Pub Date : 2021-12-30DOI: 10.22596/erj2021.06.02.62.71
M. Altan
The shifting landscape of entrepreneurship education and research indicate that it is important to create a transition and adapt in order to continue offering impactful enterprising education for the next generation of entrepreneurs. Most current classroom practices, models, suppositions about learning and ways to deal with learning and educating by and large uncover that they can't prepare people for these new and sudden difficulties since they are solely founded on a universe of yesterday. The globe needs more imaginative and inventive people who can find answers for both present and future worries in each area of the community they live in. How might this vision be cultivated? Who can carry this vision to materialize? This paper features the significance of executing an enterprising education implemented by those who are enterprising themselves in order to cultivate the desired mindset to establish an an enterprising and imaginative educational ecocommunity for a just, better and harmonious world.
{"title":"Is It Possible To Create An Enterprising And Innovative Educational Ecocommunity?","authors":"M. Altan","doi":"10.22596/erj2021.06.02.62.71","DOIUrl":"https://doi.org/10.22596/erj2021.06.02.62.71","url":null,"abstract":"The shifting landscape of entrepreneurship education and research indicate that it is important to create a transition and adapt in order to continue offering impactful enterprising education for the next generation of entrepreneurs. Most current classroom practices, models, suppositions about learning and ways to deal with learning and educating by and large uncover that they can't prepare people for these new and sudden difficulties since they are solely founded on a universe of yesterday. The globe needs more imaginative and inventive people who can find answers for both present and future worries in each area of the community they live in. How might this vision be cultivated? Who can carry this vision to materialize? This paper features the significance of executing an enterprising education implemented by those who are enterprising themselves in order to cultivate the desired mindset to establish an an enterprising and imaginative educational ecocommunity for a just, better and harmonious world.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133807584","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}
Pub Date : 2020-12-31DOI: 10.22596/ERJ2020.05.02.45.59
H. Tabak, F. Şahin
This study aimed to test the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into a PLCs, is of significance in making schools effective.
{"title":"Investigating the Relationship Between School Effectiveness Professional Learning Communities and School Culture: Context of Teacher Characteristics","authors":"H. Tabak, F. Şahin","doi":"10.22596/ERJ2020.05.02.45.59","DOIUrl":"https://doi.org/10.22596/ERJ2020.05.02.45.59","url":null,"abstract":"This study aimed to test the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into a PLCs, is of significance in making schools effective.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128484146","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}
Pub Date : 2020-12-31DOI: 10.22596/ERJ2020.05.02.60.77
S. Demiroz
The aim of this study is to examine the relationship between secondary school students' perceptions of school climate, their school belonging and their academic achievement. This descriptive study uses the correlational survey model. The participants were 340 sixth and seventh graders at a secondary school in the 2007-2008 academic year. To this end, the students were administered the School Climate Scale and the School Belonging Scale, and the average of their first term grades was used as a measure of academic achievement. This study found no significant difference between the students' perceptions of school climate and their school belonging by gender and grade. However, a significant differences were found between the students' perceptions of school climate and their school belonging, and their perceptions of school climate, school belonging and their academic success.
{"title":"The Relationship Between Secondary Schools Students' Perceptions of School Climate, Their School Belonging And Their Academic Achievement","authors":"S. Demiroz","doi":"10.22596/ERJ2020.05.02.60.77","DOIUrl":"https://doi.org/10.22596/ERJ2020.05.02.60.77","url":null,"abstract":"The aim of this study is to examine the relationship between secondary school students' perceptions of school climate, their school belonging and their academic achievement. This descriptive study uses the correlational survey model. The participants were 340 sixth and seventh graders at a secondary school in the 2007-2008 academic year. To this end, the students were administered the School Climate Scale and the School Belonging Scale, and the average of their first term grades was used as a measure of academic achievement. This study found no significant difference between the students' perceptions of school climate and their school belonging by gender and grade. However, a significant differences were found between the students' perceptions of school climate and their school belonging, and their perceptions of school climate, school belonging and their academic success.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"312 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126398531","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}
Pub Date : 2019-07-31DOI: 10.22596/ERJ2019.04.01.1.13
R. A. Baez-Hernandez
The extent to which teachers’ level of efficacy and quality of instructional performance changed after they receive a professional development workshop on instructional alignment is currently unknown in a school district in Florida. As such, the researcher investigated how professional development on standards and assessment alignment impacts teachers’ self-efficacy level in writing lesson plans. Results indicated that teachers' level of efficacy and quality of instructional performance, measured as their beliefs on how alignment can benefit their students and improve how they write lesson plans, overall improved after the professional development they underwent. The findings can be used to initiate positive social change, starting with the field of education. The results benefit not only the students but also the teachers themselves, as well as the administrators and school districts. State and federal policymakers can also benefit with better evidence of how professional development could work to improve instructional alignment.
{"title":"Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance","authors":"R. A. Baez-Hernandez","doi":"10.22596/ERJ2019.04.01.1.13","DOIUrl":"https://doi.org/10.22596/ERJ2019.04.01.1.13","url":null,"abstract":"The extent to which teachers’ level of efficacy and quality of instructional performance changed after they receive a professional development workshop on instructional alignment is currently unknown in a school district in Florida. As such, the researcher investigated how professional development on standards and assessment alignment impacts teachers’ self-efficacy level in writing lesson plans. Results indicated that teachers' level of efficacy and quality of instructional performance, measured as their beliefs on how alignment can benefit their students and improve how they write lesson plans, overall improved after the professional development they underwent. The findings can be used to initiate positive social change, starting with the field of education. The results benefit not only the students but also the teachers themselves, as well as the administrators and school districts. State and federal policymakers can also benefit with better evidence of how professional development could work to improve instructional alignment.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122883352","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}
Pub Date : 2019-07-31DOI: 10.22596/ERJ2019.04.01.14.25
Ayşe Demirel Uçan, Serkan Uçan
This article aims to examine the implicit and explicit motivations behind the compulsory schooling reform in England as well as its unintended and long–term effects by analysing publicly available policy documents and key scholarly literature. The analysis indicates that even though the 19th century’s schooling project appeared to focus on pursuing some explicit goals, such as creating more qualified and educated labour force and citizens with religious and moral values, in reality it hides several implicit targets, such as controlling the working–class and maintaining the class segregation. Moreover, this article points out the unintended effects of the compulsory schooling reform, including low attendance in schools, low quality of education, increasing demand for higher education and Church resistance, as well as its long–term effects existing in today’s English education system, namely the continuing class segregation and evolving state and Church partnership.
{"title":"A Critical Review of the Compulsory Schooling Reform in England and its Lasting Implications for Today","authors":"Ayşe Demirel Uçan, Serkan Uçan","doi":"10.22596/ERJ2019.04.01.14.25","DOIUrl":"https://doi.org/10.22596/ERJ2019.04.01.14.25","url":null,"abstract":"This article aims to examine the implicit and explicit motivations behind the compulsory schooling reform in England as well as its unintended and long–term effects by analysing publicly available policy documents and key scholarly literature. The analysis indicates that even though the 19th century’s schooling project appeared to focus on pursuing some explicit goals, such as creating more qualified and educated labour force and citizens with religious and moral values, in reality it hides several implicit targets, such as controlling the working–class and maintaining the class segregation. Moreover, this article points out the unintended effects of the compulsory schooling reform, including low attendance in schools, low quality of education, increasing demand for higher education and Church resistance, as well as its long–term effects existing in today’s English education system, namely the continuing class segregation and evolving state and Church partnership.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"44 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115816996","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}
Pub Date : 2018-12-23DOI: 10.22596/ERJ2018.0302.78.87
A. Rissanen
The aim to refine education often leads to changes to curriculums, and the planning and implementation of educational changes can be approached in methodological and process-oriented ways. This study investigated how Bologna process requirements and local needs were considered when courses were planned for the Department of Military Technology at the NDU. The data was gathered from three courses related to science and technology, and a design-based research (DBR) concept guided the project. Specifically, work from 2007 to 2017 was examined, including preplanning and educational DBR cycles used to plan six courses, and team of different disciplines worked on the project. The purpose of planning courses was to construct a new science, technology, engineering, and mathematics (STEM) education program for officers’ education; the aim was to offer officers adjustable but well planned, student centred, and interactive instruction. In principle, course planners were aware of the generic skill profile of the officer profession. Knowledge of STEM education from an earlier curriculum was provided to the officers by regular teachers. The use of a modern learning material portal (LMP) was considered for a student-centric teaching approach. Moodle was utilised, and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses. DBR-framed approach gave useful guidance for the project. In the course development feedback from students offers necessary evidence but requires support from other sources for genuine and innovative educational re-engineering .
{"title":"A Design-Based Approach to Course Planning and Development","authors":"A. Rissanen","doi":"10.22596/ERJ2018.0302.78.87","DOIUrl":"https://doi.org/10.22596/ERJ2018.0302.78.87","url":null,"abstract":"The aim to refine education often leads to changes to curriculums, and the planning and implementation of educational changes can be approached in methodological and process-oriented ways. This study investigated how Bologna process requirements and local needs were considered when courses were planned for the Department of Military Technology at the NDU. The data was gathered from three courses related to science and technology, and a design-based research (DBR) concept guided the project. Specifically, work from 2007 to 2017 was examined, including preplanning and educational DBR cycles used to plan six courses, and team of different disciplines worked on the project. The purpose of planning courses was to construct a new science, technology, engineering, and mathematics (STEM) education program for officers’ education; the aim was to offer officers adjustable but well planned, student centred, and interactive instruction. In principle, course planners were aware of the generic skill profile of the officer profession. Knowledge of STEM education from an earlier curriculum was provided to the officers by regular teachers. The use of a modern learning material portal (LMP) was considered for a student-centric teaching approach. Moodle was utilised, and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses. DBR-framed approach gave useful guidance for the project. In the course development feedback from students offers necessary evidence but requires support from other sources for genuine and innovative educational re-engineering .","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125055512","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}
Pub Date : 2018-12-23DOI: 10.22596/ERJ2018.0302.59.77
Olcay Yavuz, Q. Robinson
Principals play a vital role in setting the direction for successful schools. With the emphasis on preparing highly qualified school leaders for the 21 st century, this article investigated aspiring school leaders’ and their perception of preparedness to serve as instructional leaders, talent and organizational system managers. Particularly, the findings explore how various factors are associated with improving future school leaders’ readiness to effectively carryout leadership responsibilities. The article concludes with recommendations for developing a well-designed educational leadership training program that prepares and supports future school leaders for an ever changing world.
{"title":"Exploring Aspiring School Leaders’ Perception of Preparedness on Four Leadership Domains","authors":"Olcay Yavuz, Q. Robinson","doi":"10.22596/ERJ2018.0302.59.77","DOIUrl":"https://doi.org/10.22596/ERJ2018.0302.59.77","url":null,"abstract":"Principals play a vital role in setting the direction for successful schools. With the emphasis on preparing highly qualified school leaders for the 21 st century, this article investigated aspiring school leaders’ and their perception of preparedness to serve as instructional leaders, talent and organizational system managers. Particularly, the findings explore how various factors are associated with improving future school leaders’ readiness to effectively carryout leadership responsibilities. The article concludes with recommendations for developing a well-designed educational leadership training program that prepares and supports future school leaders for an ever changing world.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125675713","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}
Pub Date : 2018-12-23DOI: 10.22596/ERJ2018.0302.88.101
S. Uçar, Ender Durualp
The purpose of this study is to examine the Montessori awareness of parents living in Ankara and living in Seattle and whose children are attending Montessori preschool. The study group of the research was created by 61 parents whose children are attending Montessori Preschool in Turkey/Ankara and 21 parents whose children are attending Montessori Preschool in USA/Seattle. The research data were collected through “General Information Form” and “Parent Conception Form”. While General Information Form has demographic questions, Parent Conception Form has questions about Montessori education to gauge awareness of parents. Parent Conception Form is a three point Likert-type form. IBM SPSS STATISTICS V23.0 was used in the analysis of the data. Frequency and percentage values are used in the analysis of the data. As a result of the research, it was determined that the parents living in Ankara and sending their children Montessori Preschool in Ankara have similar thoughts to parents living in Seattle and sending their children Montessori Preschool in Seattle. It has been determined that all parents that is included in the research have knowledge about the Montessori approach-based education.
{"title":"Awareness of Parents about Montessori Education: A Sample of Ankara & Seattle","authors":"S. Uçar, Ender Durualp","doi":"10.22596/ERJ2018.0302.88.101","DOIUrl":"https://doi.org/10.22596/ERJ2018.0302.88.101","url":null,"abstract":"The purpose of this study is to examine the Montessori awareness of parents living in Ankara and living in Seattle and whose children are attending Montessori preschool. The study group of the research was created by 61 parents whose children are attending Montessori Preschool in Turkey/Ankara and 21 parents whose children are attending Montessori Preschool in USA/Seattle. The research data were collected through “General Information Form” and “Parent Conception Form”. While General Information Form has demographic questions, Parent Conception Form has questions about Montessori education to gauge awareness of parents. Parent Conception Form is a three point Likert-type form. IBM SPSS STATISTICS V23.0 was used in the analysis of the data. Frequency and percentage values are used in the analysis of the data. As a result of the research, it was determined that the parents living in Ankara and sending their children Montessori Preschool in Ankara have similar thoughts to parents living in Seattle and sending their children Montessori Preschool in Seattle. It has been determined that all parents that is included in the research have knowledge about the Montessori approach-based education.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114769542","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}
Pub Date : 2018-07-29DOI: 10.22596/ERJ2018.0301.24.31
Jie Liu
It ’ s been over 60 years since the very beginning of European integration when European Coal and Steel Community was established in 1951. In terms of developmental stage, European integration has already passed economic integration and political integration. Profound educational integration is the next development goal of European community. As the spill-over effect of European economic and political integration, Bologna Process proposed a promising solution to establishing a European Higher Education Area in the hopes of strengthening integration of higher education across Europe. As stated in the Prague Communique, ministers reaffirmed that efforts to promote mobility must be continued to enable students, teachers, researchers and administrative staff to benefit from the richness of the European Higher Education Area including its democratic values, diversity of cultures and languages and the diversity of the higher education system (Prague Communique, 2002, p. 1). In the last two decades, it has witnessed that academic exchanges across Europe has increased a lot. Italy, as one of the most developed western European members, is among the first which implemented two-cycle system. Czech Republic, as an emerging member in the Eastern Europe, has also been very supportive of Bologna Process. One of the major targets of Bologna Process is to facilitate students ’ mobility. This project studies how much effect has Bologna Process exerted on students mobility in the two countries ’ higher education, and find out the limitation to students mobility that Bologna Process has not solved yet, and then compare the situations of students mobility between the two countries, one representing the west of Europe, the other the east.
{"title":"A Comparative Study of The Effect of Bologna Process on the Italian Higher Education and Czech Higher Education","authors":"Jie Liu","doi":"10.22596/ERJ2018.0301.24.31","DOIUrl":"https://doi.org/10.22596/ERJ2018.0301.24.31","url":null,"abstract":"It ’ s been over 60 years since the very beginning of European integration when European Coal and Steel Community was established in 1951. In terms of developmental stage, European integration has already passed economic integration and political integration. Profound educational integration is the next development goal of European community. As the spill-over effect of European economic and political integration, Bologna Process proposed a promising solution to establishing a European Higher Education Area in the hopes of strengthening integration of higher education across Europe. As stated in the Prague Communique, ministers reaffirmed that efforts to promote mobility must be continued to enable students, teachers, researchers and administrative staff to benefit from the richness of the European Higher Education Area including its democratic values, diversity of cultures and languages and the diversity of the higher education system (Prague Communique, 2002, p. 1). In the last two decades, it has witnessed that academic exchanges across Europe has increased a lot. Italy, as one of the most developed western European members, is among the first which implemented two-cycle system. Czech Republic, as an emerging member in the Eastern Europe, has also been very supportive of Bologna Process. One of the major targets of Bologna Process is to facilitate students ’ mobility. This project studies how much effect has Bologna Process exerted on students mobility in the two countries ’ higher education, and find out the limitation to students mobility that Bologna Process has not solved yet, and then compare the situations of students mobility between the two countries, one representing the west of Europe, the other the east.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125394526","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}
Pub Date : 2018-07-29DOI: 10.22596/ERJ2018.0301.15.23
Ruth Vilà, M. J. Rubio, Assumpta Aneas
The religious diversity in Catalonia is a challenge for the coexistence in the public space and for the education of future educators. This article emphasizes the challenge of religious diversity in the educational context, analyzing which attitudes have the educational agents of the future towards: a) the religious diversity, b) the interreligious and intercultural dialogue, and c) the role of education in the management of this diversity. In order to ask these questions has been conducted a survey study on the framework of the Project AGAUR-2014RELIG00019 named "Attitudes towards religious and cultural diversity in education for intercultural dialogue and interfaith scale". The population of the study has been the students in Teacher Training in Primary and Early Childhood, Social Education, Social Work and Pedagogy degree of all catalan Public Universities. The conclusions highlight a) the favorable attitude towards cultural and religious diversity and interreligious dialogue and b) the relevance to the education given by the students, as an key role in the management of religious and cultural diversity.
{"title":"The Attitudes of Future Educational Agents to Religious and Cultural Diversity in Education in Catalonia","authors":"Ruth Vilà, M. J. Rubio, Assumpta Aneas","doi":"10.22596/ERJ2018.0301.15.23","DOIUrl":"https://doi.org/10.22596/ERJ2018.0301.15.23","url":null,"abstract":"The religious diversity in Catalonia is a challenge for the coexistence in the public space and for the education of future educators. This article emphasizes the challenge of religious diversity in the educational context, analyzing which attitudes have the educational agents of the future towards: a) the religious diversity, b) the interreligious and intercultural dialogue, and c) the role of education in the management of this diversity. In order to ask these questions has been conducted a survey study on the framework of the Project AGAUR-2014RELIG00019 named \"Attitudes towards religious and cultural diversity in education for intercultural dialogue and interfaith scale\". The population of the study has been the students in Teacher Training in Primary and Early Childhood, Social Education, Social Work and Pedagogy degree of all catalan Public Universities. The conclusions highlight a) the favorable attitude towards cultural and religious diversity and interreligious dialogue and b) the relevance to the education given by the students, as an key role in the management of religious and cultural diversity.","PeriodicalId":403973,"journal":{"name":"Education Reform Journal","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122499732","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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