Research Methodology in Education

This study examined the relationship between Teacher's academic qualifications and academic achievement of Senior Secondary school Students in Chemistry. The area for the study was Owerri West LGA. A case study of four secondary schools formed the research design. Teacher's academic qualifications and the SS I student's third term result formed the data which was analysed using simple percentage and Pearson Correlation. Three research questions were answered and the findings of the research reviewed that there is a positive relationship between the teacher's academic qualifications and student's academic achievement. Since teachers professional qualification influences students academic achievement in Chemistry, the government and all stakeholders in education sector should endeavour to implement its policy on basic education for all and thus, create an enlightened society in which every Chemistry teacher would be educated enough to have a positive influence on their Chemistry students for better achievement in the subject.

Trong khi giáo dục Việt Nam và giáo dục thế giới đổi mới liên tục để đảm đương trách vụ cải sửa và phát triển con người thì dường như người ta quá “điên cuồng” trong việc chế ra các phương pháp mới nhưng hiệu quả thì chẳng là bao, phần nhiều là chạy theo thị hiếu xã hội. Nhìn lại lịch sử phương pháp giáo dục nhân loại trong mấy ngàn năm qua, chúng ta không quá ngạc nhiên khi mà các bậc vĩ nhân đều dạy học cùng có 1 cách, đó là hướng đối tượng. Hiệu quả của phương pháp này thì khỏi phải bàn, vậy mà ít người nhắc đến, nghiên cứu hay dùng nó. Trong phạm vi nhỏ hẹp của bài này, chúng tôi xin trình bày vài vấn đề liên quan thiết yếu đến phương pháp giáo dục hướng đối tượng.

Purpose –The purpose of this review is to screen the literature of teaching learning strategies. It aims at identifying the methods used in higher education in terms of effectives and uses. As well as, to identify how the contact-credit hour ratio is determined for each method. Basically, teaching must include two major components sending and receiving information. Ultimately, the teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching.(1) 1) Introduction: Learning outcomes guide the designing of educational activities, environments and experiences. They help to specify methods and patterns of teaching learning methods. In turn, teaching learning methods depend on a number of factors such as the developmental level of students, goals, intent and objectives of the teacher, content, and environment including time, physical setting and resources. Imagine a course that challenges teachers to meet a number of objectives. A single method cannot meet all of their goals nor can a single method accommodate all learning styles at once. So, we need a toolbox of methods, not merely a single tool.(2) Also, one of the factors that influence learning is student characteristics and these include individual differences, students' previous learning experiences and current understanding of the subject. Other influences can be grouped under context characteristics. These include, especially, the ethos of the department organizing the course and the characteristics of the curriculum. Closely related to this is the teachers' approach to teaching.(3) However, learning results from what the student does and thinks and only from what he does and thinks. So, the teacher can advance learning only by influencing what the student does and thinks to learn. As the quotation above suggests, any conversation about effective teaching must begin with a consideration of how students learn.(4) The students preferred to use learning strategies that enabled them to use time well and choose environments conducive to learning. Moreover, they preferred to seek assistance from their teachers or classmates when encountering learning difficulties.(5) Yet various researchers have stressed different aspects of styles in teaching indicate that teaching styles consist of teachers' personal behaviors and the media used to transmit data to or receive it from the learner. The overall traits and qualities that a teacher displays in the classroom and that are consistent for various situations can be described as teaching style.(5) 2) Teaching learning styles: In the most general terms, there are four or five different models of instructional strategies or teaching learning methods. Having spent years in schools, you will recognize each and probably have strong preferences for one or two models.(2) 1. Didactic-Direct teaching: Verbal and typically in the form of a lecture or presentation. 2. Modeling-Direct teaching: Visual and typically in the form of demonstration and practice. 3. Managerial-Indirect or Interactive teaching: Facilitation, individualization and group management. 4. Dialogic-Indirect Interactive teaching: Socratic Technique of dialogue, questions and discussions. In the Direct Instruction models, the teacher imparts knowledge or demonstrates a skill. In the Indirect Instruction models, the teacher sets up strategies, but does not teach directly; the students make meaning for themselves. In the Interactive Instruction models, the students interact with each other and with the

In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development . Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

Indiscipline constitutes one of the major impediments to academic excellence in Nigeria. This study examines the reasons and consequences of student violation of the Dress Code in Federal College of Education Zaria. Both primary and secondary data were utilized and these data were qualitatively and qualitatively analysed to answer the research questions. Finding shows that the students' perception of the Dress Code was due to their family background and the influence of the school environment. The study also reveals that despite the high level of students' awareness of the Dress Code, and the efforts of the Students' Affairs Unit, Security Unit, and the lecturers to enforce the Dress Code, there is still a high rate of students' violation of the Dress Code. The reasons adduced for the above includes; haphazard implementation of the Dress Code by those responsible for the implementation, and lack of political-will on the part of the College management to ensure the full implementation of the Dress Code. The study therefore recommends among others that the College management should not interfere unnecessary in the activities of those shouldered with the responsibility of enforcing the Dress Code in the College. A symbiotic relationship between the College management is required to ensure the effective implementation of the Dress Code and other rules and regulations guiding the conducts of the students in the College.

This dissertation could not have been completed without the commitment, contributions, dedication, interest, love, and patience furnished by my wife and best friend, Louise R. Levergneux. Between 2000 and 2007 my wife took on the status of doctoral student widow. Anyone who has tried to complete a PhD will know what that meant-the brooding silence, unanswered questions, late nights alone, tired looks, severe glances, impatient responses, and overall foul personality. There were some hard times during those seven years, but Louise followed me to Kent, Ohio (USA), from Ottawa, Ontario (CANADA), and stayed with me. She spent much of her time training our beautiful Sheltie, Imperial Topaz, while keeping our home in order, looking after the bills, cooking meals, creating and marketing her artists' books, and continuing her professional work as a visual artist. I look forward to spending more time with her and Topaz and repay them with a more pleasant personality and increased sense of humour once I have my time back from this life-changing endeavour.

This article describes a phenomenological approach to doing educational inquiry and understanding learning. Working within the qualitative tradition, the research is conceived as ‘narrow and deep’, intimate research that focuses definitively on internality and on first-hand experiences of learning. The theoretical background for doing phenomenological research is explained, especially in regard to the ideas of Edmund Husserl. Then, the author’s own systematic process for doing phenomenological research in education and exploring learning is offered with examples from his doctoral research project in which he investigated doctoral students and their experience of negotiating their learning. Samples from the author’s writing in regard to one research participant are used to illustrate the research process explicated in the article.

Attitude is certainly the most typical and essential concept all over the world. There are number of variances in the definition of the term attitude. In well known definitions of attitude, it is concerned with reference to behaviour or a tendency to respond in a certain manner. Attitude tests are the most widely used tests and also the most useful tools of data collection in psychological and educational research. Many research studies have supported that there is a relationship between the values, beliefs, attitudes, intentions and behaviours of individuals. Attitude and intention are both the predictors of individual behaviour. Attitude scales are usually used for the measurement of attitude towards any other individuals, objects, ideas or things. These explain what the individual's acquired ways of thinking are for the present construct and that is attitude. The main focus of the article is to describe the five approaches that are extensively used to measure the attitude of people in Social Science research i.e.,arbitrary approach, Consensus scale approach, Item analysis approach, Cumulative scale approach and Factor analysis approach. The knowledge of appropriate approaches is very significant to measuring attitude of people. Moreover, the knowledge of all of the mentioned approaches and techniques will bend support to the every researcher to make an effective scale for measuring attitude. Although, every type of attitude measurement approaches and techniques are appropriate for the measurement of attitude, yet the choice for considering any approach and technique depends on research feasibility, knowledge, availability of literature and the nature, objective and need of the research study.

Social Intelligence is of more importance in the present life style due to growing tensions stresses and various complexities. It can be learned, developed and used as an effective life skill for managing personal life, interpersonal relationships and achieving success in all the walks of life. The present study was conducted to know the social intelligence of male and female undergraduate students of science and Arts subject streams studying in various degree colleges of Bhilai city,Chhattisgarh. For this purpose descriptive survey method was used. 60 male and 60 female undergraduate students were selected, for the sample by adopting stratified disproportionate random sampling technique. The data was collected by using Social Intelligence Scale (SIS) constructed and standardized by . The data was analyzed by using't' test.

The purposes of this research were to develop an innovative instructional lesson plan based on the models of learning management in the STEM Education Method and the 5E-Inquiry Model curricula of secondary students at the 10th grade level on Momentum and Collision Issue in physics classes with the processing and performance resulting effective standardized criteria at the level of 80/80, to compare between students’ learning achievements of their pre and posttests, to evaluate students’ performances of their creative thinking abilities with the instructional designing methods, to assess students’ attitudes toward physics, to associate between students’ learning achievements of their post tests and their creative thinking abilities and their  attitudes toward physics, and to predict the relationships between  students’ performances of their creative thinking abilities and their attitudes toward physics. Administrations with the target sample groups, which consisted of 50 experimental and 46 controlling group students to manage learning activities with the STEM Education Method and the 5E-Inquiry Model from Sarakhampittayakom School, Thailand with the Purposive Random Sampling technique was selected. Using the research type of the Quasi-experimental research was experimented in Two-Group Pretest-Posttest Design.  Students’ learning activities of their processing and performance resulting effective with the innovative instructional lesson plan in 16 periods. Students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT) with four multiple choices, Students’ responses of their creative thinking abilities were assessed with the 24-item Creative Thinking Ability Test (CTAT) in four scales; students’ attitudes were assessed with a short version of the 8-item Test Of Physics-Related Attitude (TOPRA). Statistically significant were analyzed with average mean score ((X) ̅), standard deviation, (S.D.), percentage, independent variable t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and the Coefficient Predictive Value: (R2)  were used. The results of this research findings: the effectiveness of the innovative learning management lesson plan on Momentum and Collision Issue of the secondary students at the 10th grade level in the form of STEM Education Method (E1/E2) is 83.70 / 83.47, and based on the 5E-Inquiry Model of (E1 / E2) was 80.00/80.58. Students’ learning achievements of their pretest and post tests for both STEM Education Method and the 5E-Inquiry Model were differentiated (ƿ< 0.001), significantly. The CTAT and the TOPRA by Cronbach alpha coefficient evidence of 0.88 and 0.79 were validated and reliability. Associations between students’ learning achievements of their post-test (PoLAT) and their CTAT, the R2 value indicated that 47% and 42% of the variance in students’ creative thinking abilities of their physics classes were attributable to their post learning achievements, students’ learning achievements of  the LAT and their TOPRA toward physics, the R2 value indicated that 50% and 36% of the variance in students’ creative thinking abilities of their physics classes were attributable to their PoLAT learning achievements, the coefficient predictive determinant values between students in their CTAT and TOPRA toward physics, the R2 value indicated that 67% and 26% of the variance in students’ creative thinking abilities of their physics classes were attributable to their attitudes toward physics in the STEM Education Method and the 5E-Inquiry Model, statistically significant was also found at the 0.01 level,  respectively. In terms of the 5E-Inquiry Model, statistically significant was not found at the 0.05 level between students’ creative thinking abilities and their attitudes toward physics.

The greatest problem facing educational neuroscience and psychology is crossing the bridge between theory and practice: how to move from scientific theories and evidence to their practical application in education. Crossing this bridge too hastily leaves educational neuroscience and psychology open to the accusation of ‘scientism’: excessive belief in the power or value of science. Scientism would be manifested in attitudes such as the dogmatic assumption that scientific methods or findings can be immediately or straightforwardly applied in education.

How can neuroscience and psychology be applied to education without risking scientism? Scientism is an elusive concept, so this chapter offers an account of what scientism is (§§1-3). It is argued that education should be included among the areas that are the most difficult to reduce to explanations in scientific terms (§3). The account of scientism is used to outline three examples of ways in which neuroscience and psychology could be applied in education that would be open to accusations of scientism (§4). Three indicators of scientism when scientific theories or evidence are applied in education are described. Alongside each indicator, suggestions are offered on what we should watch out for to avoid being scientistic when applying theories or evidence from neuroscience and psychology in education (§5) – or, to avoid what we might call ‘educational neuroscientism’.

Book webpage: https://www.routledge.com/The-BrainCanDo-Handbook-of-Teaching-and-Learning-Practical-Strategies/Harrington-Beale-Fancourt-Lutz/p/book/9780367187057

Across disciplines, skills associated with collaboration are now ubiquitously considered requisite graduate attributes. Despite decades of studies on the various dimensions of academic teamwork, challenges for both students and staff remain. For this year-long study at a UK school of architecture, we considered teamwork as a thread woven through the first-year curriculum, traversing course modules and project types. The primary aim of the study was to evaluate the collective impact of teamwork activities on the incoming cohort of 200+ undergraduate students and how the structuring and coordination of such activities might improve the holistic student experience. Across two rounds of online questionnaires and focus group sessions, student participants articulated the benefits of collaboration for learning, socialization, and professional development. However, resentment towards teamwork increased throughout the year, as frustration with disengaged cohort mates grew, and student sought greater structure and oversight from tutors. On the other hand, when given the chance to reflect on the multidimensional nature of teamwork in focus group discussions, many students adopted a productively nuanced perspective toward the topic. This implies that, whether students like or dislike certain aspect of collaborative projects, opportunities for critical conversation can promote or prompt an appreciation for the educational value of including teamwork projects in curricula. The results of this study should be relevant to educators seeking to improve the implementation and effectiveness of team-based learning, particularly those in design-based fields and those in higher and professional education contexts.

In light of how the knowledge society may give rise to new forms of inequity in schools, the purpose of this article is to examine the stratification of Swedish schoolteachers' access to and use of ICT. The empirical data consist of a nationwide survey conducted in 2010, involving 6000 Swedish teachers in all grades (except pre-school and university). Accounting for teachers' age, gender, grade, and principal organization, bivariate analyses were conducted. The study finds significant differences between teacher's age and principal organization, indicating a growing gap between teachers in public versus independent schools. The finding is discussed in relation to the current research and its potential consequences for equitable learning activities.

This paper explores the intersection between critical methodologies and Indigenous knowledge. It is especially concerned with the ways in which the metaphors associated with the bricoleur researchertools and productionconceptualize Indigenous knowledge to that of an ecology and environmental work. This limits the appreciation for and engagement with narrative, and the ways in which "ecological" knowledge is embedded in narrative practices and interpretive processes. The author puts the work of Anishinaabe novelist and theorist Gerald Vizenor in conversation with the writings of J. Kincheloe as a way not only to contrast the central metaphors in critical and Indigenous methodologies, but similarly to highlight the differences between a bricoleur language of research and an Aboriginal language of survivance.

Boğaziçi Üniversitesi, Barış Eğitimi Uygulama ve Araştırma Merkezi ile Doğan Gazetecilik tarafından ''Baba Beni Okula Gönder'' Projesi kapsamında, kız öğrenci yurtlarında çalışan görevlilerin ihtiyaçları ve yurtlar hakkında görüş ve önerilerin belirlenmesi için ihtiyaç analizi çalışmaları yapılmıştır. Bunun yanında Yurt Ortamı Ölçeği (Moos,19, Kerimol-Orçan19) ve Duygusal Zeka Ölçeği (Coleman, Bar-On) kullanılarak katılımcıların yurtlarla ilgili ölçek çerçevesinde algıları ve bireysel yaklaşımları ele alınmıştır. Yurt müdürleri ve belletmenlerin maddi manevi ihtiyaçlarını hem kendileri hem de kız öğrenciler açısından saptamak için odak grup çalışması (4 grup)  ve de ölçekler kullanılmıştır.
    Çeşitli illerde yaptırılan toplam 32 adet kız öğrenci yurdunda bölgesel olarak farklılıklar görünmesine rağmen koşullar genellikle birbirine benzemektedir. Kız öğrenci yurtlarında kalan kız çocuklarının çoğunlukla ilgi alanlarını geliştirebilecekleri veya sosyalleşebilecekleri alanların ve olanakların kısıtlı olması, yurttan sorumlu müdür yardımcısı ve belletmen öğretmenlerin çocuklara karşı ilgisi, iş yapabilme becerisi çocukların koşullarını etkilemekte ve gelişimlerini destekleyici yaşam alanı oluşturma ihtiyacını artırmaktadır.
    Bu raporun amacı, yurt görevlileri ve öğrencilerin ihtiyaçlarının belirlenmesinden sonra geliştirilecek faaliyet modellerinin hazırlanması için daha sistemli bir alt yapı oluşturulmasıdır. Kız öğrencilerin okul-yurt arasında geçen yaşamlarında evleri sayılabilecek yurtlarının daha yaşanabilir olması, ilgi alanlarını geliştirebilecekleri, sosyalleşebilecekleri ve aynı zamanda yurt görevlilerinin de benimseyip yürütebileceği daha iyi bir yaşam alanı oluşturmak için önemli bir bilgi kaynaği oluşturmaktadır.

Perhaps the most fruitful distinction with which the sociological imagination works is between the ‘personal troubles of milieu’ and ‘the public issues of social structure’. This distinction is an essential tool of the sociological imagination and a feature of all classic work in social science. (C. Wright Mills 1970, 14)

To view education with a sociological imagination, using Wright Mills’s term, is to identify and attend to its relationships with both the personal and public. Sociology in intellectual and political work sheds light on the personal troubles and public issues of the times as well as the interrelationships between the two. In respect of the sociology of education, sociological theories and methodologies have been employed foremost to highlight and address inconsistencies in educational opportunity that are determined both at the level of the individual and in terms of social inequalities (Weis, Jenkins & Stich 2009). With equivalent potential, but to a lesser extent in practice, the sociology of education contributes to the understanding and progression of the wider social world and how social equity in general terms might be achieved. Classical social science has made heavy use of abstract thought and theoretical speculation to construct knowledge of the social world and resolve its concerns, but evidence from observable reality also contributes to sociological understanding. As the discipline of sociology has developed there has been an accompanying and proliferating development in empirical methodologies. The methodological developments are informed by developments in other disciplines (most notably anthropology and psychology) and fields of study (for example, health and business). In the main, such methodologies are identified as either qualitative (like the methodological approaches described in this book), quantitative (largely measurable survey research) or mixed method approaches. All three are used in the sociology of education, and while the methods themselves are not necessarily sociological, different strands of sociological thought have greater affinity with some methodologies more than others (see Hammersley 1984).

Ao redor do mundo, iniciativas políticas dos últimos anos visam promover a inovação educacional a partir do pressuposto de que as Tecnologias de Informação e Comunicação (TIC) são o meio principal da transformação das práticas pedagógicas. O uso da tecnologia impõe-se como uma necessidade generalizada, mas o entendimento de que a tecnologia, por si só, leva consigo a inovação, se traduz muitas vezes em uma relação linear e determinística. Neste artigo, propõe-se uma reflexão crítica desta visão, com a introdução de dois fatores que acreditamos serem mais importantes para gerar transformações na escola: o capital humano e o capital social. O tema será desenvolvido com base em duas propostas relativas a estes capitais, ou seja, a formação profissional dos professores e a valorização da rede de relações já existente entre eles. Palavras-chave: Inovação na Escola. Capital Humano. Capital Social.

Pedagogical issues were present in senior seminaries in Poland in the interwar period. The interest in this subject was inspired by Jan Kanty Association of Theological Schools. The members of this association were lecturers of various theological subjects of higher seminaries and theological faculties in Poland. The Association discussed both pedagogical and didactic problems. The teaching contents of particular subjects, the teaching methods, textbooks as well as ways to familiarize students of theology with pedagogical issues were discussed by it.

Vivimos en una sociedad y cultura en continua evolución y es por ello que la también la educación debe transformarse al mismo ritmo y no quedar atrás como tradicionalmente ha pasado. Consideramos de vital importancia innovar en educación para que el trabajo que realizamos en las aulas esté inmerso y vaya en consonancia con la sociedad actual . En este sentido somos conscientes de que las tecnologías digitales son unas herramientas imprescindibles que han revolucionado nuestra vida personal y que también han de renovar nuestra vida profesional.

To investigate faculty and residents' perceptions of whether SimWars can serve as a meaningful instructional format for Emergency Medicine residents and to identify strategies to implement SimWars effectively in a residency training program. Methods: In this descriptive interview study, 5 facilitators, 2 contestants, and 8 observers were recruited from an Emergency Medicine residency program at a large, urban, university-based, level-I trauma center. Interview questions were created with the guidance of the social constructivism theory. Participants were interviewed individually. Themes were identified associated with responses to these questions. Results: (1) SimWars can be a meaningful instructional tool; (2) Debriefings and a well-structured rubric are essential; (3) Competition motivates participants to do their best, but can have a negative impact on them; (4) Residents expect to use the clinical skills, patient management and teamwork skills practiced in SimWars; and (5) Residents need more training on teamwork, including Team Strategies and Tools to Enhance Performance and Patient Safety™ (TeamSTEPPS). Conclusions: With its focus on competition, SimWars can be effective in residents' training when debriefings are guided by well-structured rubrics.

Indiscipline constitutes one of the major impediments to academic excellence in Nigeria. This study examines the reasons and consequences of student violation of the Dress Code in Federal College of Education Zaria. Both primary and secondary data were utilized and these data were qualitatively and qualitatively analysed to answer the research questions. Finding shows that the students' perception of the Dress Code was due to their family background and the influence of the school environment. The study also reveals that despite the high level of students' awareness of the Dress Code, and the efforts of the Students' Affairs Unit, Security Unit, and the lecturers to enforce the Dress Code, there is still a high rate of students' violation of the Dress Code. The reasons adduced for the above includes; haphazard implementation of the Dress Code by those responsible for the implementation, and lack of political-will on the part of the College management to ensure the full implementation of the Dress Code. The study therefore recommends among others that the College management should not interfere unnecessary in the activities of those shouldered with the responsibility of enforcing the Dress Code in the College. A symbiotic relationship between the College management is required to ensure the effective implementation of the Dress Code and other rules and regulations guiding the conducts of the students in the College.

The aims of this research study focused on administrating the innovative instructional management model with the STEM Education in physics class on the Projectile Motion issue of secondary students at the 10th grade level to evaluate the efficiency of the process and the efficiency of the results (E1/E2) of the innovative instructional lesson plan with the efficiency at the determining criteria as 75/75, students’ scientific process skills and the 75-percent criterion with the STEM Education method were compared, students’ learning achievements of their post and their standardized assessments of the 75-percent criterion level were examined, association between students’ scientific process skills and their post learning achievements were assessed. Research administrations, which a sample consisted of 33 secondary students in Watsratong Municipal School, in Roi-Et Province in the second semester of the academic year 2016 with the purposive sampling technique were selected. Assessments an innovative instructional lesson plan in the form of the STEM Education method in the field of physics on projectile motion issue was integrated. Research instruments were assessed with the 20-item Scientific Process Skill Test (SPST) that it was the 4-option multiple choice and the discriminative value (r) was ranged from  0.31 to 0.94, and with the confidence of both the 0.90 test achievement of four characters. Selecting the 30-item Learning Achievement Test (LAT) that it was the 4-option multiple choices, which deals of the discriminative value (r) was ranged from 0.27 to 0.80 and a confidence score of 0.92. The results of these findings have found and followed as: The E1/E2 efficiency was 77.07/76.97, which is higher than the standard set of 75/75 performance criteria. Comparisons between students of their SPST and the 75-percent criterion was 77.10 (= 15.42, = 1.35) and the differences between mean score of SPST and the 75-percent was differentiated at .05 levels, significantly. Comparisons between students’ learning achievements of their post LAT was 76.96 (= 23.09, = 1.91), and differences indicated at the .05 level, significantly. Associations between students’ encouragements of their SPST and their post LAT, the coefficient predictive value indicated that 31% that was contributed to enhance the science process skills and the achievements and had a statistically significant at the .05 level (R2 = 0.3121, ƿ<.05), relatively. The results reflect that learning management with the STEM education method for encouraging science process skills and learning achievements of secondary students at the 10th grade level in physics class are successful at a certain level in the context of this research framework.

Muitas iniciativas políticas dos últimos anos visam promover projetos de inserção das Tecnologias de Informação e Comunicação (TIC) no âmbito escolar, a partir do pressuposto que o acesso físico à ferramenta tecnológica por si só é fator de inclusão social e cultural. O presente artigo discute criticamente esta visão determinística, propondo concentrar a atenção nos elementos culturais, nas percepções individuais da tecnologia e no seu uso concreto no cotidiano da sala de aula. Para tal, o texto redefine o conceito de inclusão digital e apresenta algumas possibilidades a de trabalho nos encontros de formação de professores, focadas no desenvolvimento de competências e na atualização das práticas de ensino. O objetivo dessa proposta é construir um quadro de intervenção educacional que garanta a sustentabilidade de um projeto de inclusão digital, não só de um ponto de vista econômico, mas também social e cultural.

Resumo: No presente trabalho pretendemos argumentar e fundamentar que para alcançar uma verdadeira educação inclusivae integradora do pluralismo e do multiculturalismo na construção da cidadania do século XXI, se faz necessário um novoenfoque ético assentado nos valores coletivos da nova matéria que proporemos: a
Educação Global. Mas, para que esta novamatéria tenha êxito na práxis, não só é preciso uma renovação curricular em todos os níveis educativos no âmbito mundial,senão também o esforço dos docentes atuais em ampliar a sua formação psicossociopedagógica, rompendo com otradicionalismo existente e contemplando uma nova visão complexa (holística) educativa, como atores/autores decooperação, sensibilização e conscientização onde atuam. A nossa proposta é justificar a necessidade de mudar a mentalidadee as estruturas educativas com uma nova epistemologia sócio-construtivista que possibilite aos docentes ensinar em umaescola crítica e democrática embasada na ética da liberação para conseguir a erradicação da pobreza e um desenvolvimento sustentável. Assim, finalmente também propomos alternativas para uma reforma educativa no sistema educacional da Bahia:com uma reconfiguração das práticas do poder público para habilitar os professores na interpretação, comunicação einteração das dinâmicas mundiais emergentes, e o Brasil desponta como líder fundamental do processo de construção de uma Educação Global, também pela oportunidade de realização de eventos em escala mundial, como é o caso do próximo Rio+20.

Palavras-chave: inovação curricular, formação docentes, educação global, erradicação da pobreza, desenvolvimento sustentável.


Abstract: In this paper we intend to argue and to support that to achieve an inclusive and integrate education of the pluralismand multiculturalism in the XXI century citizenship, it requires a new ethical approach settled in the collective values of anew subject that we propose: Global Education. But for this new subject has successful in the praxis, not only need acurricular renovation of all the educational levels to global level, it is also necessary the effort of current teachers to broadentheir pshyco-socio-pedagogy training, breaking with the existing traditionalism and including a new complex (holistic) visionof education, because they are actors of cooperation and awareness where they act. So our proposal is to demonstrate theneed to change the mentality and the educational structures with a new socio-constructivistepistemology that enables teachersto teach in a critical-democratic school based in the ethic of liberation to achieve poverty eradication and sustainabledevelopment. Thus, finally we also propose alternatives to educational reform in the educational system of Bahia: with areconfiguration of the practices of public power to enable teachers in the interpretation, communication and interaction of theemerging global dynamics, and Brazil emerges as the leader of the fundamental process of building a Global Education, alsofor the opportunity to hold events on a global scale, such as the forthcoming Rio+20.

Key-words: curricular innovation, teachers training, global education, poverty eradication, sustainable development

Has educational research methodology matured in terms of quality over the last 10 yearsor is it a case of apparent development that turns out to be the usual cyclical ringing of the changes, like the appearance of spring, rather than any demonstrable transformation of the field? In this short essay we present some reflections on the current state of play and offer some thoughts about future developments.

This chapter explains the significance of grounded theory and the interpretative paradigm as powerful qualitative methodologies used in data analysis in education research. This chapter defines qualitative methodologies and their history and significance in education research. Authors discuss the science of coding from views advanced by the classical founders of grounded theory like Barney Glaser, Anselm Strauss, Corbin, and Catherine Charmaz. The chapter examines the important elements in content analysis and the interpretative paradigm, and provides practical illustrations on how qualitative methodologies could be used to analyze data in education research.

The Conservation and Restoration Division at the Bern University of the Arts is reorganizing its curriculum, following its strategic plan launched in 2014. One of the goals is to strengthen the links between education and research. Several steps were undertaken to achieve this aim. These steps extend from a series of presentations on recent research topics to a joint research course at Master level.

Este artículo plantea un recorrido por la ciudad, una nueva mirada hacia la realidad urbanancidiendo en los textos como foco de atención. Desde los planteamientos y el engranaje de la cultura visual, se trataría de aprovechar el entorno próximo al alumnado partiendo de su paisaje tipográfico.

Early years education in Europe and elsewhere around the world is currently in the spotlight due to political and economical changes and subsequent promises of effective investment into its provision. In this article we analyse everyday preschool practices in Slovakia in terms of tensions between policies, the teachers workforce and the concept of professionalism. Through bureaucratic scientisation, teachers become subjects with bureaucratic subjectivities, and they are expected to devote increasing amounts of time to planning, reporting and administrative tasks. Teachers are decreasingly focused on the actual work on the ground with the children, and are concerned instead with notions of accountability and reporting, which supposedly raises their professional status. Slovakia’s experience of the bureaucratic subjectivities of early years teachers has complex ramifications for European and overseas countries as it problematises and unmasks the global issues of complex tensions between the teachers and policy documents.

Koro-Ljungberg, M., Carlson, D., Tesar, M., & Anderson, K. (2015). Methodology brut: philosophy, ecstatic thinking, and some other (unfinished) things. [Invited contribution]. Qualitative Inquiry, 21(7) 612–619. doi: 10.1177/1077800414555070

A reminder: This text has been created as a series of brut and raw responses representing a collective of " impossible " imaginings. Our collective writing is not about the vision or about insights into the future of qualitative inquiry per se, but it is about ways in which some qualitative researchers wish to stay methodologically and theoretically in flux and motion. We desire to face this uncertainty, rawness, and creative chaos by engaging in collective thinking without constant and continuous purification and " cleaning " efforts. The future of qualitative inquiry is not one but multiple; thus, there cannot be one " vision " but all visions; visions on top of other visions, visions continuing other visions, visions contradicting others, visions lacking and desiring something that cannot be described, understood, or had.

This paper describes the habitus and technological practices of a South African rural student in his first year at university. This student is one of five self-declared rural students, from a group of 23 first-years in four South African universities, whose access to, and use of, technologies in their learning and everyday lives was investigated in 2011 using a ‘digital ethnography’ approach. Their digital practices, in the form of their activities in context, were collected through multiple strategies in order to provide a nuanced description of the role of technologies in their lives. The student reported on here came from a school and a community with very little access to information and communication technologies (ICTs). While the adjustment to first year can be challenging for all students, the findings show that this can be especially acute for students from rural backgrounds. The study provides an analysis of one student’s negotiation of a range of technologies six to nine months into his first year at university. Bourdieu’s theoretical concepts provide a lens for describing his practices through a consideration of his habitus, and access to and use of various forms of capitals in relation to the fields – especially that of higher education – in which he was situated.

""The use of information and communication technologies (ICTs) in education and training is becoming increasingly important, and has had a profound effect on the role of teachers and trainers. With e-learning growing in popularity and usefulness as a means of instruction, it is necessary that teachers and trainers have the skills and competences required to effectively engage their students. This report summarises the research carried out by the Pan European Teachers and Trainers Network (TTnet) in 2002-2003 in analysing examples of innovative practices in the training of teachers and trainers who use e-learning and identifying the range of activities, competencies and roles involved in such practices.

Abstract for paper to be presented in the UCL Centre for Educational Neuroscience Seminar Series, 21 January 2020.

For the seminar series, see http://www.educationalneuroscience.org.uk/events/seminars/

For the full paper, see https://www.academia.edu/41220351/Educational_Neuroscience_and_Educational_Neuroscientism