scholarly journals Educational Foundations in Canada (Alan Edmunds, Jodi Nickel & Ken Badley) ; Case Studies in Educational Foundations: Canadian Perspectives (Shelley Hasinoff & David Mandzuk) ; Foundations of Education: A Social, Political and Philosophical Approach (Jason C. Robinson)

2020 ◽  
Vol 23 (2) ◽  
pp. 212-221
Author(s):  
Ilham Reda ◽  
Erin Reid
Keyword(s):  
Case Studies ◽  
Philosophical Approach ◽  
Foundations Of Education ◽  
Educational Foundations

scholarly journals Going Deeper into Curriculum and Pedagogical Activity

2021 ◽  
pp. 73-79
Author(s):  
Rose M. Ylimaki ◽  
Lynnette A. Brunderman
Keyword(s):  
Case Studies ◽  
Leadership Teams ◽  
School Development ◽  
National Standards ◽  
Education Curriculum ◽  
Curriculum Leadership ◽  
Curriculum And Pedagogy ◽  
Foundations Of Education ◽  
Pedagogical Relation ◽  
Key Terms

AbstractThis chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher in schools and between district leader/superintendent and principals. We recognize the value of understanding the foundations of education developed in earlier times of political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.

Social Foundations of Education and Service-Based Field Experiences

2018 ◽  
pp. 41-57
Author(s):  
Sheri Carmel Hardee ◽  
Kelly Louise McFaden
Keyword(s):  
Case Studies ◽  
Field Experience ◽  
Field Experiences ◽  
Community Partnerships ◽  
Female Students ◽  
Social Foundations ◽  
Foundations Of Education ◽  
Specialized Service ◽  
Meaningful Experiences ◽  
Social Foundations Of Education

This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.

scholarly journals Making it Real: Promoting Novice Teachers’ Critical Perspectives on Educational Issues Through Structured Debates

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Funmi Amobi
Keyword(s):  
Preservice Teachers ◽  
Novice Teachers ◽  
Effective Teacher ◽  
Policy And Practice ◽  
Foundations Of Education ◽  
Interpretive Analysis ◽  
Educational Foundations ◽  
Educational Issues ◽  
Critical Issues ◽  
Critical Perspectives

There is a sense of ambivalence with regard to the place of the knowledge of the foundations of education in the makeup of an effective teacher in today’s lexicon of the term. The reason for the marginalization of the field often points to the perspective that the discourse that comprises the scope of educational foundations is too abstract to provide guidance to the everyday concerns of practitioners. In this interpretive and self-exploratory study, the author triangulated a) literature on the place of educational foundations of education in teacher education, b) description of a critical issues course that used structured debate to promote novice teachers’ critical perspectives on educational issues, and c) interpretive analysis of 21 preservice teachers’ reflections on implemented debates to answer the questions that guided the study. The questions were 1.) What is the place of the study of the foundations of education in the preparation of teachers for the 21st century? 2.) Did the use of structured debate provoke novice teachers’ critical perspectives on educational issues? The findings of the study showed that the use of structured debate elicited critical insight into the meaning and nature of educational issues from most of the participating novice teachers. The conclusion from the study supported the idea that the ability to exercise critical perspectives on educational policy and practice issues is a quintessential element that separates self-renewing and ever-maturing educators from teaching technicians.

Social Foundations of Education and Service-Based Field Experiences

2021 ◽  
pp. 27-43
Author(s):  
Sheri Carmel Hardee ◽  
Kelly Louise McFaden
Keyword(s):  
Case Studies ◽  
Field Experience ◽  
Field Experiences ◽  
Community Partnerships ◽  
Female Students ◽  
Social Foundations ◽  
Foundations Of Education ◽  
Specialized Service ◽  
Meaningful Experiences ◽  
Social Foundations Of Education

This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.

Corporate Sustainability: Challenge to Managerial Orthodoxies

2003 ◽  
Vol 9 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Dexter Dunphy
Keyword(s):  
Case Studies ◽  
Corporate Sustainability ◽  
Central Place ◽  
Marked Contrast ◽  
Sustainability Management

ABSTRACTThis paper addresses the issue of corporate sustainability. It examines why achieving sustainability is becoming an increasingly vital issue for society and organisations, defines sustainability and then outlines a set of phases through which organisations can move to achieve increasing levels of sustainability. Case studies are presented of organisations at various phases indicating the benefits, for the organisation and its stakeholders, which can be made at each phase. Finally the paper argues that there is a marked contrast between the two competing philosophies of neo-conservatism (economic rationalism) and the emerging philosophy of sustainability. Management schools have been strongly influenced by economic rationalism, which underpins the traditional orthodoxies presented in such schools. Sustainability represents an urgent challenge for management schools to rethink these traditional orthodoxies and give sustainability a central place in the curriculum.

Short-Form Application of the Screening Test of Spanish Grammar and the Northwestern Syntax Screening Test to Latino Children

1978 ◽  
Vol 9 (4) ◽  
pp. 220-235
Author(s):  
David L. Ratusnik ◽  
Carol Melnick Ratusnik ◽  
Karen Sattinger
Keyword(s):  
New York ◽  
Case Studies ◽  
Metropolitan Area ◽  
Screening Test ◽  
Normative Data ◽  
Short Form ◽  
Latino Children ◽  
Data Application ◽  
York Metropolitan Area ◽  
Multiple Regression Technique

Short-form versions of the Screening Test of Spanish Grammar (Toronto, 1973) and the Northwestern Syntax Screening Test (Lee, 1971) were devised for use with bilingual Latino children while preserving the original normative data. Application of a multiple regression technique to data collected on 60 lower social status Latino children (four years and six months to seven years and one month) from Spanish Harlem and Yonkers, New York, yielded a small but powerful set of predictor items from the Spanish and English tests. Clinicians may make rapid and accurate predictions of STSG or NSST total screening scores from administration of substantially shortened versions of the instruments. Case studies of Latino children from Chicago and Miami serve to cross-validate the procedure outside the New York metropolitan area.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

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