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Education towards Urban Sustainability: Lessons Learned from the Welfare Business Models of Kanazawa City, Japan

References Aida, M., & Iida, Y. (2016). Development of educational fieldwork activities for the international students: Case of awareness raising in biocultural diversity of Kanazawa City. Research Bulletin of Kanazawa University International Student Exchange Centre, 19, 88-106. Ando, S., Yamaguchi, S., Aoki, Y., & Thornicroft, G. (2013). Review of mental-healthrelated stigma in Japan. Psychiatry and Clinical Neurosciences, 67(7), 471-482. Díamato, A., Henderson, S., & Florence, S. (2009). Corporate social

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Post-formalist explanation of academic achievement: Exploring the contribution of John Ogbu and Joe Kincheloe

References Andreouli, E., Howarth, C., & Sonn, C. (2014). The role of schools in promoting inclusive communities in context of diversity. Journal of Health Psychology, 19 (1), 16-21. Batra, P. (2005). Voice and agency of teachers: Missing link in national curriculum framework. Economic and Political Weekly, 4347-4356. Blommaert, J. (2008). Grassroots literacy. London: Routledge. Bonawitz, E., Shafto. P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of

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Primary school teachers' views on a holistic approach to facilitating the acquisition of musical cultural values

., & Pipere, A. (2004). Mactbu sasnieguniu pašizvertešana [Self-evaluation of learning achievements]. Riga: RaKa. Lemkow, A. F. (1990). The wholeness principle: Dynamics of unity within science, religion & society. Wheaton: Theosophical Publishing House. Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik. Maslo, I. (2006). Macišanas daudzveidibas izpratne integrativo procesu teorija [Understanding diversity of learning in integrative process theory]. In I. Maslo (Ed.), No zinašanam uz

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Evaluation of Sustainable Development in Rural Territories in Latgale Region (Latvia) by Using the Conception of Smart Specialization

IFKAD 2013: 8th International Forum on Knowledge Asset Dynamics: Smart Growth: Organizations, Cities and Communities, 12-14 June 2013 (pp. 1608-1620). Zagreb, Croatia. Salīte, I. (2015). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6, 21-29. doi: https://doi.org/10.1515/dcse-2015-0002 Salīte, I., Drelinga, E., Iliško, Dz., ZariÚa, S., & OÔehnoviËa, E. (2016

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The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

-199). New York, NJ: Elsevier. Fabio, R. A. (2005). Dynamic assessment of intelligence is a better reply to adaptive behaviour and cognitive plasticity. The Journal of General Psychology, 132(1), 41-64. Ferrer, E., McArdle, J. J., Shawitz, B. A., Holahan, J. N., Marchione, K., & Shawitz, S. E. (2007). Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence. Developmental Psychology, 43(6), 1460-1473. Feuerstein, R., Rand, Y., & Hoffman, M. (1979). The dynamic assessment of

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Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case

-45. Cole, M., & Gaidamaschko, N. (2007). Vygotsky and culture. In H. Daniels, M. Cole, & J.V. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp. 193-211). New York, NY: Cambridge University Press. Craig, R.J., & Amernic, J.H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31, 147-160. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education. Dant, T. (1999

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Gender Identity of Students and Teachers: Implications for a Sustainable Future

izpratnes un informÁtības paaugstin‚ šanas pas‚kumu stratÁÏija pretdiskrimin‚cijas un da˛‚dības veicin‚šanai [Action strategy for the development of social understanding and awareness to promote anti-discrimination and diversity]. Society Integration Foundation. European Commission. (2009). Gender in EU-funded research. Toolkit. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/.../language-en Fischer, J. L., & Narus, L. R. (1981). Sex role development in late adolescence and adulthood. Sex Roles, 7(2), 97

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Journal of Teacher Education for Sustainability after the UN Decade of Education for Sustainable Development: Exploring for the Future

diversity (pp. 217–262). World Scientific Publishing. Eernstman, N., & Wals, A. E. J. (2013). Locative meaning-making: An arts-based approach to learning for sustainable development. Sustainability , 5 , 1645–1660. Eslamian, H., Jafari, S. E. M., & Neyestani, M. R. (2017). Investigating the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance. Journal of Teacher Education for Sustainability , 19 (2), 90–106. Fink, A. (2009). Conducting research literature reviews. From the Internet to paper

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Literary Competence of Future Philology Teachers’ Professional Development (Based on the Educational Experience of Germany)

Abstract

The author performs a theoretical analysis of the educational experience in philology teachers’ professional training in Germany in the context of solving scientific problem of literary competence development. Internal and external factors of this process have been determined both by socio-political realities, economic, philosophical, cultural, psychological factors, and the dynamics of the literary process in developed countries, content diversity of literary studies, methodological, aesthetic, methodological factors of mastering literature process have been emphasized. Particular attention has been paid to designing strategies for studying modern literature based on Bourdieu’s theory providing a detailed understanding of specific contexts and holistic understanding of the literary field due to metadiscourse analysis. Through the use of empirical data the process of literary field theory establishing in the German literature study has been explained, attention has been focused on reviewing the G. Grass’ latest novel by literary critics under the influence of external and internal factors of literary process development that specifies educational process of literary competence development.

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Critical Literacy and the Multiliteracies of Dance: A First Approach

Thessaloniki. Davidson, R. (2014). Music literacies: teaching diversity. In: G. Barton (ed.) Literacy in the Arts: Retheorising Learning and Teaching (pp. 161-175). Switzerland: Springer International Publishing. Dils, A. (2007). Why dance literacy?, Journal of the Canadian Association for Curriculum Studies, 5 (2), 95–113. Dimopoulos, K. (2009). Ritual, symbolism and communication. The celebration of the third day of Easter in the community of Lazarina Karditsa in Thessaly. In Proceedings from the 17 th International Congress of Physical Education and

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