Abstract/Notes: El Boletin, Fall 2010

Language: English

ISSN: 1071-6246

Abstract/Notes: This article uses the case of independent charter schools in Milwaukee, Wisconsin, to test whether New Public Management style reforms are compatible with the public administration pillar of social equity. Using three years of data, the author identifies inequities in access and outcomes due to the structural differences between charter and traditional public schools. Structural differences include governance, admissions, and transportation policies. Overall, independent charter schools serve fewer Black pupils, are less accessible, but do obtain comparatively better achievement scores. The article concludes with suggestions on how metagovernance can be used to ensure social equity in decentralized governance reforms. The study demonstrates how social equity can be analytically evaluated in a governance reform environment, and provides guidance on how structural barriers to social equity can be overcome in complex governing networks.

Language: English

DOI: 10.1080/10999922.2021.1908730

ISSN: 1099-9922

Language: English

ISSN: 0010-700X

Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.

Language: English

ISSN: 2365-8592, 2192-7081

Abstract/Notes: Is a dog ever too old to learn new tricks? We review recent findings on sensitive periods in brain development, ranging from sensory processing to high-level cognitive abilities in humans. We conclude that there are multiple varieties of, and mechanisms underlying, these changes. However, many sensitive periods may be a consequence of the basic processes underlying postnatal functional brain development.

Language: English

DOI: 10.1111/j.1467-8721.2008.00537.x

ISSN: 0963-7214, 1467-8721

Abstract/Notes: La revue Pour l’Ère nouvelle constitue un observatoire privilégié pour cerner la nature des initiatives prises par les tenants de l’éducation nouvelle pour mobiliser, par delà les frontières, tous les amis de l’enfance afin d’améliorer l’humanité par une meilleure connaissance de l’enfant. En tant que lieu d’échange, elle permet à ses protagonistes d’y faire connaître leurs convictions et expériences favorisant ainsi la construction et la diffusion de connaissances au-delà de la francophonie. Nous nous proposons plus concrètement d’éprouver la thèse du cosmopolitisme et de la communauté d’esprits (convergence/divergence) des promoteurs de l’éducation nouvelle, en étudiant comment, dans Pour l’Ère nouvelle, ses auteurs invoquent la science pour fonder leurs thèses et si cette invocation fait l’objet de tensions ou controverses parmi eux. Cet article s’inscrit dans le sillage de recherches menées sur les relations entre éducation nouvelle et sciences de l’éducation, par nombre de chercheurs, notamment par ERHISE (Equipe de recherche en histoire des sciences de l’éducation). [The journal Pour l’Ère nouvelle is a privileged observation post from which one can define the initiatives promoted by the leaders of the New Education movement. They seek to mobilize, over frontiers, the actors involved in the study of childhood, aiming to ameliorate humanity through a better knowledge concerning that question. As a place of interaction, it allows its protagonists to bring their convictions and experiences to others, favouring development and spreading of knowledge beyond French speaking community. In this article, we propose to test the theory of the New Educationalist’s cosmopolitism and community of minds (convergence/ divergence) and to see how, Pour l’Ère nouvelle’s authors use science to base their theories and, further, we propose to see if this position arouses tensions or controversies. This article is part of a research undertaken by ERHISE (Research Team in History of Sciences of Education).]

Language: French

DOI: 10.3917/cdle.031.0137

ISSN: 1262-3490

Language: English

DOI: 10.2307/3119074

ISSN: 1467-8527, 0007-1005

Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.

Language: English

DOI: 10.1177/183693910603100206

ISSN: 1836-9391, 1839-5961

Language: English

ISSN: 1554-8279, 0013-5984

Language: English

ISSN: 0010-700X