The Reading Change-Points of Elementary School Teaching in Korea based on New Education Movement, Open Education Movement, School Innovation Movements.

2020 ◽  
Vol 33 (4) ◽  
pp. 353-378
Author(s):  
Kwang-Soon Jeong
Keyword(s):  
Elementary School ◽  
Change Points ◽  
Open Education ◽  
Education Movement ◽  
School Teaching ◽  
School Innovation ◽  
New Education ◽  
Open Education Movement ◽  
Elementary School Teaching

scholarly journals Caring for students in postsecondary open educational resource (OER) and open education initiatives: inviting student participation and voice

2020 ◽  
Vol 48 (3) ◽  
pp. 473-487
Author(s):  
Merinda McLure ◽  
Caroline Sinkinson
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Content Type ◽  
Post Secondary ◽  
Education Movement ◽  
Theoretical Perspectives ◽  
Open Education Movement

Purpose This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education. Design/methodology/approach The authors examine OER initiatives that serve as models for their work at the University of Colorado Boulder (CU Boulder), describe how they have attended to care and student voice in their work to date and reflect on how they hope to continue to do so in their future OER initiatives. Findings The authors find connections between theoretical perspectives for care in education and the values and ethics of both the open education movement and librarianship. They propose that these connections provide a foundation for librarians to align their professional motivations and practices in support of learning. The authors provide examples of OER programming that attend to care and student voice and offer related strategies for practitioners to consider. Originality/value Librarians at many post-secondary institutions provide critical advocacy and support the adoption, adaptation and creation of OER in higher education. Theories of care, values and ethics in the open education movement and librarianship provide a foundation for librarians to attend to care and elevate student voice as they undertake OER advocacy and initiatives.

scholarly journals The Battle for Open by Martin Weller

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Marion MacDonald
Keyword(s):  
Open Access ◽  
Educational Institution ◽  
Open Education ◽  
Access To Education ◽  
Good Place ◽  
Education Movement ◽  
Current State ◽  
Worth Reading ◽  
Open Education Movement

“The Battle for Open” by Martin Weller was published on 28 November 2014 and is available in a number of formats from Ubiquity Press.  Following the principles of openness, it has been made available under the CC-BY licence which allows one to share the book or even adapt its contents as long as the book is correctly cited.To the reader who is familiar with the discussions promoting open education, the book provides a clear, concise history leading up to the current state of play and the issues that are presently to the fore.   If you are a newcomer to the debate, this book would be a good place to start.Weller calls advocates for open access to education to become active in the battle to ensure that the original principles of “openness” are not lost and looks at ways an educational institution might handle the changes brought about by the open education movement.   This is an interesting book which looks at the issues of open access in education in depth, is thought-provoking and well worth reading.

scholarly journals Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development

2020 ◽  
Vol 12 (9) ◽  
pp. 3736 ◽  
Author(s):  
Zhenwen Liu ◽  
Hsi-Chi Yang ◽  
Yan-Chyuan Shiau
Keyword(s):  
Sustainable Development ◽  
Elementary School ◽  
Education For Sustainable Development ◽  
Evaluation Framework ◽  
Three Dimensions ◽  
Teaching Materials ◽  
School Teaching ◽  
Level 3 ◽  
Four Levels ◽  
Elementary School Teaching

Education for Sustainable Development (ESD) forms part of Target 4.7 of Sustainable Development Goal 4 in the 2030 Agenda. This paper presents an effort to propose an evaluation framework of elementary school teaching materials in Taiwan for sustainable development considering three dimensions of sustainability: Environmental, social, and economic. The proposed framework comprises four levels: Lever 1, education for sustainable development; Level 2, teaching scopes; Level 3, learning indicators, and; Level 4, learning topics. This study first, through literature reviews, proposed an initial evaluation framework and then, through in-depth expert interviews, obtained a modified framework. Thereafter, the Delphi questionnaires were conducted to establish the final evaluation framework. The framework includes four teaching scopes, ten learning indicators and twenty-one learning topics. Furthermore, the weights of each scope and its associated indicators were analyzed and compared through AHP questionnaires to obtain the scoring table for sustainability teaching materials implemented in a school. Finally, the scoring table was applied to an existing elementary school to investigate its implementation of the teaching materials on sustainable development. Based on the result from the scoring table, the areas needed for improvement were identified and the improvement strategies were then proposed.

scholarly journals Guias curriculares: materiais de orientação docente ou de controle do Estado?

2019 ◽  
Vol 80 (195) ◽  
Author(s):  
Rosa Fátima de Souza ◽  
Raquel Borghi ◽  
Márcia Onofre ◽  
Lilian Camargo
Keyword(s):  
Elementary School ◽  
Sao Paulo ◽  
Pedagogical Practices ◽  
The Political ◽  
Teaching Staff ◽  
Education History ◽  
São Paulo ◽  
School Teaching ◽  
Didactic Material ◽  
Elementary School Teaching

Problematiza aspectos da política curricular, apresentando um estudo comparado entre duas propostas curriculares para as quatro primeiras séries do ensino fundamental – os Guias de ensino para a escola primária, editados pelo MEC em 1962, e as Propostas curriculares para o ensino de 1º grau, editadas pela Secretaria de Educação do Estado de São Paulo (Seesp), em 1991, elaborados em momentos diferenciados da história da educação brasileira, com o objetivo de orientar a prática docente e melhorar a qualidade do ensino público. Destaca os pressupostos políticos, sociais, epistemológicos e didáticopedagógicos que nortearam as duas propostas, o significado político como estratégia de controle do conhecimento, e assinala as implicações desses dispositivos para a prática pedagógica e a profissionalização docente. Palavras-chave: currículo; propostas curriculares; material didático; currículo das primeiras séries do ensino fundamental. Abstract This text analyses the curriculum policy aspects which were presented in a comparative study between two curriculum proposals for the first four grades of elementary school – The guides to elementary school teaching, edited by Ministry of Education and Culture (MEC) in 1962 and the Curriculum proposals for elementary school teaching, of the Sate of São Paulo (edition 1991) which were elaborated on different moments of the Brazilian education history, aimed at guiding the teaching staff in order to improve the quality of public education. The text highlights the political social and pedagogical principles in which the proposals were based. In addition, it analyses the political significance of the curriculum as well as it puts in evidence the implications of these proposals to pedagogical practices and the professionalization of the teaching staff. Keywords: curriculum; curriculum proposals; didactic material; curriculum of elementary school.

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