المؤلفون: Carmo, Mafalda, World Institute for Advanced Research and Science (WIARS) (Portugal)

المصدر: Online Submission. 2015.

Peer Reviewed: Y

Page Count: 665

Descriptors: Foreign Countries, Educational Development, Educational Change, Educational Trends, Trend Analysis, Culturally Relevant Education, Learner Engagement, Competence, Simulation, Legal Education (Professions), Problem Solving, Teacher Education, Educational Improvement, Phonics, Reading Instruction, Reading Achievement, Elementary School Students, Grade 1, Language Maintenance, Second Language Learning, Ethical Instruction, Decision Making, Values, Social Networks, Social Media, Addictive Behavior, Active Learning, Biology, Learning Experience, Language Planning, Higher Education, Educational Practices, Scoring Rubrics, Course Evaluation, Technology Education, Peer Evaluation, Gender Differences, Educational Assessment, Student Evaluation, Computer Assisted Testing, College Students, Knowledge Level, Social Bias, Interprofessional Relationship, Interpersonal Relationship, Teacher Education Programs, School Administration, Public Education, Fathers, Employment Potential, Best Practices, Scientific Research, Adult Learning, Professional Development, Multilingualism, Second Language Instruction, English (Second Language), Science Education, Educational Theories, Theory Practice Relationship, Cultural Awareness, Electronic Learning, Chinese, Technology Uses in Education, Blended Learning, Online Courses, Educational Innovation, Computer Mediated Communication, Clubs, Adult Education, Informal Education, Health Education, Educational Games, Entrepreneurship, Values Education, Student Attrition, Visual Impairments, Autism, Pervasive Developmental Disorders, Educational Quality, Peace, Cooperative Learning, Medical Education, Inclusion, International Relations, Conflict, Multicultural Education, Gardening, Art Education, Drama, Risk Assessment, Nursing Students, At Risk Students, Lecture Method, Case Studies, Early Childhood Education, Athletics, Pedagogical Content Knowledge, Scientific Principles, Death, Picture Books, Kindergarten, Emotional Development, Writing Instruction, Statistics, French, Computer Science Education, Computer Oriented Programs, Disabilities, Work Environment, Cultural Capital, Education Work Relationship, Money Management, Social Justice, Refugees, Immigrants, Aesthetics, Films, Lifelong Learning, Scientific Concepts, Misconceptions, Teacher Attitudes, Psychological Patterns, Extracurricular Activities, Computer Simulation, Motivation, Early Intervention, Reading Difficulties, Family Influence, Reading Comprehension, Dyslexia, Response to Intervention, Service Learning, International Cooperation, Scholarship, Socioeconomic Status, Readiness, Scientific Attitudes, Chemistry, Science Process Skills, Critical Thinking, Trust (Psychology), Web 2.0 Technologies, Earth Science, Governance, Mental Disorders

مصطلحات جغرافية: United States, Hungary, Canada, Kazakhstan, Colombia, Malaysia, Maldives, Japan, Portugal, Europe, Ukraine, Denmark, United Arab Emirates, South Africa, Norway, China, Mexico, Cyprus, Hong Kong, Germany

مستخلص: We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Abstractor: As Provided

المؤلفون: Civera, Alicia

المصدر: Paedagogica Historica: International Journal of the History of Education. 2011 47(5):657-677.

Peer Reviewed: Y

Page Count: 21

Descriptors: Private Schools, School Culture, Textbooks, Educational Change, Foreign Countries, Immigrants, Public Education, Mexicans, Transfer of Training, Educational History, Teacher Role, Teaching Methods, Teacher Education

مصطلحات جغرافية: Mexico, Spain

مستخلص: There has been little study of political exile as a means for transferring pedagogic ideas and models, which has been important in Latin America, especially in the case of the Spaniards exiled in Mexico after the defeat of the Second Republic at the end of the 1930s. The Mexican government's sympathy with the Second Republic allowed many teachers to come to Mexico, but this assistance was politically and professionally selective. Most teachers worked in private schools founded by the Republican Government with the support of liberal politicians and intellectuals. The institutions established in Mexico City were based on the Free Teaching Institution (Institucion Libre de Ensenanza, or ILE) principles but formed a school culture around the Spanish exile and were forced to reduce their co-educational intentions; those established outside the capital taught Mexican children and the children of earlier Spanish immigrants. The Freinet projects survived through individual effort. The three private schools that were founded represented the entrance of active or progressive schools into Mexico and became more popular in the 1960s and 1970s. The public education system tended towards the unification of school content and work, and was not very open to incorporating educational initiatives--even less so if these questioned the curricular structure, as was the case with Freinet. However, a group of very experienced Spanish inspectors and professional teachers managed to have a significant influence on the transition from teacher training college pedagogy to university pedagogy through their teaching and above all their pedagogic textbooks, which filled a void left by the eclectic pedagogy that prevailed in Mexico until the beginning of the 1940s. (Contains 57 footnotes.)

Abstractor: As Provided

المؤلفون: Miller, Robert, Phi Delta Kappa Educational Foundation, Bloomington, IN.

Peer Reviewed: N

Page Count: 128

Descriptors: Adult Education, American Indian Education, Bilingual Education, Educational Development, Educational Practices, Educational Trends, Elementary Secondary Education, Foreign Countries, Literacy Education, Public Education, Reading Instruction, Rural Education, Special Education, Teacher Education

مصطلحات جغرافية: Mexico

مستخلص: Beginning in 1978, a 20-year study charted the evolution of the public education system in Mexico, focusing on literacy instruction for various age groups and special populations. Drawing on descriptions of schools visited during the author's 13 visits to Mexico, this book describes Mexican educational practices, with the aim of helping U.S. teachers understand the Mexican students in their classrooms. Chapter 1 provides an overview of the school system, describes the organization of the Secretaria de Educacion Publica, and profiles four educators involved in school administration in Mexico City primary schools. Chapter 2 describes literacy instruction in the early grades, reviews the history of the literacy curriculum for primary grades, profiles the daily activities of a first-grade teacher, and outlines changes in basic literacy instruction during the study period. Chapter 3 describes rural education, bilingual literacy instruction for indigenous communities, and adult literacy instruction. Chapter 4 discusses changes in special education since the 1970s. Chapter 5 examines teacher training, including normal schools, the Universidad Pedagogica Nacional, teacher resource centers, teacher salaries and benefits, and teacher attitudes toward public education and teacher education. Chapter 6 describes Mexican and binational efforts to support Spanish literacy for Mexicans in the United States. Chapter 7 considers likely ongoing trends in Mexican education. (Contains 76 references) (SV)

المؤلفون: Johnston, Marjorie C., US Department of Health, Education, and Welfare, Office of Education (ED)

المصدر: Office of Education, US Department of Health, Education, and Welfare. 1956.

Peer Reviewed: N

Page Count: 141

Descriptors: Foreign Countries, Economic Development, Public Education, World History, Educational History, Socioeconomic Influences, Educational Development, Preschool Education, Literacy Education, Elementary Education, Secondary Education, Higher Education, Vocational Education, Teacher Education, Schools of Education, Industry, State Colleges, Public Colleges, Private Colleges, Agricultural Education, Art Education, Business Education, Industrial Education, Military Schools, Accounting, Architecture, Anthropology, History, Chemistry, Dentistry, Economics, Engineering Education, Law Related Education, Medical Education, Music Education, Pharmacy, Political Science, Social Work, Veterinary Medicine, Nursing Education

مصطلحات جغرافية: Mexico

مستخلص: "Education in Mexico," one of the series of basic studies on education in the American Republics undertaken by the Office of Education, has been prepared with the interests of the following groups in mind: (1) Persons working in the field of Inter-American educational relations; (2) Those specializing in Latin American area and language studies; (3) Students of the history and philosophy of education; (4) Admissions officers of United States schools and colleges receiving applications from Mexican students; (5) United States students who contemplate a period of study in Mexico; (6) Visitors to Mexico who wish to undertake research on some phase of education or simply to observe clearly the various aspects of Mexican civilization; and (7) Teachers who look forward to the development of exchange programs with Mexico. Topics covered in this bulletin are divided into two parts. Part I, Background Information, presents: (1) The Country; (2) Historical and Political Development; (3) Government; (4) Geographical Factors; (5) The People; (6) Economic Development; and (7) Educational History. Part II, Education, includes: (1) Organization and Administration; (2) Preschool and Elementary Education; (3) Fundamental Education and Literacy; (4) Secondary and Prepatory Education; (5) Vocational Education; (6) Teacher Education; (7) National Autonomous University of Mexico; and (8) Other Institutions of Higher Education. Spanish and English bibliographies are provided. (Contains 47 tables and 1 footnote.) [Best copy available has been provided.]

Abstractor: ERIC

المؤلفون: Villa, Kitty Maker, American Association of Collegiate Registrars and Admissions Officers, Washington, DC.

Peer Reviewed: N

Page Count: 292

Sponsoring Agency: International Communications Agency, Washington, DC. Directorate for Educational and Cultural Affairs.

Descriptors: Articulation (Education), College Admission, College Programs, Degrees (Academic), Educational Certificates, Elementary Secondary Education, Foreign Countries, Foreign Students, Graduate Study, Higher Education, International Educational Exchange, Nursing Education, Private Education, Public Education, Records (Forms), Secondary School Curriculum, Student Placement, Teacher Education, Technical Education, Undergraduate Study

مصطلحات جغرافية: Mexico

مستخلص: The educational system of Mexico is described, and guidelines concerning the academic placement of students who wish to study in U.S. institutions are provided. After considering the structure of the educational system, attention is directed to preschool, primary, and lower secondary education. Descriptions are provided of: lower secondary programs leading to further education, programs not leading to further education (vocational, commercial, and artistic training); special education; and nonformal education. Upper secondary education is also covered, including certificates and qualifications, nonformal education, grading, general academic study programs, vocational programs, and teacher training programs. Overviews of higher education and graduate education are provided, and types of public and private institutions are described. Guidelines for U.S. admissions officers cover: Mexican degrees and qualifications, determining educational levels, evaluation of the secondary curricula, transfer of credit from Mexican institutions, and Mexican scholarship programs. Appendices include: a list of schools with Bachillerato programs incorporated into the Universidad Nacional Autonoma de Mexico; a list of higher education institutions and their institutional classification; and sample institutional documents. (SW)

Alternate Title: Cultural Capital and Academic Performance of Normal School Students in Sonora, Mexico. (English)
Capital cultural e desempenho acadêmico de estudantes normalistas em Sonora, México. (Portuguese)

المؤلفون: Tánori Quintana, Jesús, Álvarez Quintero, Adolfo, Vera Noriega, José Ángel, Durazo Salas, Francisco Fernando

المصدر: Educación y Educadores; feb-abr2021, Vol. 24 Issue 1, p53-70, 18p

مصطلحات موضوعية: EDUCATION, TEACHER effectiveness, PERFORMANCE, ACADEMIC achievement, PEARSON correlation (Statistics), PUBLIC education

مصطلحات جغرافية: MEXICO

Abstract (English): In recent years, international and national test results have been unfavorable for Mexico's educational system, turning the spotlight on teachers' quality. This problem has also occurred in the public teaching entrance examination and calls into question the efficiency of the initial training provided by Mexican normal schools. This paper intends to study the relationship between a student community's social origin and academic performance in three normal school sites in Sonora. It analyzes a cohort of 268 students through the five cultural capital types that, as variables, contribute to exploring academic performance. Besides, it determines the social origin of the students through K-means clustering. Through an analysis of the Pearson correlation coefficient, the results show that the student's family, school, and economic capitals are associated with academic performance. Afterward, a linear regression analysis was carried out where the highest Beta value was for the school capital variable. In conclusion, in a framework of social inequality, the school and economic capitals take part in the educational achievement of students who are being trained as teachers. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): En los últimos años evaluaciones internacionales y nacionales han presentado resultados poco favorables para el sistema educativo en México, centrando el análisis en la calidad de los profesores. Esta problemática ha sido similar en el concurso de oposición para el ingreso a la profesión docente y pone en duda la eficiencia de la formación inicial a cargo de las escuelas normales mexicanas. El objetivo del presente trabajo es estudiar la relación entre origen social y rendimiento académico de una comunidad estudiantil de tres planteles de la Escuela Normal en Sonora. El estudio analiza una cohorte de 268 estudiantes mediante el uso operativo de los cinco tipos de capital cultural que, como variables, contribuyen al análisis del rendimiento académico. Además, se determinó el origen social de los estudiantes con la prueba de conglomerados de K-medias. Los resultados muestran, a través de un análisis del coe-ficiente de correlación de Pearson, que el capital familiar, escolar y económico del estudiante se relaciona con el rendimiento académico. Después se realizó un análisis de regresión lineal donde el valor más alto de beta fue para la variable capital escolar. Se concluye, en un marco de desigualdad social, que el capital escolar y el económico son los factores que intervienen en el logro educativo de los estudiantes que se están formando como formadores. [ABSTRACT FROM AUTHOR]

Abstract (Portuguese): Nos últimos anos, avaliações nacionais e internacionais vêm apresentando resultados pouco favoráveis para o sistema educacional no México, centralizando a análise na qualidade dos professores. Essa problemática vem sendo similar no concurso de oposição para ingressar na profissão docente e coloca em dúvida a eficiência da formação inicial sob a responsabilidade das escolas normais mexicanas. O objetivo deste trabalho é estudar a relação entre origem social e desempenho acadêmico de uma comunidade estudantil de três turmas da Escola Normal em Sonora. Neste estudo, analisa-se uma coorte de 268 estudantes mediante o uso operacional dos cinco tipos de capital cultural que, como variáveis, contribuem para analisar o desempenho acadêmico. Além disso, foi determinada a origem social dos estudantes com a análise de conglomerados de K-medias. Os resultados mostram, por meio de uma análise do coeficiente de correlação de Pearson, que o capital familiar, escolar e econômico do estudante se relaciona com o desempenho acadêmico. Em seguida, foi realizada uma análise de regressão linear em que o valor mais alto de beta foi para a variável capital escolar. Conclui-se, no âmbito de desigualdade social, que o capital escolar e o econômico são os fatores que intervêm na conquista educacional dos estudantes que estão sendo formados como formadores. [ABSTRACT FROM AUTHOR]

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