A Review of “Summer School in the Study of Old Books: Zadar,Croatia, 28th September to 2nd October 2009: Proceedings”     

Sonja Svoljšak 《Cataloging & classification quarterly》2013,51(1):64-66

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AWARDING CREDIT FOR NONCOLLEGIATE LEARNING IN ILLINOIS COLLEGES AND UNIVERSITIES     

Clifford L. Shisler  Sonja A. Eveslage 《Community College Journal of Research & Practice》2013,37(4):309-318

A survey of all Illinois community and senior institutions was conducted to determine which noncollegiate learning experiences are awarded credit. The survey showed that most institutions credit some kinds of noncollegiate learning, although the extent varied by validation modes. Public community colleges appear to be most receptive to crediting noncollegiate experiences, but overall, the awarding of credit appears to be related to the ease of using the validation mode and the length of time the system has been in use.  相似文献   

Interdisciplinary education in comprehensive school： Can a deep understanding occur？     

Sonja Andersson  Susanne Bergstrom-Nyberg  Martina Dumbrajs  Sivbritt Dumbrajs  Victoria Martelin  Tove Westerlund 《美中教育评论》2010,7(9):34-46

The authors investigate how disciplines at school. Interdisciplinarity can be addressing a topic that is too broad to be understanding of the topic, the process going an integrative approach can be applied to teaching of different defined as a process of answering a question, solving a problem or dealt with by a single discipline. In addition to an integrated on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students＇ social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools （Grades 1-9）. The research questions are： Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction？ Can they develop a deep understanding of the topic they are studying？ The authors plan to present story re-telling and visualization activities in groups concerning one theme： eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students＇ understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world.  相似文献   

The Cybrarian's Web 2: An A–Z Guide to Free Social Media Tools,Apps, and Other Resources     

Sonja Streuber 《Journal of Web Librarianship》2017,11(3-4):265-266

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The power of education: Education for all,development, globalisation and UNESCO     

Darko Štrajn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(5):721-723

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Shaping a gender equality policy in higher education: which human capabilities matter?     

Sonja Loots  Melanie Walker 《Gender and education》2015,27(4):361-375

South African institutions still confront gendered inequalities, irrespective of transformative national policies, compounded by the absence of a national gender equality policy for higher education. We therefore explore the potential of the capabilities approach (CA) to inform policy formation and argue for the development of a policy for higher education institutions based on opportunities for valuable functionings as the informational basis for gender equality. Using one university as our case study, data from 38 interviews with female and male students were analysed as part of a longitudinal study on Gender, Empowerment, Agency and Higher Education. The data reveal which opportunities these women and men find important for their personal development and directly and indirectly for gender equality. We conclude by discussing the implications of the data for stimulating public dialogues towards formulating a capabilities-based gender equality policy, as well as reflecting on the broader contributions the CA brings to policy development.  相似文献   

Otherness ‘without ostracism or levelling’: towards fresh orientations to teacher foreigners in early childhood education     

Sonja Arndt 《Educational Philosophy and Theory》2015,47(9):883-893

Abstract

This article attempts to conceptualise the notion of the foreigner in relation to immigrant early childhood teachers. Sparked by Kristeva’s challenge, to live with and as others without ostracism or levelling, it highlights tensions that arise in a juxtaposition of the Aotearoa/New Zealand early childhood curriculum document, Te Whāriki and other guidelines for cross-cultural practices, with perspectives on the foreigner and foreignness. Situated in the neoliberal sociopolitical and cultural landscape of Aotearoa/New Zealand, the analysis foregrounds and re-frames orientations towards immigrant teachers as they may play out in the early childhood realm. Kristeva’s insights into foreigners’ raw and intimate experiences provide a freeing lens to emphasise influences on and consequences of a foreigner’s otherness. While Kristeva’s challenge may be a never-ending story of a utopian future in education, its use in this analysis is intended to provoke an awareness of complex conceptualisations of foreignness and of tensions that could subvert the aim of working towards this, possibly elusive, ideal.  相似文献   

Stimulators and barriers towards social innovations in public libraries: Qualitative research study     

Ladislava Zbiejczuk Suchá  Eliška Bartošová  Roman Novotný  Jiřina Bělehradová Svitáková  Tomáš Štefek  Eva Víchová 《Library & information science research》2021,43(1):101068

Public libraries have a huge potential to be creators and facilitators of social innovation in communities and society. Qualitative research based on interviews with 27 librarians showed that social innovation in libraries can take the form of educational and cultural activities, leisure and networking activities and social support services. The main goal of the research was to find out what factors support and make these innovations difficult in public libraries. A four-layer model of barriers and stimulators for social innovation is presented, which includes structural, local, organizational and personnel levels. The model could serve to inform librarians, their stakeholders and governments about all levels of barriers and stimulators connected to innovation of library services and social re-positioning of public libraries in the future.  相似文献   

Content and knowledge provision service – a way to build intellectual capital in learning organizations     

Sonja D?Radenkovi?Email author  Vladan?Deved?i?  Jelena?Jovanovi?  Zoran?Jeremic 《知识管理研究与实践》2014,12(3):297-309

This paper presents the concept and the implementation of the Content and/or Knowledge Provision (CKP) service. The service is developed as a part of research within Intelligent Learning Extended Organization, an 7th Framework Program for R&D project in the area of technology-enhanced learning. The project aimed at enhancing cross-organizational Learning and Knowledge Building (LKB) practices at workplaces, leading to continuous growth of organization’s intellectual capital. By using the CKP service, employees can upload different kinds of knowledge assets into a knowledge repository, annotate them and (re-)discover relevant ones by performing semantic search over the knowledge repository. Hence, the service effectively serves as a content and knowledge-sharing facility and semantic search engine within a learning organization. Furthermore, CKP enables collaborative manipulation and annotation of knowledge assets in the repository, thus supporting all three components of intellectual capital.  相似文献   

Visions,Provisions and Reality: Political changes and education for democratic citizenship in Croatia     

VEDRANA SPAJIĆ-VRKAŠ 《Cambridge Journal of Education》2003,33(1):33-51

This paper is an attempt to describe and critically analyse the emergence and development of education that is directed at promoting citizens' empowerment and responsibility in the framework of political changes and democratic challenges that Croatia faces as a post-Communist and post-war country within a prospect of European integration. In the beginning, a short reference to a politically unstable, economically extremely unfavourable and culturally complex context of education for democratic citizenship is given. Following the vision/provision/implementation/evaluation rationale for achieving the expected results, the author addresses three main issues: the changes in the government's priorities for the period 1991-2001, with special emphasis on education; the implementation measures that support educational changes pertinent to the quest for citizens' empowerment; and their actual outcomes. The gap that exists between the visions and reality is explained as resulting from number of structural and psychological barriers that may be resolved through a more pronounced, coherent and co-ordinated development-oriented policy and implementation strategy based on consensus and commitment.  相似文献