Starting from the distinction between short-term system transition (new institutional economics, political science) and system transformation as a long-term process of societal change, the author argues that institution-building is a long-term and complicated process and that informal institutions of everyday life do not change as quickly as the newly implemented formal ones. The author has a particular interest in the people’s economy of everyday life. He takes a look at three empirical research projects he conducted between 1997 and 2016, investigating whether informal institutions still undermine formal ones that are necessary for the functioning of a market economy. The research projects show particular characteristics. (1) a clear-cut double morality between bureaucracy and the rich, on the one hand, and the small people who have to protect themselves, on the other. (2) It is advantageous to know somebody in the lower bureaucracy (blat or other forms of bribery in everyday life). (3) Agents place strong reliance on personal face-to-face networks, including family networks, and avoid formal institutions. Indeed, many findings of the author support continuity even after almost 30 years of post-socialism, while some changes to the market society occur among better-off people.
{"title":"Continuity and Change in Societies in Post-Socialist Transformation: Research into Households and the Economy","authors":"H. Schrader","doi":"10.53308/ide.v6i2.54","DOIUrl":"https://doi.org/10.53308/ide.v6i2.54","url":null,"abstract":"Starting from the distinction between short-term system transition (new institutional economics, political science) and system transformation as a long-term process of societal change, the author argues that institution-building is a long-term and complicated process and that informal institutions of everyday life do not change as quickly as the newly implemented formal ones. The author has a particular interest in the people’s economy of everyday life. He takes a look at three empirical research projects he conducted between 1997 and 2016, investigating whether informal institutions still undermine formal ones that are necessary for the functioning of a market economy. The research projects show particular characteristics. (1) a clear-cut double morality between bureaucracy and the rich, on the one hand, and the small people who have to protect themselves, on the other. (2) It is advantageous to know somebody in the lower bureaucracy (blat or other forms of bribery in everyday life). (3) Agents place strong reliance on personal face-to-face networks, including family networks, and avoid formal institutions. Indeed, many findings of the author support continuity even after almost 30 years of post-socialism, while some changes to the market society occur among better-off people.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130780111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An Obituary for Götz Hillig (15 February 1938 – 6 June 2019), the Important Makarenko Researcher
重要的马卡连科研究员Götz hillg(1938年2月15日- 2019年6月6日)的讣告
{"title":"An Obituary for Götz Hillig (15 February 1938 – 6 June 2019), the Important Makarenko Researcher","authors":"D. Waterkamp","doi":"10.53308/ide.v6i2.67","DOIUrl":"https://doi.org/10.53308/ide.v6i2.67","url":null,"abstract":"An Obituary for Götz Hillig (15 February 1938 – 6 June 2019), the Important Makarenko Researcher","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126351042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The humanities and social sciences, and in particular the educational sciences, are facing major challenges in view of the current socio-political, economic and foreign policy upheavals. The authors characterize some of these challenges to education theorists and practical pedagogues against the background of the ideas of a “Humanization of Education” that emerged in Russia after the collapse of the Soviet Union and led to the founding of the “International Academy for the Humanization of Education” (IAHE) in 1995. That humanization approach is still very relevant today. Here, the focus is on the current discussions of national identity, individuality and social responsibility, problems and tasks of inclusion and integration, as well as on the effects of digitalization on personality development. The influence of “Progressive Education” in the first half of the 20th century on the discussions centering on the “Humanization of Education” is taken into account, and the authors pose the question of the sustainability of such innovations in times of social upheavals.
{"title":"The Humanization of Education: Some Major Contemporary Challenges for an Innovative Concept","authors":"R. Golz, Olga Grauman, David Whybra","doi":"10.53308/ide.v6i2.55","DOIUrl":"https://doi.org/10.53308/ide.v6i2.55","url":null,"abstract":"The humanities and social sciences, and in particular the educational sciences, are facing major challenges in view of the current socio-political, economic and foreign policy upheavals. The authors characterize some of these challenges to education theorists and practical pedagogues against the background of the ideas of a “Humanization of Education” that emerged in Russia after the collapse of the Soviet Union and led to the founding of the “International Academy for the Humanization of Education” (IAHE) in 1995. That humanization approach is still very relevant today. Here, the focus is on the current discussions of national identity, individuality and social responsibility, problems and tasks of inclusion and integration, as well as on the effects of digitalization on personality development. The influence of “Progressive Education” in the first half of the 20th century on the discussions centering on the “Humanization of Education” is taken into account, and the authors pose the question of the sustainability of such innovations in times of social upheavals.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130489710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
That the arts enhance academic achievement has been a claim of educators for the past century. This experimental study examined whether and to what extent the use of creative dramatics interventions increased the vocabulary achievement of fourth grade students in a language arts classroom. The 20-day study was conducted across five weeks of school―for 45 minutes each day―during the normally scheduled language arts instruction block. It included a pretest, 17 consecutive school days of instruction, and a posttest. A retention test was administered five weeks later. Three fourth grade teachers were randomly assigned to a random sample of 83 fourth graders. The study was conducted at a Learning Assistance Program (LAP) reading and math school, in a large rural school district in Washington State. Descriptive statistics were used to describe the demographics of the sample…inferential statistics were used to calculate the differences between groups. (Joseph, 2013/2014, pp. 2-3)
{"title":"Arts and Academic Achievement―Empirical Evidence for Arts Realities in United States Education Law and Around the World","authors":"AnnRené Joseph","doi":"10.53308/ide.v6i2.66","DOIUrl":"https://doi.org/10.53308/ide.v6i2.66","url":null,"abstract":"That the arts enhance academic achievement has been a claim of educators for the past century. This experimental study examined whether and to what extent the use of creative dramatics interventions increased the vocabulary achievement of fourth grade students in a language arts classroom. The 20-day study was conducted across five weeks of school―for 45 minutes each day―during the normally scheduled language arts instruction block. It included a pretest, 17 consecutive school days of instruction, and a posttest. A retention test was administered five weeks later. Three fourth grade teachers were randomly assigned to a random sample of 83 fourth graders. The study was conducted at a Learning Assistance Program (LAP) reading and math school, in a large rural school district in Washington State. Descriptive statistics were used to describe the demographics of the sample…inferential statistics were used to calculate the differences between groups. (Joseph, 2013/2014, pp. 2-3)","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129495545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article discusses the main factors of personal development and the dynamics of their role in the modern world. It is shown that an organized system of education, a teacher, is no longer a priority source of personal development: such a source is the electronic media that are today having a mostly negative impact on personal development. The paper considers the prognosis of the new trends in personality development: decentralization of the universities functioning; identification as the main source of personal development via electronic information sources; development, active use of educational films and video courses, the formation of positive stereotypes of mental activity in the individual. It is substantiated that the answer to the question of what and how to teach in a higher education institution autonomously is impossible, without analyzing the role of various sources of personality development and, in particular, a detailed philosophical, sociological, and psychological analysis of the role of modern electronic means for the formation of personality.
{"title":"A New Theoretical Platform of Personality Development in the System of Higher Education","authors":"G. A. Berulava, M. N. Berulava","doi":"10.53308/ide.v6i1.49","DOIUrl":"https://doi.org/10.53308/ide.v6i1.49","url":null,"abstract":"The article discusses the main factors of personal development and the dynamics of their role in the modern world. It is shown that an organized system of education, a teacher, is no longer a priority source of personal development: such a source is the electronic media that are today having a mostly negative impact on personal development. The paper considers the prognosis of the new trends in personality development: decentralization of the universities functioning; identification as the main source of personal development via electronic information sources; development, active use of educational films and video courses, the formation of positive stereotypes of mental activity in the individual. It is substantiated that the answer to the question of what and how to teach in a higher education institution autonomously is impossible, without analyzing the role of various sources of personality development and, in particular, a detailed philosophical, sociological, and psychological analysis of the role of modern electronic means for the formation of personality.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116880851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Family is the primary learning environment for children. Parents are children’s first social network. Prior to and concurrent with school education, the critical influence of parental expectation eventually permeates into all aspects of an individual’s life. However, the subject of family relationships is rarely addressed within school curricula. Furthermore, due to some seemingly unreachable parental expectations and unbearable family discord, brokenness continues to increase. The influence of expectation on relations is an area of limited academic research. This study explores parental expectation and its influence on parent-child relationships, using mixed methods: qualitative research methods involving interviews and focus group studies; and quantitative research utilizing a 41 item Likert scale questionnaire which was analyzed using exploratory factor analysis (EFA) in order to identify underlying relationships among measured variables. This exploratory study establishes the basis to encourage further research on the topic of expectations and relationships.
{"title":"Does Expectation Influence Relationship? An Investigation of Parental Expectation and Parent-Child Relationship Among Selected Chinese Groups","authors":"S. Chiang, A. Ellis","doi":"10.53308/ide.v6i1.51","DOIUrl":"https://doi.org/10.53308/ide.v6i1.51","url":null,"abstract":"Family is the primary learning environment for children. Parents are children’s first social network. Prior to and concurrent with school education, the critical influence of parental expectation eventually permeates into all aspects of an individual’s life. However, the subject of family relationships is rarely addressed within school curricula. Furthermore, due to some seemingly unreachable parental expectations and unbearable family discord, brokenness continues to increase. The influence of expectation on relations is an area of limited academic research. \u0000This study explores parental expectation and its influence on parent-child relationships, using mixed methods: qualitative research methods involving interviews and focus group studies; and quantitative research utilizing a 41 item Likert scale questionnaire which was analyzed using exploratory factor analysis (EFA) in order to identify underlying relationships among measured variables. This exploratory study establishes the basis to encourage further research on the topic of expectations and relationships.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121075649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article focuses on migration and education, in particular on the anchoring of migration pedagogy within educational institutions in order to prevent early school leaving in the context of educational insufficiency and migration background; it discusses a requirement for educational reform with a focus on inclusion, and critically questions the institutional self-image of educational institutions – which is conceived along ethnic national and/or linguistically homogeneous lines – in migration societies. Pierre Bourdieu’s conception of education and his concept of a “reflective sociology”, Paul Mecheril’s definition of migration pedagogy, as well as theoretical positions on the theme of inclusion form the theoretical bases of a line of argument which defines the necessary standards for migration pedagogy as an essential element in Austrian teacher training, a pedagogy that can avoid early school leaving.
{"title":"Migration Pedagogy and Early School Leaving","authors":"Manfred Oberlechner","doi":"10.53308/IDE.V6I1.50","DOIUrl":"https://doi.org/10.53308/IDE.V6I1.50","url":null,"abstract":"The article focuses on migration and education, in particular on the anchoring of migration pedagogy within educational institutions in order to prevent early school leaving in the context of educational insufficiency and migration background; it discusses a requirement for educational reform with a focus on inclusion, and critically questions the institutional self-image of educational institutions – which is conceived along ethnic national and/or linguistically homogeneous lines – in migration societies. Pierre Bourdieu’s conception of education and his concept of a “reflective sociology”, Paul Mecheril’s definition of migration pedagogy, as well as theoretical positions on the theme of inclusion form the theoretical bases of a line of argument which defines the necessary standards for migration pedagogy as an essential element in Austrian teacher training, a pedagogy that can avoid early school leaving.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115131817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study shows which contacts and events were decisive for the publication of essays by John Dewey and William Kilpatrick as a German book in connection with Kilpatrick’s ensuing discussion after 1918 of the project method – in the middle of the Nazi era. The volume was edited in 1935, by Peter Petersen, at the University of Jena, the founder of the Jenaplan (Jena Plan). A number of previously unknown letters, information from various archives and Kilpatrick’s diaries, which are now available in digital form, were used. It was not possible to clarify all the details. However, it is certain that personal contacts and the educational exchange in American-German relations were not completely broken off with the beginning of Nazi rule in Germany in 1933.
{"title":"How William H. Kilpatrick’s Project Method Came to Germany: “Progressive Education” Against the Background of American-German Relations Before and After 1933","authors":"Hein Retter","doi":"10.53308/ide.v6i1.52","DOIUrl":"https://doi.org/10.53308/ide.v6i1.52","url":null,"abstract":"This study shows which contacts and events were decisive for the publication of essays by John Dewey and William Kilpatrick as a German book in connection with Kilpatrick’s ensuing discussion after 1918 of the project method – in the middle of the Nazi era. The volume was edited in 1935, by Peter Petersen, at the University of Jena, the founder of the Jenaplan (Jena Plan). A number of previously unknown letters, information from various archives and Kilpatrick’s diaries, which are now available in digital form, were used. It was not possible to clarify all the details. However, it is certain that personal contacts and the educational exchange in American-German relations were not completely broken off with the beginning of Nazi rule in Germany in 1933.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116574581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engagé is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports.
{"title":"A Meta-Analysis of Middle School Students’ Science Engagement","authors":"Leanna B. Aker, A. Ellis","doi":"10.53308/ide.v6i1.46","DOIUrl":"https://doi.org/10.53308/ide.v6i1.46","url":null,"abstract":"The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engagé is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132623822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback can be defined by Irons (2008) as “any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities” (p. 7). The current study aims to synthesize quantitative research studies to further explore the impact of feedback on academic achievement. Results indicated the overall summary effect to be moderate and statistically significant (Hedges’ g = .40), thus lending support to the notion that feedback, considered a best practice, positively influences academic achievement. Moderator results suggested that teacher-provided and content-specific feedback at the K-12 level positively impacted student performance in the academic discipline. However, further research is warranted to explore the construct.
{"title":"A Meta-analytic Synthesis: Examining the Academic Impacts of Feedback on Student Achievement","authors":"Nalline S. Baliram, Jeffrey J. Youde","doi":"10.53308/ide.v5i2.72","DOIUrl":"https://doi.org/10.53308/ide.v5i2.72","url":null,"abstract":"Feedback can be defined by Irons (2008) as “any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities” (p. 7). The current study aims to synthesize quantitative research studies to further explore the impact of feedback on academic achievement. Results indicated the overall summary effect to be moderate and statistically significant (Hedges’ g = .40), thus lending support to the notion that feedback, considered a best practice, positively influences academic achievement. Moderator results suggested that teacher-provided and content-specific feedback at the K-12 level positively impacted student performance in the academic discipline. However, further research is warranted to explore the construct.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126092689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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