Portraying the pattern of life : exploring the interrelationships between Eileen Chang's educational agenda and literary construction

2016 ◽  
Author(s):  
Luyan Zhu
Keyword(s):  
Educational Agenda

scholarly journals On Moral Education in Poland against the Background of Anglo-Saxon Experiences and Tendencies

Edukacja ◽  
2021 ◽  
Vol 2020 (1) ◽  
pp. 21-41
Author(s):  
Andrzej Zybała ◽  
Keyword(s):  
Moral Education ◽  
School System ◽  
Scientific Literature ◽  
Public Life ◽  
Anglo Saxon ◽  
Moral Issues ◽  
Western Countries ◽  
Historical Continuity ◽  
Two Factors ◽  
Educational Agenda

The author’s text addresses the issue of the place of moral education in the educational agenda in Poland, including in the scientific literature. He describes the dynamics of the debate around this issue, the meanings given to it, the continuity vs. the discontinuity in how it is approached. The author proposes the hypothesis that the issue of upbringing/moral education has not been a priority in the educational agenda after 1990. This is due to at least two factors: (1) the lack of historical continuity in the presence of this dimension of upbringing/education in the school system as well as in public life, as it has been in Western countries, and (2) the non-standard shaping of moral issues in the school system (strong permeation of religious and national-independence issues).

scholarly journals Educational agenda for diagnostic error reduction

2013 ◽  
Vol 22 (Suppl 2) ◽  
pp. ii28-ii32 ◽  
Author(s):  
Robert L Trowbridge ◽  
Gurpreet Dhaliwal ◽  
Karen S Cosby
Keyword(s):  
Diagnostic Error ◽  
Error Reduction ◽  
Educational Agenda

Sustainability as an educational agenda

2011 ◽  
Vol 19 (16) ◽  
pp. 1906-1907 ◽  
Author(s):  
Kari Raivio
Keyword(s):  
Educational Agenda

scholarly journals EULAR recommendations for patient education for people with inflammatory arthritis

2015 ◽  
Vol 74 (6) ◽  
pp. 954-962 ◽  
Author(s):  
Heidi A Zangi ◽  
Mwidimi Ndosi ◽  
Jo Adams ◽  
Lena Andersen ◽  
Christina Bode ◽  
...  
Keyword(s):  
Patient Education ◽  
Health Professionals ◽  
Inflammatory Arthritis ◽  
Research Agenda ◽  
Task Force ◽  
Evidence Based ◽  
Expert Opinions ◽  
Eular Recommendations ◽  
High Level ◽  
Educational Agenda

ObjectivesThe task force aimed to: (1) develop evidence-based recommendations for patient education (PE) for people with inflammatory arthritis, (2) identify the need for further research on PE and (3) determine health professionals’ educational needs in order to provide evidence-based PE.MethodsA multidisciplinary task force, representing 10 European countries, formulated a definition for PE and 10 research questions that guided a systematic literature review (SLR). The results from the SLR were discussed and used as a basis for developing the recommendations, a research agenda and an educational agenda. The recommendations were categorised according to level and strength of evidence graded from A (highest) to D (lowest). Task force members rated their agreement with each recommendation from 0 (total disagreement) to 10 (total agreement).ResultsBased on the SLR and expert opinions, eight recommendations were developed, four with strength A evidence. The recommendations addressed when and by whom PE should be offered, modes and methods of delivery, theoretical framework, outcomes and evaluation. A high level of agreement was achieved for all recommendations (mean range 9.4–9.8). The task force proposed a research agenda and an educational agenda.ConclusionsThe eight evidence-based and expert opinion-based recommendations for PE for people with inflammatory arthritis are intended to provide a core framework for the delivery of PE and training for health professionals in delivering PE across Europe.

Queering School Literacy Practices: Interventionist Approaches

2019 ◽  
Author(s):  
Luiz Paulo Moita-Lopes ◽  
Branca Falabella Fabrício
Keyword(s):  
High School ◽  
Empirical Data ◽  
Literacy Practices ◽  
Gender And Sexuality ◽  
Classroom Talk ◽  
Gender Divide ◽  
Teacher Researcher ◽  
Educational Agenda

This chapter reviews research into school literacy practices that suggest a way of discursively destabilizing frozen notions of sexuality. The review explores questions such as: How can school literacies collaborate with the reconfiguration of crystalized meanings about gender and sexuality performances? What kind of queer experiences can classroom talk promote? What are some of the meaning-effects produced by the circulation of gender and sexuality discourses in the classroom? The answers to these questions are organized in three groups: interventionist projects observed by a researcher; interventionist projects carried out and evaluated by a teacher-researcher; and projects involving teacher-researcher collaboration. The last group is explored by analyzing empirical data generated in a high school in Brazil. The underlying argument is that education may contribute to interrupting an essentialized order that defines and legitimates gender and sexuality. By putting sexuality issues at the front of the educational agenda, the interventionist research in literacy contexts reviewed in this chapter destabilizes both the gender divide and the so-called heteronormative matrix that play crucial roles in the ways we have historically learned to (1) understand ourselves and others; and (2) construct patterns of normalcy and deviance.

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