Diversity and Citizenship Education: Global Perspectives
The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. "Diversity and Citizenship Education: Global Perspectives" brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity. "Diversity and Citizenship Education: Global Perspectives" presents compelling case studies and examples of successful programs and practices from twelve nations, discusses problems that arise when societies are highly stratified along race, cultural, and class lines, and describes guidelines and benchmarks that practicing educators can use to structure citizenship education programs that balance unity and diversity. The book covers a broad range of issues and includes vital information on such topics as Migration, citizenship, and education The challenge of racialized citizenship in the United States The contribution of the struggles by Indians and Blacks for citizenship and recognition in Brazil Crises of citizenship education and ethnic issues in Germany, Russia, and South Africa Conflicts between religious and ethnic factions Diversity, globalization, and democratic education.
This study aims to analyse the tenure of head coaches in college women’s soccer in the United States and puts the focus on the influence of race and gender. The analysis includes individual characteristics of coaches (educational and professional background), team performance, institutional characteristics, and geographical differences (at the state level) from 1977 until 2015. The main results show that African American coaches and women have a significantly shorter tenure in these college institutions. Other factors related to the background of coaches and the characteristics of institutions also play a significant role. The findings are relevant for coaches from minority groups and athletic departments, who are interested in equity in sport. Future research may use an alternative approach to investigate the causes of tenure disparity in college women’s soccer.
The issues of designing electronic equipment at the present stage of development of electronic tools are considered. The most urgent design tasks are highlighted: ensuring signal integrity, ensuring power integrity, electromagnetic compatibility. The solution to these problems requires developers and designers to have a deeper understanding of the electrophysical processes that occur during the propagation of an information signal along transmission and supply along the power bus. The main directions that require solutions in the design of equipment are identified. The necessity of improving the system of training and retraining of relevant specialists, as well as the creation of a department of intra-equipment electromagnetic compatibility at enterprises involved in the development of technical means, is noted.
INTED2016 Proceedings 10th International Technology, Education and Development Conference March 7th-9th, 2016 — Valencia, Spain ISBN: 978-84-608-5617-7 ISSN: 2340-1079 Deposito Legal: V-337-2016 Dear INTED2016 participants, Welcome to this 10th anniversary of INTED! We wish to express our most sincere thanks for being part of this inspiring forum of knowledge exchange. It is a pleasure to present a varied program with a wide range of sessions covering all aspects of learning, teaching and educational technology advances. After 10 years, this edition has brought together nearly 700 delegates coming from more than 80 countries. This will create a truly international and multidisciplinary atmosphere that will promote the interaction with other colleagues with the same aim: to meet, learn and share ideas for a better education. We hope that your participation in this conference will provide you with an opportunity to open your minds to other educational perspectives and explore new horizons. Thank you very much for your contribution to these “10 Years together for Education”. INTED2016 Organising Committee
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
Propaedeutics of engineering culture in the school should not be limited by familiarity with the school robotics. It is necessary to the development of other components of the engineering culture, such as TRIZ, system analysis, project management, and others. The possible content of these components and the ability of their studying in the "Permian version" of a propaedeutic course of computer science ("TRIZformatics") and contest "TRIZformashka" are discussed.
This book presents the main findings of a study on school learning environments and student outcomes, which the World Bank conducted in 2019 in three regions of the Russian Federation. Using data collected through the OECD School User Survey and the pilot “Trends in Mathematics and Science Study” (TIMSS), the book analyzes how a school’s infrastructure and learning environment may affect the progress and success of students in math and science. It also delves into teaching practices, analyzing their impact on learning and highlighting the important nexus between learning environments and teaching methods. The book concludes by recommending areas in which focused attention by educational authorities could improve educational policy and help maintain high-quality learning environments. The book will be useful for educators, school principals, architects, and policy makers who are involved in school infrastructure projects and are interested in increasing their knowledge of school design planning.
the problem of corruption in the Russian society is widely covered in the scientific literature and among the causes of this phenomenon, which have a deep character, is called the low level or deformation of the legal consciousness of the participants of corruption relations. At the same time, the analysis of judicial practice in cases of corruption-related crimes in the field of education suggests the involvement of its representatives in these relations. In itself, this fact, as well as the characteristic of the degree of their prevalence, can not but cause confusion in the researcher, since the mission of the Institute of education is to form, first of all, a system of value orientations of law-abiding and, ultimately – the appropriate level of legal consciousness. The fact of participation of representatives of the educational sphere in corruption interactions is an expression of the apparent inability to implement this mission. On the basis of the analysis of practice of courts of Perm Krai and G. Perm the authors consider the specifics of forms of corruption in the field of education, taking into account the conducted sociological research, find out the attitude of the population of the region to this phenomenon, with the involvement of opinions expressed in the theory about its nature, consequences and possibilities of countering formulate their own point of view.
Usually marketization is associated with the commercialization as the desire for recovery of the profit. This means replacing the educational functions to the provision of services, with all the unfortunate consequences. However, such an approach is superficial and emotional. The orientation of higher education on the client is very appropriate. Moreover, it is able to put a lot into place.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.