of the state and law” and the scientific and educational yearbook “State-legal research”)

Tuberculosis among Full-Time Teachers in Southeast China, 2005⁻2016.

Objective: To explore the incidence rate and characteristics of tuberculosis (TB) among full-time teachers from 2005 to 2016 in southeast China and to provide a basis for TB prevention and control measures in schools. Methods: Information about full-time teachers with TB was obtained from the National Tuberculosis Information Management System (NTIMS). Population data were collected from the Zhejiang Statistical Yearbook and the Zhejiang Education Yearbook. The TB incidence rates and epidemiological characteristics of full-time teachers were analyzed and the Chi-square test was used to analyze influencing factors of epidemiological characteristics and clinical characteristics, case-finding delay, and treatment outcomes. Results: A total of 1795 teachers with TB were reported from 2005 to 2016, and the annual incidence rate was 28.87 per 100,000. The average annual PTB (pulmonary TB) incidence rate among full-time teachers was 25.43/100,000 from 2005 to 2016 and the average annual PTB incidence rate among students was 15.40/100,000 from 2005 to 2016. The highest average incidence rates were observed in the QZ (Quzhou) and HZ (Hangzhou) districts. The male-to-female ratio of the patients was 0.95:1. Approximately half of the patients were 15–40 years old. The mean case-finding interval was 45.3 days. Multivariable logistic regression analysis of TB case-finding delay among full-time teachers revealed that the older (OR = 1.44, 95% CI = 1.18–1.76, p < 0.01), not local (OR = 1.81, 95% CI = 1.20–2.73, p < 0.01), retreatment (OR = 2.06, 95% CI = 1.39–3.08, p < 0.01) and extra-pulmonary tuberculosis (OR = 1.71, 95% CI = 1.13–2.61, p = 0.01) cases were at high risk of case-finding delay. Compared to physical examination, patients detected by referrals and tracking (OR = 2.26, 95% CI = 1.16–4.38, p = 0.02) and patients who directly visited the designated TB hospital (OR = 2.00, 95% CI = 1.03–3.88, p = 0.04) were more prone to case-finding delay. The cure rate of full-time teachers with TB was 77.10%. The cure rates differed significantly between groups classified based on age, case-finding patterns, diagnostic results, treatment classifications, and strategies of patient management. Conclusion: The TB incidence rate among full-time teachers decreased from 2005 to 2016, but teachers suffered a higher risk of TB than students. Western Zhejiang was a hotspot for TB incidence among full-time teachers. Female teacher and young and middle-aged teacher cases account for the majority of the reported patients. There was a case-finding delay among full-time teachers with TB. We should conduct regular physical examinations and strengthen full-course supervision to reduce the risk of TB patients with case-finding delay and increase the TB cure rate.

‘This feels like a whole new thing’: a case study of a new LGBTQ-affirming school and its role in developing ‘inclusions’

ABSTRACTThe notion of inclusive education has multiple meanings and the precise definition remains contested. In particular, the debate rages as to whether it is appropriate for some schools to offer specialised provision to particular cohorts of students rather than to educate everyone within a common school. This manuscript foregrounds rich empirical data from students, parents and educators at Pride School Atlanta, described as ‘the South’s first school for LGBTQ students’, a new small, democratic, private school with the explicit intention of creating a ‘thriving space’ for ‘gay, straight, queer, gender-queer’ children, young people and families; a space that moves ‘beyond safety’. By drawing on Dyson’s [2012. ‘Inclusion and Inclusions: Theories and Discourses in Inclusive Education.’ In World Yearbook of Education 1999: Inclusive Education, edited by H. Daniels and P. Garner. Oxon: Routledge] work on ‘inclusions’ and moving away from the simple binary of what is inclusive/exclusive, this manuscript addresses the question of whether a school, which offers specialised provision to a small group of students, can play a role in inclusive education. It argues that this model of schooling, described by one student as ‘a whole new thing’ offers opportunities for presence, participation and achievement, recognition and achievement.

Neoliberal Policy Network Governance and Counter-Networks of Resistance: Actions and Reactions From Across Policy Arenas

This 2017 Politics of Education Yearbook focuses on the power of policymaking networks to set agendas and shape education policy. As the yearbook title suggests, we present a series of case studies...

Emerging Perspectives on Editorial Ethics: An interview with Chris Higgins

Chris Higgins took on the roles of Editor of Educational Theory, and Editor-in-Chief of the Philosophy of Education Yearbook published by the Philosophy of Education Society, in 2013, after having ...

2012 World Yearbook of Education: Policy Borrowing and Lending in Education edited by Gita Steiner-Khamsi and Florian Waldow. New York: Routledge, 2011. 464 pp. $145.00 (cloth). ISBN 978-0415-61524-2.

Previous articleNext article No Access2012 World Yearbook of Education: Policy Borrowing and Lending in Education edited by Gita Steiner-Khamsi and Florian Waldow. New York: Routledge, 2011. 464 pp. $145.00 (cloth). ISBN 978-0415-61524-2.Antoni VergerAntoni Verger Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 57, Number 2May 2013 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/670717 Views: 206Total views on this site Citations: 1Citations are reported from Crossref For permission to reuse, please contact [email protected]PDF download Crossref reports the following articles citing this article:Rebecca Tarlau State Theory, Grassroots Agency, and Global Policy Transfer: The Life and Death of Colombia’s Escuela Nueva in Brazil (1997–2012), Comparative Education Review 61, no.44 (Oct 2017): 675–700.https://doi.org/10.1086/693923

Shuffelton’s Prolegomenon on Educating Mothers

With unsentimental, embodied-critical savvy and honesty, “How Mothers Divide the Apple Pie” re-opens a too-long-neglected line of revolutionary inquiry initiated in early modernity, now vital once again. Amy Shuffelton’s study of “Maternal and Civic Thinking in the Age of Neoliberalism” is a much-needed prolegomenon to broader philosophical conversation, increasingly urgent across myriad cultural contexts beyond any one Philosophy of Education yearbook essay’s possible scope: A conversation on educating mothers amid public education’s current corporatist reconfiguration. I mean that phrase “educating mothers” ambiguously, to signify culturally, economically, and politically diverse “mothers” as both subjects and objects of “educating.” Shuffelton’s inquiry could draw new theoretical attention to the parent-teacher organization as a critical public-school site for educating mothers in both those senses. Albeit perhaps unintentionally, she has also mapped out a possible undergraduate or graduate philosophy curriculum for and about educating mothers for parental citizenship.

Reviews

The International Yearbook of Education, Productive work in education and training: A state-of-the-art in Eastern Africa by Wim Hoppers and Donatus Komba, A new partnership: Indigenous peoples and the United Nations by Judith P. Zinsser reviewed by Deo H. Poonwassie.&#x0D; The University-Industry Relationship in Science and Technology by Jerome Doutriaux and Margaret Barker, reviewed by Michael Owen.&#x0D; Protestant Educational Conceptions, Religious Ideology and Schooling Practices: Selected Papers edited by Jean-Pierre Bastian and Rosa del Carmen Bruno-Jofre, reviewed by Michael Owen.&#x0D; Literacy, culture, and development: Becoming literate in Morocco by D.A. Wagner, reviewed by Adrian Blunt.&#x0D; Alpha 94: Literacy and cultural development strategies in rural areas, edited by J. Hautecoeur, reviewed by Adrian Blunt.&#x0D; Diverging Pathways: Social Structure and Career Deflections by Alan C. Kerckhoff, reviewed by Jerry Kachur.&#x0D; Teaching Improvement Practices: Successful Strategies for Higher Education by W. Alan Wright and Associates, reviewed by Gwenna Moss.

‘The right kind of education for the right individual’: comparative education studies according to the Educational Yearbook of the Teachers College (1924–1944)

The International Institute of Teachers College, Columbia University, New York, continuously published its Educational Yearbook, in a total of 21 editions, in order to ‘provide students of education sciences with the world education theories and practice’. Headed by Isaac L. Kandel, the journal followed a traditional editorial line in its first issues, which came to change and shift to new themes and methodologies during the 1930s, as social, economic and political problems spread. This journal was a specifically academic initiative, in that it fell outside the scope of governmental or international organisations. This study will focus on the content of the different issues of the Educational Yearbook. It will also reflect on the most sensitive issues concerning the interwar period and, ultimately, it will highlight the underlying goals of this publication: the defence of peace, democracy and intellectual cooperation on the subject of education and citizenship.