scholarly journals Emotional Education: A Selective Literature Review and an Emerging Model

10.33496/001 ◽  
2019 ◽  
pp. 37-50
Keyword(s):  
Literature Review ◽  
Formal Education ◽  
Educational Practice ◽  
Developmental Model ◽  
Research And Practice ◽  
Consistent Model ◽  
Emotional Education

This paper presents the concept of emotional education (EE) as one of the major challenges to the field of formal education. We posit that the main confusion about and lack of promotion of EE in most formal education settings stems from the lack of a coherent, consistent model that allows the asking of questions and that applies the concept in research and practice. We review the literature on EE and present new perspectives from which a new developmental model emerges, one that may help propel both research and educational practice in various settings.

scholarly journals A framework to support the design and cultivation of embedded research initiatives

2021 ◽  
Author(s):  
Vicky Ward ◽  
Tricia Tooman ◽  
Benet Reid ◽  
Huw Davies ◽  
Breid O’ Brien ◽  
...  
Keyword(s):  
Literature Review ◽  
Extensive Study ◽  
Web Based ◽  
Research And Practice ◽  
Visual Metaphors ◽  
Separate Area ◽  
Research Initiative ◽  
Reflective Questions ◽  
The Uk ◽  
Research Initiatives

Background: Embedded research involves co-locating researchers within non-academic organisations to better link research and practice. Embedded research initiatives are often complex and emergent with a range of underlying intents, structures and processes. This can create tensions within initiatives and contributes to ongoing uncertainty about the most suitable designs and the effectiveness of different approaches.Aims and objectives: We aimed to devise a practical framework to support those designing and cultivating embedded research by operationalising findings from an extensive study of existing initiatives.Key conclusions: The underpinning research on embedded initiatives – a literature review and scoping exercise of initiatives in health settings across the UK – showed that such initiatives share ten common sets of concerns in relation to their intent, structure and processes. We used these insights during a co-production workshop with embedded researchers and their managers that made use of a range of creative activities.The workshop resulted in a practical framework (and associated web-based tools) that draw on the metaphor of a garden to represent the growing, emergent nature of embedded research initiatives and the active work which individuals and organisations need to put into planning and maintaining such initiatives. Each of the aspects is represented as a separate area within the garden using relevant visual metaphors. Building on this, we also present a series of reflective questions designed to facilitate discussion and debate about design features, and we link these to the wider literature, thereby helping those involved to articulate and discuss their preferences and expectations.<br />Key messages<br /><ul><li>Embedded research initiatives are becoming increasingly popular across public sector organisations;</li><br /><li>There are many choices to be made when designing an embedded research initiative, and fresh challenges and tensions emerge as initiatives unfold;</li><br /><li>We present a structured, multilayered framework to support those designing, analysing and managing embedded research initiatives;</li><br /><li>The framework can support transparency, dialogue, agreement of expectations and ongoing learning within and between initiatives.</li></ul>

Librarian Skillsets in the 21st Century

2020 ◽  
pp. 41-58
Author(s):  
Josiline Phiri Chigwada
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Capacity Building ◽  
21St Century ◽  
Formal Education ◽  
Soft Skills ◽  
Web Content ◽  
Digital Era ◽  
Structured Literature Review ◽  
The Way

The chapter showcases the 21st century skills that are required by librarians. The digital era brought about a lot of changes in the way that librarians interact with their clients. Due to the changing needs of clients, librarians should ensure that they are well equipped to deliver the needed services. The objectives of the chapter are to identify the skills that librarians should possess in the 21st century, examine how librarians acquire those skills, and discuss the challenges that are faced when acquiring those skills. Structured literature review and web content analysis were used to get the LIS skills. It was discovered that librarians should possess professional, technical, and soft skills in order to remain relevant in the 21st century. The findings revealed that librarians can acquire skills through on the job trainings or formal education. The major challenge that is faced by librarians is the issue of lack of funds to support their capacity building endeavours.

An Example of Entrepreneurship in Women's Education

2021 ◽  
pp. 21-44
Author(s):  
Selda Şan ◽  
Ali Yılmaz ◽  
Selen Subaşı ◽  
Saif Mohammed
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Women's Education ◽  
Formal Education ◽  
13Th Century ◽  
Economic Stability ◽  
Education Systems ◽  
Entrepreneurial Characteristics ◽  
Education Of Women

The organization of Akhism (Ahilik) is an example of non-formal education, established on Anatolian soil in the 13th century. With its women's branch—Bajiyan-ı Rum/Bacılık/sisterhood—it aims to educate women professionally and helps women contribute to society. It is expected from women and men to be good and moral individuals, tradesmen, craftsmen, or traders. By doing their jobs well, they managed to achieve economic stability in society. Women were given the opportunity to have entrepreneurial characteristics in the community and to do their best in line with their own abilities. Akhism/Bacılık system affected the Turkish states and education systems established on Anatolian lands. The effect also continues today. In this chapter, which is a literature review, what the Akhism/Bajiyan-ı Rum system is, its place in the vocational education of women, and its effect on today were discussed.

Technology of Formal Education

2011 ◽  
pp. 1546-1550
Author(s):  
Donald A. Hantula ◽  
Darleen M. DeRosa
Keyword(s):  
Formal Education ◽  
Educational Practice ◽  
The United States ◽  
Educational Institutions ◽  
The Internet ◽  
Industrial System ◽  
Natural Consequence ◽  
Information Economy ◽  
Teaching Machines ◽  
Intended Effect

Internet distance education is a natural consequence of fin de siecle industrial transformations from a manufacturing economy, in which standard educational practices are based, to an information economy, in which greater autonomy, collaboration, flexibility and a project orientation to work are the norm. The Internet did not cause changes in education, but rather enabled educators to meet new demands for instructional practices and outcomes and adapt to a rapidly changing economic and social environment that was beginning to outpace the academy. Today, just as 100 years ago, educational institutions and practices are modeled on prevailing industrial examples of work and organization. This is especially the case in the United States where an overriding intended effect of formal education is to prepare students to fill roles within the prevailing economic system. Against this backdrop, it is only those components of education that reflect and reinforce the prevailing industrial system that are incorporated into the technology known as formal education. Components of education such as teaching machines and distance learning existed throughout the 20th century but never became standard educational practice until fairly recently because they were not acceptable in terms of preparing students to enter the prevailing industrial system.

Simulations in Entrepreneurship Education: Serious Games and Learning Through Play

2018 ◽  
Vol 1 (1) ◽  
pp. 61-89 ◽  
Author(s):  
Joe Fox ◽  
Luke Pittaway ◽  
Ikenna Uzuegbunam
Keyword(s):  
Literature Review ◽  
Computer Simulations ◽  
Serious Games ◽  
Educational Practice ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Entrepreneurial Learning ◽  
Education Literature ◽  
Learning Through Play

Entrepreneurship education continues to grow and develop worldwide. This article seeks to expand knowledge and understanding of educational practice in entrepreneurship by focusing on serious games, specifically computer simulations which model entrepreneurship. This paper begins by reviewing the entrepreneurship education literature to consider the role of simulations, explores the nature of serious games, and assesses the role of such games in simulating entrepreneurial learning. This research uses systematic literature review techniques to collect data on serious games, analyzes these games and provides five detailed case studies on the games. The paper concludes with a discussion of what serious games currently simulate in entrepreneurial learning, and directions for future research.

scholarly journals Drawn to Story

2020 ◽  
Vol 10 (3) ◽  
pp. 71
Author(s):  
Daniel Gregson
Keyword(s):  
Academic Writing ◽  
Compulsory Education ◽  
Educational Practice ◽  
Research Programme ◽  
Practitioner Research ◽  
Educational Improvement ◽  
Research And Practice ◽  
Language Research ◽  
Starting Point

Rising to the demands of academic writing, scholarship and research is challenging for many practitioners in post compulsory education. Only a small number manage to see their research through to completion and write-up. Therefore, their work is under-represented in peer-reviewed, published literature in the field of educational research. This article foregrounds the role of stories, storytelling and image in the development of different kinds of language, including scholarship and academic writing. Narrative accounts of experiences of practitioner-researchers beginning to engage in research through intensive residential research development workshops, delivered as part of a national Practitioner Research Programme (PRP), are used to illustrate the power of oracy, imagery and story in extending our ability to develop language; research and represent experience; and portray different forms of understanding in a range of educational contexts. The results indicate that being able to listen, read and ‘see’ the research stories of more experienced researchers, as well as telling stories of their own experiences of research, enables participants to become more comfortable in using experiences of educational practice as a starting point for research and to regard research and practice not as a dichotomy or as separate activities, but as dynamic and integral aspects of educational improvement.

What to Do About Educational Research’s Credibility Gaps? Become More Scientific A Commentary on Levin and O’Donnell1

2001 ◽  
Vol 1 (3) ◽  
pp. 338-346
Author(s):  
Jerry S. Carlson
Keyword(s):  
Educational Research ◽  
Experimental Research ◽  
Scientific Method ◽  
Educational Practice ◽  
Research And Practice ◽  
General Thesis ◽  
Methodological Approaches

In their article, Levin and O’Donnell argue that educational research has sunk to the level that it is becoming irrelevant to educational theorizing or educational practice. They indicate several reasons for this. Among them are tensions between laboratory or experimental research approaches as contrasted with contextual approaches that tend to be poorly informed by theory or rigorous scientific method. Levin and O’Donnell go on to offer practical suggestions how to “fix” the problem by employing rigorous methodological approaches. In my commentary to Levin and O’Donnell I point out points of agreement with their general thesis and suggest historical as well as contemporary ways we might approach the problem. These include moving beyond simplistic qualitative versus quantitative arguments about educational research, contextualizing and clarifying “constructivism” in educational parlance, and reforming training in education so that graduates will be better versed in the method and content of ancillary fields that inform or should inform educational research and practice.

Literature review of research and practice in collaborative assessment.

2002 ◽  
Vol 30 (1-2) ◽  
pp. 33-48 ◽  
Author(s):  
Bethany C. Riddle ◽  
Cindy C. Byers ◽  
Jackie L. Grimesey
Keyword(s):  
Literature Review ◽  
Research And Practice ◽  
Collaborative Assessment
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