This article presents the most important results of a study on the university political commitment of students at the Otto-von-Guericke-University Magdeburg. The study focuses on the question of why and how students at the Otto-von-Guericke-University Magdeburg become involved in university politics. Semi-standardized interviews are conducted with students from different educational backgrounds. The Civic Voluntarism model by Brady, Schlozman and Verba, and Bourdieu’s capital theory were used to evaluate the interviews. This provides an insight into the relationship between participation-relevant resources, or capital, and political commitment. On the basis of a comparison of the interviews, hypotheses are developed that can be regarded as the results of the study. The study thus provides insight into the significance of social origin and political participation, as well as socialization-related factors.
{"title":"The Privilege of Being Politically Active – a Qualitative Study on the Political Commitment of University Students","authors":"Stefanie Lübcke, Fabian Mußél, Anja Franz","doi":"10.53308/ide.v5i2.73","DOIUrl":"https://doi.org/10.53308/ide.v5i2.73","url":null,"abstract":"This article presents the most important results of a study on the university political commitment of students at the Otto-von-Guericke-University Magdeburg. The study focuses on the question of why and how students at the Otto-von-Guericke-University Magdeburg become involved in university politics. Semi-standardized interviews are conducted with students from different educational backgrounds. The Civic Voluntarism model by Brady, Schlozman and Verba, and Bourdieu’s capital theory were used to evaluate the interviews. This provides an insight into the relationship between participation-relevant resources, or capital, and political commitment. On the basis of a comparison of the interviews, hypotheses are developed that can be regarded as the results of the study. The study thus provides insight into the significance of social origin and political participation, as well as socialization-related factors.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"117 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":"133058600","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}
A tiny section on the agenda of the National Assembly of the Weimar Republic from February to July, 1919 was entitled ‟Religious instruction and the public elementary school”, part of the preparation for the new Constitution of the German Reich, the so-called Weimar Constitution [Weimarer Reichsverfassung; abbr. WRV], of August 11th, 1919. The three democratic parties, the moderate-socialist SPD, the Catholic Zentrum Party and the liberal-democrat DDP, were the political mainstays of the Weimar Republic, which existed from 1919 to 1933. But these three parties had absolutely different ideologies concerning the role of religion in public education, especially in the elementary school (Volksschule), the lower school system. While the topic ‘religion and school’ in the Weimar Constitution has been often presented from a politically leftish point of view in the past, here, following the principle of a plurality of historical perspectives, the interests of the Catholic Zentrum Party will be more strongly focussed upon. I would like to also show how difficult the circumstances were that eventually led to an agreement regarding the school articles of the Weimar Constitution. Article 146(1) WRV required a national school act which was to be the framework for further educational laws of the ‘Länder’ (states). All political attempts failed to produce such a national law (Reichsschulgesetz) during the era of the Weimar Republic (in the interest of standardization of state education) because of different policies in the ‘Reich’ and the ‘Länder’ (which were responsible for school education and its legal basis). Just like the parties’ differences in school policy could not be bridged in the years after establishing the Constitution of 1919.
{"title":"After the German November Revolution 1918: The Compromise on Religious Instruction in Elementary Schools in the Weimar Constitution","authors":"Hein Retter","doi":"10.53308/ide.v5i2.71","DOIUrl":"https://doi.org/10.53308/ide.v5i2.71","url":null,"abstract":"A tiny section on the agenda of the National Assembly of the Weimar Republic from February to July, 1919 was entitled ‟Religious instruction and the public elementary school”, part of the preparation for the new Constitution of the German Reich, the so-called Weimar Constitution [Weimarer Reichsverfassung; abbr. WRV], of August 11th, 1919. The three democratic parties, the moderate-socialist SPD, the Catholic Zentrum Party and the liberal-democrat DDP, were the political mainstays of the Weimar Republic, which existed from 1919 to 1933. But these three parties had absolutely different ideologies concerning the role of religion in public education, especially in the elementary school (Volksschule), the lower school system. While the topic ‘religion and school’ in the Weimar Constitution has been often presented from a politically leftish point of view in the past, here, following the principle of a plurality of historical perspectives, the interests of the Catholic Zentrum Party will be more strongly focussed upon. I would like to also show how difficult the circumstances were that eventually led to an agreement regarding the school articles of the Weimar Constitution. Article 146(1) WRV required a national school act which was to be the framework for further educational laws of the ‘Länder’ (states). All political attempts failed to produce such a national law (Reichsschulgesetz) during the era of the Weimar Republic (in the interest of standardization of state education) because of different policies in the ‘Reich’ and the ‘Länder’ (which were responsible for school education and its legal basis). Just like the parties’ differences in school policy could not be bridged in the years after establishing the Constitution of 1919.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"62 7 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":"123305305","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}
In 1935 a book was published in Germany with essays by John Dewey, the most famous American philosopher, and his equally internationally-renowned pupil, William H. Kilpatrick. Kilpatrick’s essay, “The Project Method”, published in 1918 (September), had triggered a storm of enthusiasm in the USA to convert the curriculum of public schools to the project method, which, however, in principle, had been used decades earlier in manual training schools. The article is the starting point of a larger investigation which shows how Kilpatrick’s Project Method came to Germany when its popularity had already evaporated and criticism dominated. This attempt at historical construction is based on previously unpublished letters by Kilpatrick 1931-34. To do this, we must describe the contemporary background, in particular the relations between American and German specialists in education, which were institutionally fostered by the Teachers College of Columbia University, New York City, and the Zentralinstitut für Erziehung und Unterricht (Central Institute for Education and Teaching), in Berlin. Both institutions were engaged in an exchange of educational experience through study trips until 1932. The different attitude and the ambivalence of Kilpatrick and Dewey with regard to the race question in the USA will also be mentioned. Claims of the more recent German Dewey reception that there was no interest in Dewey, Kilpatrick and American education in Germany between 1918-1932 are given critical examination.
{"title":"The Centenary of William H. Kilpatrick’s “Project Method“: A Landmark in Progressive Education Against the Background of American-German Relations After World War I","authors":"Hein Retter","doi":"10.53308/ide.v5i2.69","DOIUrl":"https://doi.org/10.53308/ide.v5i2.69","url":null,"abstract":"In 1935 a book was published in Germany with essays by John Dewey, the most famous American philosopher, and his equally internationally-renowned pupil, William H. Kilpatrick. Kilpatrick’s essay, “The Project Method”, published in 1918 (September), had triggered a storm of enthusiasm in the USA to convert the curriculum of public schools to the project method, which, however, in principle, had been used decades earlier in manual training schools. The article is the starting point of a larger investigation which shows how Kilpatrick’s Project Method came to Germany when its popularity had already evaporated and criticism dominated. This attempt at historical construction is based on previously unpublished letters by Kilpatrick 1931-34. To do this, we must describe the contemporary background, in particular the relations between American and German specialists in education, which were institutionally fostered by the Teachers College of Columbia University, New York City, and the Zentralinstitut für Erziehung und Unterricht (Central Institute for Education and Teaching), in Berlin. Both institutions were engaged in an exchange of educational experience through study trips until 1932. The different attitude and the ambivalence of Kilpatrick and Dewey with regard to the race question in the USA will also be mentioned. Claims of the more recent German Dewey reception that there was no interest in Dewey, Kilpatrick and American education in Germany between 1918-1932 are given critical examination.","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":"130849737","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 paper argues that multicultural education is an essential way of creating a safe and respectful campus. Examined from the perspective of power relations, schools are viewed as a site that helps maintain existing power relations by reinforcing the assimilation ideology. A drawback of this is that only one set of perspectives is valued. As a result, students who are not part of the norm are more likely to be treated unfairly in school. This may impose a negative effect on their learning as school is not a safe environment for them. To create a safe and respectful campus, multicultural education has to be incorporated as it helps students foster multiple perspectives and learn to embrace diversity. This paper first defines multicultural education. Secondly, it illustrates why multicultural issues should be examined in the framework of power relations. Then, it focuses on exploring the assimilation ideology and the role schools play in the process of assimilation. In this section, it analyzes how students are endangered by assimilation, and the case of the Yeh Yong-Zi event in Taiwan is also examined. Finally, it discusses in what ways multicultural education could help establish a safe and respectful campus culture.
{"title":"Towards a Safe and Respectful Campus: Perspectives of Multicultural Education","authors":"Hsuan-Jen Chen","doi":"10.53308/ide.v5i2.74","DOIUrl":"https://doi.org/10.53308/ide.v5i2.74","url":null,"abstract":"This paper argues that multicultural education is an essential way of creating a safe and respectful campus. Examined from the perspective of power relations, schools are viewed as a site that helps maintain existing power relations by reinforcing the assimilation ideology. A drawback of this is that only one set of perspectives is valued. As a result, students who are not part of the norm are more likely to be treated unfairly in school. This may impose a negative effect on their learning as school is not a safe environment for them. To create a safe and respectful campus, multicultural education has to be incorporated as it helps students foster multiple perspectives and learn to embrace diversity. This paper first defines multicultural education. Secondly, it illustrates why multicultural issues should be examined in the framework of power relations. Then, it focuses on exploring the assimilation ideology and the role schools play in the process of assimilation. In this section, it analyzes how students are endangered by assimilation, and the case of the Yeh Yong-Zi event in Taiwan is also examined. Finally, it discusses in what ways multicultural education could help establish a safe and respectful campus culture.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"22 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":"124301278","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}
Beginning in the twenties of the previous century, the writings of Anton Semjonovitch Makarenko, an educator who was born in the Ukranian part of the former Russia and mainly spoke and wrote in Russian, attracted much attention among educators not only in the Russian-speaking world and in communist states but also in the Western world and other countries. He lived from 1888-1939, which means that the bulk of his writings were published in the Stalinist period of the Soviet Union. The most detailed investigations into his writings and professional and private life were accomplished by the West German researcher Götz Hillig (born 1938) at the University of Marburg. He dedicated his professional life to the famous educator and produced a critical edition of Makarenko’s important works together with a multitude of analyses and commentaries covering most of the disputed questions regarding his life and work. To most of them he found a convincing answer. So far, Hillig’s immense, yet diversely published work has not been explored to see which new picture of Makarenko can be drawn from Hillig’s scrutiny. He himself did not finish this task as he focussed on delivering a fully clarified basis of texts and a complete history of Makarenko’s life. This article underpins the necessity of drawing conclusions from Hillig’s works and gives a first idea of the change in our picture of Makarenko which flows from Hillig’s work.
安东·谢姆约诺维奇·马卡连科是一位出生在前俄罗斯乌克兰地区，主要用俄语说话和写作的教育家，从上世纪20年代开始，他的作品不仅在俄语世界和共产主义国家，而且在西方世界和其他国家都引起了教育家的广泛关注。他生于1888年至1939年，这意味着他的大部分作品都是在苏联斯大林主义时期发表的。马尔堡大学(University of Marburg)的西德研究员Götz Hillig(1938年出生)对他的作品、职业和私人生活进行了最详细的调查。他将自己的职业生涯奉献给了这位著名的教育家，并出版了马卡连科重要作品的评论版，其中包括大量的分析和评论，涵盖了有关他的生活和工作的大多数有争议的问题。对他们中的大多数人来说，他找到了一个令人信服的答案。到目前为止，还没有人对希利的大量出版的作品进行探索，看看从希利的审视中可以得出哪些关于马卡连科的新图景。他自己并没有完成这项任务，因为他专注于提供一个完全澄清的文本基础和马卡连科生活的完整历史。这篇文章强调了从希利格的作品中得出结论的必要性，并给出了希利格的作品给我们对马卡连科的看法带来的变化的第一个想法。
{"title":"Götz Hillig and his search for the true Makarenko. What did he find?","authors":"D. Waterkamp","doi":"10.53308/ide.v5i2.70","DOIUrl":"https://doi.org/10.53308/ide.v5i2.70","url":null,"abstract":"Beginning in the twenties of the previous century, the writings of Anton Semjonovitch Makarenko, an educator who was born in the Ukranian part of the former Russia and mainly spoke and wrote in Russian, attracted much attention among educators not only in the Russian-speaking world and in communist states but also in the Western world and other countries. He lived from 1888-1939, which means that the bulk of his writings were published in the Stalinist period of the Soviet Union. The most detailed investigations into his writings and professional and private life were accomplished by the West German researcher Götz Hillig (born 1938) at the University of Marburg. He dedicated his professional life to the famous educator and produced a critical edition of Makarenko’s important works together with a multitude of analyses and commentaries covering most of the disputed questions regarding his life and work. To most of them he found a convincing answer. So far, Hillig’s immense, yet diversely published work has not been explored to see which new picture of Makarenko can be drawn from Hillig’s scrutiny. He himself did not finish this task as he focussed on delivering a fully clarified basis of texts and a complete history of Makarenko’s life. This article underpins the necessity of drawing conclusions from Hillig’s works and gives a first idea of the change in our picture of Makarenko which flows from Hillig’s work.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"4 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121011198","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}
Collective teacher efficacy has been introduced as the number one impact on students’ achievement by John Hattie and has drawn increasing attention from educational researchers. This study presents the theoretical background of collective teacher efficacy and some empirical findings of this new number one visible learning factor. The paper also explores current results and discussions around the sources and formation of collective efficacy. At last, the author provides implications in where further research is needed, including theoretical construction, empirical studies from an organizational perspective, and cross-culture comparative.
{"title":"Collective Teacher Efficacy: An Introduction to Its Theoretical Constructs, Impact, and Formation","authors":"Ya-mei Zhou","doi":"10.53308/ide.v6i2.60","DOIUrl":"https://doi.org/10.53308/ide.v6i2.60","url":null,"abstract":"Collective teacher efficacy has been introduced as the number one impact on students’ achievement by John Hattie and has drawn increasing attention from educational researchers. This study presents the theoretical background of collective teacher efficacy and some empirical findings of this new number one visible learning factor. The paper also explores current results and discussions around the sources and formation of collective efficacy. At last, the author provides implications in where further research is needed, including theoretical construction, empirical studies from an organizational perspective, and cross-culture comparative.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"76 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133134841","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}
Ancient Greeks such as Plato, Socrates, and Aristotle realized the need for combining intellectual, theoretical learning with practical, real-world experiences. Modern educational theorists continue to make similar pleas for the need of a more holistic and experiential view of education. To promote experiential learning in business communication, Brigham Young University – Provo (BYU) started a peer-reviewed student journal and podcast for business students. The students’ experiences mirror Kolb’s experiential learning theory cycle (1984) and Mezirow’s theories on critical reflection and transformative learning, (1990, 1998, 2000). Students’ reflective comments were reviewed using Morris’ (2019) five characteristics of concrete learning experiences. Additionally, student ratings for this course are compared to other business management courses at BYU. These comparisons illustrate the high rating students give experiential learning courses. As the journal and podcast continue to grow in popularity, the opportunities for students have also grown because the students are gaining practical experience for future careers.
{"title":"Experiential Learning in Business Communication: Starting a Peer-Reviewed Student Journal and Podcast","authors":"M. Richardson, Ryan Stenquist, Jennifer Stenquist","doi":"10.53308/ide.v6i2.63","DOIUrl":"https://doi.org/10.53308/ide.v6i2.63","url":null,"abstract":"Ancient Greeks such as Plato, Socrates, and Aristotle realized the need for combining intellectual, theoretical learning with practical, real-world experiences. Modern educational theorists continue to make similar pleas for the need of a more holistic and experiential view of education. To promote experiential learning in business communication, Brigham Young University – Provo (BYU) started a peer-reviewed student journal and podcast for business students. The students’ experiences mirror Kolb’s experiential learning theory cycle (1984) and Mezirow’s theories on critical reflection and transformative learning, (1990, 1998, 2000). Students’ reflective comments were reviewed using Morris’ (2019) five characteristics of concrete learning experiences. Additionally, student ratings for this course are compared to other business management courses at BYU. These comparisons illustrate the high rating students give experiential learning courses. As the journal and podcast continue to grow in popularity, the opportunities for students have also grown because the students are gaining practical experience for future careers.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126588833","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 paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.
本文探讨了自我效能理论(Bandura)、情境学习理论(Lave & Wenger)、自我决定理论(Ryan and Deci)、技术教学内容知识框架(TPCK或TPACK;Mishra & Koehler)和国际教育技术协会(ISTE)标准(教育工作者)，因为它们与职前教师教育计划有关，包括课程作业和实地经验。关于教师教育计划课程作业，本文考察了一些研究，这些研究报告了关于教师教育计划背景下职前教师技术整合经验的定量和定性研究结果，其中TPACK框架或ISTE标准被用于该计划学术课程的课程设计。在教师教育项目实地经验方面，本文考察了导师教师对技术的自我效能感和使用所提供的背景。
{"title":"Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program","authors":"Liz Ebersole","doi":"10.53308/ide.v6i2.64","DOIUrl":"https://doi.org/10.53308/ide.v6i2.64","url":null,"abstract":"This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132737336","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 analyses the conceptual foundations of polycultural education, both from a global philosophical and pedagogical point of view and using the example of the peculiarities of polycultural education in the Republic of Belarus. (The term “polycultural education” is understood in a similar way to “multicultural education” in the Anglo-American sphere or “interkulturelle Bildung” in the German language.) The author reflects on the use of different terminological concepts to illustrate the diversity of ideas regarding the purpose, nature and content of polycultural education and training in a multicultural world. The specificity of the theory and practice of polycultural education in Belarus is based on geographical, historical, denominational, cultural, sociolinguistic, social and pedagogical factors. At present, the Republic of Belarus is a practically multi-ethnic country with rather low migration. Nevertheless, the development of a multicultural personality is seen as an important task in preparing the younger generation for life in today’s society.
{"title":"Рolycultural Education as a Socio-Pedagogical Phenomenon","authors":"T. V. Paliyeva","doi":"10.53308/ide.v6i1.47","DOIUrl":"https://doi.org/10.53308/ide.v6i1.47","url":null,"abstract":"The article analyses the conceptual foundations of polycultural education, both from a global philosophical and pedagogical point of view and using the example of the peculiarities of polycultural education in the Republic of Belarus. (The term “polycultural education” is understood in a similar way to “multicultural education” in the Anglo-American sphere or “interkulturelle Bildung” in the German language.) The author reflects on the use of different terminological concepts to illustrate the diversity of ideas regarding the purpose, nature and content of polycultural education and training in a multicultural world. The specificity of the theory and practice of polycultural education in Belarus is based on geographical, historical, denominational, cultural, sociolinguistic, social and pedagogical factors. At present, the Republic of Belarus is a practically multi-ethnic country with rather low migration. Nevertheless, the development of a multicultural personality is seen as an important task in preparing the younger generation for life in today’s society.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126610642","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 study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students’ reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students’ ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = .37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback.
{"title":"Does Metacognitive Reflection Benefit Art Students?","authors":"Eric E. Howe","doi":"10.53308/ide.v6i2.65","DOIUrl":"https://doi.org/10.53308/ide.v6i2.65","url":null,"abstract":"The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students’ reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students’ ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = .37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback.","PeriodicalId":387459,"journal":{"name":"International Dialogues on Education Journal","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124210757","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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