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2012 - International Communication Association Pages: unavailable || Words: 6448 words || 
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1. Kim, Yonghwan. and Chen, Hsuan-Ting. "Social Media and Political Participation: The Mediating Role of Exposure to Cross-Cutting Perspectives and Like-Minded Perspectives" Paper presented at the annual meeting of the International Communication Association, Sheraton Phoenix Downtown, Phoenix, AZ, May 24, 2012 Online <APPLICATION/PDF>. 2018-09-25 <http://citation.allacademic.com/meta/p556251_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examines (1) how social media use (i.e., blogs and social network sites) influences individuals’ online political participation; and (2) the mediating role of exposure to political perspectives (i.e., cross-cutting exposure and exposure to like-minded viewpoints) in the relationship of social media use and online political participation. The results show that both blog and SNS use are positively related to online political participation. Most interestingly, exposure to like-minded perspectives mediates the relationship between individuals’ blog use and online political participation while cross-cutting exposure mediates the relationship between SNS use and participation.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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2. Crawford, Caroline. "Shifting Professional Perspectives: Engaging in Team-Based Video Conferencing as an Multiple Emphasis Approach towards Analysis, Shifting Perspectives, Digital Age Training, and Professional Representations of Self" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <APPLICATION/PDF>. 2018-09-25 <http://citation.allacademic.com/meta/p1170093_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Engaging video conference efforts within graduate coursework, specifically within a team group approach, supports several professional areas of emphasis, with professional strengths and shifting understandings of self within a community.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 845 words || 
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3. Nishizaki, Megumi. "Research on Curriculum Revision Process in Myanmar: Compare Project Team Members’ Perspective and Teachers perspective" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-09-25 <http://citation.allacademic.com/meta/p1217344_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In Myanmar, as the result of transformation from military leadership to civil society, the biggest education reform was started in early 2012. It is gradually demonstrating positive effects. However, Myanmar is still one of the world’s poorest countries. Its education system is not satisfied as many indicators still leg behind other ASEAN countries. According UNESCO, over 280 thousand children were out of primary school in 2014-15 although primary school education is compulsory. The net graduation ratio in primary school in 2014-15 was estimated to be 81.44%. The reasons why many children cannot enter the primary school and keep studying are mainly affordability and access (UNICEF, 2011). Moreover, Japan International Cooperate Agency points out that low quality of educational facilities and contents and inadequacy of teachers’ skill causes decreasing students’ motivation and their learning interests. It would be caused to increase retirement rate (JICA, 2013).

In order to improve quality of primary education, JICA has started and continued curriculum revision project since 2014, as ODA. The objective of this project is to create and introduce new textbooks and teachers’ guides for all of the primary school grades, from kindergarten to grade 5 with mainly the Child Centered Approach.

This paper identifies gaps in perception and needs between staffs in JICA’s curriculum revision project and public primary school teachers. There are three following research questions; 1) what kind of expectations and anxiety about the curriculum teachers hold; 2) what staffs who are engaged in JICA’s revision project have desire to this project; 3) how the new textbooks and teachers’ guides has been created. By comparing the results of the research question 1 and 2, it would be clarified the difference of consciousness between the JICA’s project staffs and public primary school teachers. Moreover, this paper examines whether there has the space room to reflect the opinions of teachers in the research question 3 .

So as to hear opinions directly from teachers and staffs in JICA’s project team, the author conducted a semi-structured interview with 15 members (4 different subjects and 2 professionals) and did 2 group interview, one of the group was 7 primary public school teachers working in Yangon, a urban area, and the other was 4 primary public school teachers working in Ayeyarwady, a rural area. At the same time, in order to clarify real curriculum revision process of this project, she did participant observation on JICA’s revision project team, observing a meeting on creating new Myanmar language textbook and teachers’ guide for grade 1 and 3 trial class observations.

Using qualitative data analysis on interview data, it was found that there are 2 groups of different opinion on the CCA in JICA’s project team. In curriculum revision project team, Japanese professionals and Myanmar staffs who also involved in the previous curriculum revision project implemented also by JICA put much value the CCA for learning to promote student’s understanding. On the other hand, Myanmar staffs participating in curriculum revision from this time began to change their attitudes for the CCA while they are participating in this project. Before participating this project, many of them worked as a public primary school teacher. As in the case with public primary school teachers who were interviewed on this research, it seems that they used authoritarian principle memorization method in their class and they appreciated it. They thought they do not need to change. Nevertheless, during working at this project with affected by professionals, they started getting understanding the importance of the CCA and felt the need to change themselves. In order to introduce and practice the new textbooks and teacher’s guides with grasping the meaning of the whole of new curriculum revision in primary school, all project members explained the need to change teachers.

In conclusion, it would be important to carefully pick up new members’ opinion in the process for creating new textbook and teacher’s guide. In spite that all of the project members told the importance to change the teachers, new staffs would learn the importance of the new curriculum by themselves and accept change they has made. They could lead a change process of other common primary school teachers. The originality of this study is to explain a change process that a common teacher became to set a vision and ideal education for both nation and children through understanding the meaning of curriculum revision.

References
Asian Development Bank (ADB) (2014). Myanmar: Unlocking the Potential. Manila: ADB.
Han, T. (2008). “Myanmar education: challenges, prospects and options”. Skidmore, M. and Wilson, T. eds., Dictatorship, Disorder and Decline in Myanmar. Australian National University E Press, pp.113-126.
Hayden, M., and Martin, R. (2013). “Recovery of the Education System in Myanmar.” Journal of International and Comparative Education, vol.2, Issue 2, pp.47-57.
Japan International Cooperation Agency (JICA) (2013). Final Report on Education Sector Information Collection and Verification Survey in Myanmar. Tokyo: JICA.
Sugiyama, R. (2013). National Curriculum Review in Myanmar. Technical Input for CESR Working Group. Tokyo: PADECO CO.Ltd.
United Nations Children’s Fund (UNICEF) (2011). Multiple indicator cluster survey 2009-10. New York: UNICEF.
United Nations Education, Scientific and Cultural Organization (UNESCO). Statistic Data. Available at http://data.uis.unesco.org/ [Accessed 1 October 2016].

2008 - ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES Pages: 39 pages || Words: 11105 words || 
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4. Johnson, Susan. "Teaching Global Perspectives to Students Lacking a Global Perspective" Paper presented at the annual meeting of the ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES, Hilton San Francisco, SAN FRANCISCO, CA, USA, Mar 26, 2008 Online <APPLICATION/PDF>. 2018-09-25 <http://citation.allacademic.com/meta/p253494_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Global Perspectives is a 100 level interdisciplinary general education course required of students at the University of Wisconsin-Whitewater. The course content includes international relations, international economics and human geography. The majority of students come to the class suspicious of the material and expressing a general disdain for the subject matter. This paper explores three techniques utilized by the author to better engage students in material they find quite “foreign”. The three techniques analyzed are personalized lectures, collaborative lectures and perspective simulations. Personalized lectures involve the integration of student responses to an anonymous survey into lecture material presented throughout the semester. Collaborative lectures require students to research and present information relevant to the topic at various points in a day’s lecture. The instructor is responsible for assigning the material and then integrating student research into the lecture at the appropriate times. Finally, perspective simulations ask students to place themselves into virtual realities where they are required to make decisions, often life and death decisions, and then analyze their decision-making process and reflect on the choices they have made. The analysis in this paper will illustrate how each of these three techniques increases student engagement and fosters the development of a global perspective.

2007 - American Sociological Association Pages: 23 pages || Words: 3967 words || 
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5. Hyun, Maria. "The Founding of Environmental Movement Organizations in Korea: Resource Mobilization Perspective and Institutional Perspective" Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 Online <PDF>. 2018-09-25 <http://citation.allacademic.com/meta/p183505_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In this paper, I examine what factors affect the foundings of environmental movement organizations (EMO’s) in Korea. As civil society grows up and social movements become more institutionalized, social movement organizations play more crucial roles in Korea. Environmental movements in Korea have also been institutionalized over the past 40 years. Since the first EMO, the Korean Association for Conservation of Nature was founded in 1963, the number of EMOs has increased exponentially. Between 20 and 30 EMOs has been founded every year since the 1990s. The foci of the environmental movements have become more specific as the field has developed. However, the strategies and tactics of the movements have been fairly general and unchanging over time. I employ resource mobilization theory and institutional theory to test the founding dynamics of the EMO considering various factors including political opportunities, resource availability, the expansion of environmental discourse, and participation in environmental activities in world society.

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