scholarly journals Degree outcomes and national calibration: Debating academic standards in UK Geography

Area ◽  
2019 ◽  
Vol 52 (2) ◽  
pp. 376-385
Author(s):  
Stephanie Wyse ◽  
Ben Page ◽  
Helen Walkington ◽  
Jennifer L. Hill
Keyword(s):  
Academic Standards ◽  
Degree Outcomes

scholarly journals What’s in a (Change of) Name? Much—but Not That Much—and Not What Wiebe Claims

2020 ◽  
Vol 32 (2) ◽  
pp. 159-184 ◽  
Author(s):  
Satoko Fujiwara ◽  
Tim Jensen
Keyword(s):  
Decision Making ◽  
Executive Committee ◽  
International Association ◽  
International Committee ◽  
Academic Standards ◽  
General Assembly ◽  
Final Decision ◽  
Points Of View ◽  
The Difference ◽  
Consultative Body

Abstract Donald Wiebe claims that the IAHR leadership (already before an Extended Executive Committee (EEC) meeting in Delphi) had decided to water down the academic standards of the IAHR with a proposal to change its name to “International Association for the Study of Religions.” His criticism, we argue, is based on a series of misunderstandings as regards: 1) the difference between the consultative body (EEC) and the decision-making body (EC), 2) the difference between the preliminary points of view of individuals and final proposals by the EC, 3) personal conversations, 4) the link between the proposal to change the name and the wish to tighten up the academic profile of the IAHR. Moreover, if the final decision-making bodies, the International Committee and the General Assembly, adopt the proposal, the new name as little as the old can make the IAHR more or less scientific. Tightening up the academic, scientific profile of the IAHR takes more than a change of name.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

The Origins of Progressive Education

2001 ◽  
Vol 41 (1) ◽  
pp. 1-24 ◽  
Author(s):  
William J. Reese
Keyword(s):  
Twentieth Century ◽  
Progressive Education ◽  
Academic Standards ◽  
Popular Press ◽  
Economic Productivity ◽  
Educational Discourse ◽  
Child Centered ◽  
The Subject ◽  
Way Of Thinking

By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something loosely called progressive education, especially its more child-centered aspects, became part of a larger revolt against the formalism of the schools and an assault on tradition. Our finest scholars, such as Lawrence A. Cremin, in his magisterial study of progressivism forty years ago, have tried to explain the origins and meaning of this movement. One should be humbled by their achievements and by the magnitude of the subject. Variously defined, progressivism continues to find its champions and critics, the latter occasionally blaming it for low economic productivity, immorality among the young, and the decline of academic standards. In the popular press, John Dewey's name is often invoked as the evil genius behind the movement, even though he criticized sugar-coated education and letting children do as they please. While scholars doubt whether any unified, coherent movement called progressivism ever existed, its offspring, progressive education, apparently did exist, wreaking havoc on the schools.

scholarly journals On Progress of Mass Tertiary Education: Case of Lebanon, Kenya and Oman

2016 ◽  
Vol 6 (4) ◽  
pp. 1
Author(s):  
Zhimin Liu ◽  
Gladys Mutinda
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Academic Standards ◽  
Gdp Per Capita ◽  
Mass Higher Education ◽  
Tertiary Institutions ◽  
World Class ◽  
Per Capita

<p>Mass higher education is a huge force to be reckoned with and its existence, already in the expansion of tertiary institutions is undeniable. This study will focus on three countries: Lebanon, Kenya and Oman. The purpose of this study is to evaluate mass tertiary education progress in these countries. It will synthesize data results of gross enrollment ratios, demographics, internationalization and GDP per capita of these countries which we will use as indicators of the progress and direction that mass tertiary education is taking. The principal conclusions of our data will reveal that all 3 countries are experiencing progress only at different rates for varied and different reasons. The findings of this paper are significant as they will aid in informing the governments of the specific countries and other stakeholders who invest in higher education to understand the challenges hindering progress and ensuring that world class academic standards are upheld.</p>

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