排序方式： 共有9条查询结果，搜索用时 15 毫秒
1
1.
Fabio Giomi 《History of education》2015,44(3):274-292
This article explores the entanglement of gender, education and empire in Bosnia and Herzegovina during the Habsburg period throughout the analysis of a unique institution: Sarajevo’s Muslim Female School. Established at the very end of the nineteenth century, this pedagogical institution was the only school in Austria-Hungary specifically devoted to Muslim girls. The article begins by presenting the development of the Habsburg Empire’s educational policy in Bosnia after 1878 and demonstrates that it was deeply bound with its imperial ‘civilising mission’. Through an analysis of the programmes taught at Sarajevo’s Muslim Female School, the article detects the model of ‘Hapsburg Muslim femininity’ promoted by this institution. By investigating the reports the teachers sent to the authorities, it explores how this school was perceived by the Muslim population. The last section is devoted to the schoolgirls’ experience of this school, and especially to their access to the written word. 相似文献
2.
Jacqueline Darvin 《Literacy》2009,43(1):50-59
This article focuses on a bookmaking project that was conducted with pre‐adolescent Serbian and Bosnian girls at a summer camp outside Sarajevo, Bosnia in 2005. During this camp, children from Bosnia, Serbia and Croatia were brought together by the Global Children's Organisation to engage in a variety of activities, including conflict resolution, art, athletics and academics. The literacy workshops that were offered gave the children the opportunity to write, illustrate and construct their own books about topics such as peace, friendship and the preservation of nature in Bosnia. The workshops were conducted in English and Serbo‐Croatian, using a variety of pedagogical strategies. Upon completion of their books, the girls hosted a ‘story hour’ for the younger children at the camp and their stories were read aloud and discussed. This article explores the story telling of children in post‐war Bosnia (through writing samples) and discusses the powerful social component of literacy events and their ability to unite and heal disparate groups. Additionally, this article explores writing as a means of imagining a more hopeful future and how as writers, children are shapers of their own cultures and of their individual and collaborative identities within those cultures. 相似文献
3.
Angela Cannon 《Slavic & East European Information Resources》2013,14(4):181-198
This article traces the development of recent bibliographies of East European newspapers held by the Library of Congress. Since 2006 the European Division of the Library of Congress has placed ten newspaper bibliographies onto its website for the following countries: Bosnia and Herzegovina, Bulgaria, Croatia, Hungary, Hungary 1956, Kosovo, Macedonia, Montenegro, Russia, and Serbia, as well as a mixed newspaper/journal bibliography of the Soviet independent press, 1985–1992. The author covers topics such as the need for such bibliographies, their collection development benefits, the difficulty in maintaining their currency, and their popularity based on website statistics. 相似文献
4.
Philip Stabback 《Prospects》2007,37(4):449-467
The article addresses the issue of possible curriculum models in post-conflict countries, taking as an example the case of
Bosnia and Herzegovina between 1996 and 2004. Following the Dayton agreement, the education system in Bosnia and Herzegovina
was divided between 13 ministries administering different Bosnian, Serb and Croat cantons. Despite the functioning of some
central/federal bodies with education responsibilities, such as the Ministry for Civil Affairs, the divided system of education
governance created significant obstacles to the establishment of “national” quality and access frameworks encouraging national
unity and mobility. Over the last ten years, developing a basic education “core curriculum” has been a major emphasis of reform
efforts. This article focuses on issues such as the relative benefits of a common curriculum, a core curriculum and a curriculum
framework in addressing identified deficiencies in existing curricula and contributing to societal renewal and development.
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
| Philip StabbackEmail: Email: |
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
5.
The use of analogies in language teaching: Representing the content of teachers' practical knowledge 总被引：1，自引：0，他引：1
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the study drew from Shulman's notion of 'pedagogical content knowledge'; the perspective was the analogy-provider (e.g. teacher or textbook author). Eight lessons taught by eight different teachers were observed and analysed for the presence of analogies. The frequent use of analogies, continuously under discussion in the literature about science education, seems at least open to question. The research suggests that teacher education programmes for language teaching should include information about developing and evaluating instructional analogies. 相似文献
6.
Karen A. Rondestvedt PhD MLS 《Slavic & East European Information Resources》2013,14(4):350-358
The author traveled primarily to Sarajevo, Bosnia‐Herzegovina and Skopje, Macedonia. She attended the 4th International Convention of Slavicist Librarians in Sarajevo and visited the Sarajevo Book Fair. In both capitals she met with book vendors and visited bookstores and libraries. She also learned that travel between the successor states is more complicated now than before the breakup of close Yugoslavia. 相似文献
7.
《Slavic & East European Information Resources》2013,14(2-3):41-82
Abstract The article contains several sections, the first of which covers publishing in Bosnia and Hercegovina (including the Muslim-Croat Federation and Republika Srpska) throughout history, focusing on the period 1945-1998. The second section is devoted to a review of recent publications, which are broken down into (1) newspapers and periodicals that appear more frequently than monthly, (2) serials analyzed by subject, (3) significant monographic publications, and (4) a brief survey of publishers and collections. 相似文献
8.
Zrinka Štimac 《British Journal of Religious Education》2020,42(1):65-74
ABSTRACTThis paper analyses the context, emergence, organisation and curriculum of the school subject known as ‘Culture of Religions’ (Kultura religija), which is given as an example of good practice in the Toledo Guiding Principles of the OSCE. It was designed, piloted and to a certain extent introduced in state schools in Bosnia and Herzegovina by a collaboration of international organisations and institutions, together with representatives from various local organisations. This paper addresses the challenges and opportunities that render this school subject not only highly relevant but also a controversial issue of education policy today. 相似文献
9.
This report documents and compares two cases of pre-service elementary teachers’ beliefs about democracy and education for democracy in the USA and Bosnia and Herzegovina along with contextual factors influencing the similarities and differences among these beliefs. Findings suggest that US pre-service elementary teachers have a self-proclaimed lack of knowledge about democracy and primarily view citizenship education as a means to teach children how to get along. Conversely, Bosnian pre-service teachers hold more nuanced views of democracy and education for democracy, formed while their country transitioned from socialism towards democracy following a devastating civil war. Consequently, they focus on teaching children the skills and dispositions necessary for successful democratic citizenship to preserve their country. These divergent understandings of democracy within the two cases may hold potential benefits to teachers in both emergent and established democracies. Implications of these and other findings are discussed, as well as potential future research. 相似文献
1