12,082 research outputs found
Report on argumentation and teacher education in Europe
This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally
What influences the emergence of a new subject in schools? The case of environmental education
New subjects are always emerging but only some gain a place in the formal school curriculum. In fact, most of the now accepted conventional school subjects have, at some stage, struggled to become established. This paper presents findings of a three-year study of teacher and school responses to the introduction of environmental education (EE) as a new subject within the Taiwan national curriculum. School leaders and teachers were interviewed the year prior to the introduction of the new curriculum and during the first two years of implementation. Findings substantiate the importance of six themes (such as examination status and a university pathway) raised in elaborations of the traditional Layton/Goodson model. However, the complex community-school relationships and the value accorded in EE to community-based and even global action, as opposed to academic outcomes, highlighted the need for curriculum policy makers to consider expanding the traditional model with another five themes and most importantly introducing three particular themes. When seeking to promote the emergence of a holistic and integrative subject such as environmental education there is a need to also consider local environment involvement, the transformative nature of EE within whole school involvement, and linkages with a national cooperation network. Without these factors it appears EE may struggle to gain a place in the curriculum
Demand of Research and Development in Organic Farming in Europe. Paper prepared for the FAO-Workshop "Research Methodologies in Organic Farming" at the Forschungsinstitut für biologischen Landbau (FiBL), October 1998
This paper gives an overview of the state of research and extension in the countries of the EU and EFTA and a more detailed view of the situation in the German language region, including information on the transfer of research results into agricultural practice, the transfer of the needs of agricultural practice to research and the state of applied research. The International Federation of Organic Agriculture Movements (IFOAM) and its regional groups in Europe and their activities; needs in organic farming research from an IFOAM regional perspective, as well as European research networks are described.
For this paper a number of sources were used: Input came from the IFOAM regional groups as well as from experts on organic agriculture in the countries of Europe. For the situation in the German language region a survey was conducted among organic advisers and inspectors
Research on approaches to public funding and development of tertiary education within selected OECD nations
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The Role of Small, Comprehensive Universities in Regional Economic Development: Experiences from Two Nordic cases
In the recent past, expectations concerning universities have emphasised their active role as driving forces in industrial and regional development. Obviously, this challenge is especially demanding in the universities which have primarily focussed on traditional academic teaching and research activities, and which are located in regions suffering from structural problems. The paper investigates the experience of three Nordic universities, Aarhus in Denmark, Joensuu in Finland, and Tromsö in Norway, which are comparable in several respects. The triple helix framework is used as the theoretical point of reference. In particular, the investigation attempts to clarify the factors which condition the transformation of a university from the academic unit producing qualified labour force for the welfare state towards a policy actor in initiating new economic activities. Drawing from the comparison of the three cases, the conclusions focus on the realisation of a university?s local and regional development potential.
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Educational strategies in data journalism: A comparative study of six European countries
The article explores training programs in higher education with regard to data journalism from a multi-national perspective. By carrying out a comparative analysis in six European countries (Germany, Switzerland, the Netherlands, Italy, Poland, and the United Kingdom), it covers different models of media systems and journalistic cultures envisaged by Hallin and Mancini. Based on a desk review and in-depth interviews with instructors of data journalism in each country, the article identifies different approaches to the way data journalism is taught. In Europe, such programs are offered by four types of organizations: academic, vocational, professional, and civic. The role played by those organizations can be explained as a result of the peculiarities of national media systems. But there are also commonalities, for example, non-academic institutions (such as the European Journalism Center or the Center for Investigative Journalism) and major international news outlets (such as The Guardian and The New York Times) seem to take over a leading role in all of the analyzed countries. Generally speaking, data journalism education appears to be a very young discipline that frequently neglects fundamental journalistic topics such as ethical issues, transparency, accountability, and responsiveness although they are crucial in a journalistic field as sophisticated tools to reveal hidden aspects of reality
Are future L3-German teachers prepared to increase students' metacognition and crosslinguistic awareness in the multilingual classroom? An analysis of teacher education programs at Danish and Norwegian universities
The multilingual turn in Europe requires an adaption of foreign language teaching approaches. This study provides theoretical and empirical reasons to treat crosslinguistic awareness as a potentially beneficial metacognitive tool for multilingual language learners. Furthermore, it explores whether future foreign language teachers are introduced to crosslinguistic awareness as a teaching tool in university teacher education. A sample of 27 national and local documents concerning parts of German foreign language teacher education in Denmark and Norway were analyzed for concepts such as multilingualism, metacognition, and crosslinguistic awareness. The document analysis showed that the three main concepts appeared comparably across the countries, but the distribution within the countries differed across the levels of teacher education. In Denmark, the university level focused the most on the concepts. In contrast, the findings in Norway show a more significant level of multilingualism in the national subject curriculum for foreign languages that language teachers are expected to base their instruction on. Multilingualism was not referenced in the samples at the Norwegian university level. Regardless of the appearance of the concepts in both countries' documents, the findings are not conclusive as to whether crosslinguistic awareness is applied primarily as a learning tool for prospective teachers or whether it is promoted as a didactical tool for future teachers' teaching
State of the art of the project “innovative Public Organic food Procurement for Youth” (iPOPY)
The paper is part of the proceedings of an iPOPY seminar. The authors give an overview of the iPOPY project and its first results. This outline of the holistic research approach helps locate the challenges of the supply side of public organic food procurement for youth
The role of the ERENET Network in harmonizing university enterpreneurial education syllabuses in CEE
The paper presents the historical backround of the establishment of the Entrepreneurship research and Development network among the Central and Eastern European Universities - ERENET. It presents the basic declaration, its legal status, iam and main fields of activities. Special emphasis is given to strenghten the Central European Set of Values. It descrices the main projects carried our by ERENET and summariyes the major events. Last it referrs to the basic international relations of the organization.
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