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Bibliography of Education, 1911-11
I UNITEDSTATESBUREAU ,OFEDUCATION 657 BULLETIN, 1915, NO. 30 - - - WHOLE NUMBER BIBLIOGRAPHYOFEDUCATION FOR 19,1 1-1 2 a at, Ab. WASHINGTON GOVERNMENT PRINTINGOFFICE 1915 ADDITIONAL COPIES PIMLICATION MAT DR PROCUREDFROM THE '1:PERIN-TENDERT OrDOCUMENTS GOVERNMENT PRINTING OPTICS WASHINGTON, D. C. AT 2O CENTS PER COPY 205570 .A AUG 28 1918 athl 3 a -3g CONTENTS. i9IS 30 -3 8 Generalities: Bibliography Page. New periodicals 7 9 Pulaications of associations, sociefies, conferences,etc. National State and local 9 14(i' Foreign 23 International Documents 23 Encyclopedias 23 24 History and description: General Ancient 24 25 Medieval 25 odena 25 United States . Ge.neral 25 Public-school system 28 Secondary education 28 Higher or university education 29 National education association 30 Canada s 30 South AmericaWest Indies 31 Great Britain 31 Secondary education 32 Higher or university education 32 Austria 32 France 33 Germany 33 Higher or university education 34 Italy Belgium 35 Denmark 35 Sweden 35 Iceland 35 Switzerland 35 Asia 35 .China 35 India Japan 38 Now Zealand 38 Philippine Islands 38' Biography 37 Theory of education 38 Principles and practice of teaching: General 42 Special methods of instruction 44 Moving pictures, phonographs, etc 44 Methods of study.. 45 Educational psychology 45 Child study 48 Child psychology 49 Plays, games, etc 49 4 CONTENTS. Principles and practice of teachingContinued. Pais. Kindergarten and primary education 50 Montessori method 52 Elementary or common-school education 54 Rural schools. 54 Curriculum. 57 Reading . 58 Penmanship 58 . Spelling 58 Composition and language study 59 Languages 59 History 59 Geography 59 Nature study and science 60 Arithmetic . -
The Quebec Education Program (QEP) Makes up the Core Curriculum for Elementary and Secondary School Students
The Quebec History and Citizenship Education Curriculum and the Benchmarks of Historical Thinking (BHT): Convergence and Divergence David Lefrancois and Stephanie Demers The Quebec Education Program (QEP) makes up the core curriculum for elementary and secondary school students. It is divided according to levels (elementary and secondary), then according to cycles. Consequently, there is one elementary curriculum and two secondary curricula (one for the first cycle – grades seven and eight, known as secondary one and two, and another for the second cycle, grades nine through eleven, known as secondary three to five). In terms of structure and prescriptions, differences between the two secondary school curricula are minor. The only significant differences relate to content: the social phenomena which are studied change from one cycle to the next. The QEP structures the aims, objects and content of the Quebec history program. The Benchmarks of Historical Thinking (BHT), on the other hand, are not part of a curriculum, but rather make up a series of key reference points for evaluating what students should be able to accomplish in learning history. Collectively, they represent structural, cognitive concepts of historical thinking. Examples of tasks centred on the Benchmarks concepts illustrate what to expect of students putting them into practice. 1. Conceptions of history and the purpose of teaching history There exists some convergence in the aims put forth by the QEP and that of the BHT, particularly in regards to students building their identity and worldview, as well as in the development of skills or intellectual and critical competencies. Where these two programs diverge is in the origins of their theoretical foundations. -
Ms.Mabelbianco Argentina E.Pdf
Biographical data form of candidates to the Committee on the Elimination of Discrimination against Women Name (family name, first name): Bianco, Mabel Beatriz Nationality: Argentinean Date and place of birth: 1 April 1941 – Buenos Aires City, Argentina Working languages: Spanish, English, Portuguese, French. Current position/function: Mabel Bianco is President of Fundación para Estudio e Investigación de la Mujer –FEIM- and is member of the UN WOMEN Regional Office Advisory Group and founder and Co-Chair of the Committee of NGOs on CSW from Latin America and the Caribbean. FEIM was created by Mabel Bianco in 1989 and works to improve women’s status in Argentina, Latin America and the Caribbean and globally. She is Chair of the GCWA Advisory Group. Main professional activities: She was Associate Professor in the Public Health School at UBA and in the School of Medicine in Universidad de El Salvador (1967-85). She was founder and researcher and Chief of Research Department of the Epidemiological Research Center (1978-85). In 1984, she created the Women, Health and Development Program in the Argentine National Ministry of Health and in 1985-89 she was National Director of the International Affairs Office of such Ministry. In 2000 she was Chief of National Program of HIV/AIDS and STDs at the National Ministry of Health and World Bank-supported project LUSIDA. She has been advisor of UN agencies: PAHO/WHO, UNFPA, UNICEF, UNAIDS and UNDP. She has also integrated research groups at regional and international level as advisor for international foundations and board member in different organizations. She participated in UN regional and global conferences and was part of the Argentine delegation in many of them. -
Psychology: an International 11
WOMEN'S STUDIES LIBRARIAN The University ofWisconsin System EMINIST ERIODICALS A CURRENT LISTING OF CONTENTS VOLUME 13, NUMBER 3 FALL 1993 Published by Phyllis Holman Weisbard Women's Studies Librarian University of Wisconsin System 430 Memorial Library / 728 State Street Madison, Wisconsin 53706 (608) 263-5754 EMINIST ERIODICALS A CURRENT LISTING OF CONTENTS Volume 13, Number 3 Fall 1993 Periodical literature is the cutting edge of women's scholarship, feminist theory, and much ofwomen'sculture. Feminist Periodicals: A Current Listing of Contents is published by the Office of the University of Wisconsin System Women's Studies Librarian on a quarterly basis with the intent of increasing pUblic awareness of feminist periodicals. It is our hope that Feminist Periodicals will serve several purposes: to keep the reader abreast of current topics in feminist literature; to increase readers' familiarity with a wide spectrum of feminist periodicals; and to provide the requisite bibliographic information should a reader wish to subscribe to ajournal or to obtain a particular article at her library or through interlibrary lOan. (Users will need to be aware of the limitations of the new copyright law with regard to photocopying of copyrighted materials.) Tabie of contents pages from current issues of majorfeminist journals are reproduced in each issue ofFeminist Periodicals, preceded by a comprehensive annotated listing of all journals we have selected. As pUblication schedules vary enormously, not every periodical will have table of contents pages reproduced in each issue of IT. The annotated listing provides the following information on each journal: 1. Year of first publication. 2. Frequency of pUblication. -
Quebec Education: the Unfinished Revolution
Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit ment to change, an engagement in the technology and econ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi tional assumptions on which the English Quebecer has oper ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur . -
A Just and Healthy Life: Every Woman's Right
INTERNATIONAL WOMEN’S HEALTH COALITION A JUST AND HEALTHY LIFE: EVERY WOMAN’S RIGHT ANNUAL REPORT 2007 MISSION The International Women’s Health Coalition (IWHC) promotes and protects the sexual and reproductive rights and health (SRRH) of all women and young people, particularly in Africa, Asia, and Latin America, by helping to develop effective health and population policies, programs, and funding. VISION Social and economic justice, the foundations of global well-being, can only be achieved by ensuring women’s human rights, health, and equality. Accordingly, IWHC envisions a world in which women: • are equally and effectively engaged in decisions that concern their sexual and reproductive rights and health; • experience a healthy and satisfying sexual life free from discrimination, coercion, and violence; • can make free and informed choices about childbearing; • have access to the information and services they need to enhance and protect their health. THEORY OF CHANGE Global progress on SRRH requires effective participation by local leaders, advocates, service providers and, especially, women and young people. The Coalition bridges two worlds: the powerful global actors that determine policies and funding for health in low- and middle-income countries, and women and young people affected by their decisions. Persuading those who control global and national policies and budgets to invest in girls and women, particularly in vital but politically contentious matters of sexuality and gender equality, requires: • women and youth leaders with vision, skills, and strong organizational bases who can both access mainstream institutions and mobilize civil society; • multiple, powerful stakeholders from diverse constituencies who are willing and able to contribute to building consensus on actions for SRRH and to work together in pluralistic alliances; and • skilled, evidence- and experience-based advocacy to generate political will for action. -
Can the Reggio Emilia Approach Help with the Implementation of the New Quebec Curriculum?
ADAPTING TO CHANGE: CAN THE REGGIO EMILIA APPROACH HELP WITH THE IMPLEMENTATION OF THE NEW QUEBEC CURRICULUM? PAULINE MESHER & HELEN AMORIGGI McGiII University ABSTRACT. Educators in Quebec are faced with implementation of a curricu lum reform, which places particular emphasis on young children's learning. One of the most highly regarded approaches to early childhood education is the Reggio Emilia approach, which began in Italy after the Second World War. Documentation of the success of this approach reveals imaginative and creative work produced by three-, four- and five-year-old children. The Reggio Emilia approach has significant similarities to the new Quebec curriculum. These include building on children's previous experiences; allowing children to set goals for themselves and decide on choice of projects; and drawing on a variety of 'languages' to represent children's ideas (e.g. artistic, verbal, or symbolic). In this article, we explore three relevant components of the Reggio Emilia approach which could assist in the impIe mentation of the new Quebec curriculum: 1) the environment, 2) project based learning, and 3) documentation. AJUSTEMENT AU CHANGEMENT: LA DÉMARCHE DE REGGIO EMILIA PEUT-ELLE CONTRIBUER À LA MISE EN ŒUVRE DU NOUVEAU CURSUS DU QUÉBEC? RÉSUMÉ. Les éducateurs du Québec sont tenus de mettre en œuvre une réforme du programme scolaire qui attache plus d'importance à l'apprentissage des jeunes enfants. L'une des méthodes d'enseignement préscolaire particulièrement prisées est la méthode de Reggio Emilia, qui a débuté en Italie après la Deuxième guerre mondiale. Le succès de cette méthode est attesté par des œuvres imaginatives et créatives conçues par des enfants de trois, quatre et cinq ans. -
Learning Aprendizaje
Twenty-fifth International Conference on Learning Education in a Time of Austerity and Social Turbulence 21–23 JUNE 2018 | UNIVERSITY OF ATHENS | ATHENS, GREECE | THELEARNER.COM XXV Congreso Internacional de Aprendizaje La educación en un tiempo de austeridad y tumulto social 21–23 DE JUNIO DE 2018 | UNIVERSIDAD DE ATENAS | ATENAS, GRECIA | SOBREAPRENDIZAJE.COM Twenty-fifth International Conference on Learning “Education in a Time of Austerity and Social Turbulence” 21–23 June 2018 | University of Athens | Athens, Greece www.thelearner.com www.facebook.com/TheLearnerResearchNetwork @onthelearner | #ICL18 Twenty-fifth International Conference on Learning www.thelearner.com First published in 2018 in Champaign, Illinois, USA by Common Ground Research Networks, NFP www.cgnetworks.org © 2018 Common Ground Research Networks All rights reserved. Apart from fair dealing for the purpose of study, research, criticism, or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected]. Common Ground Research Networks may at times take pictures of plenary sessions, presentation rooms, and conference activities which may be used on Common Ground’s various social media sites or websites. By attending this conference, you consent and hereby grant permission to Common Ground to use pictures which may contain your appearance at this event. Designed by Ebony Jackson and Brittani -
Policy on Educational Success a Love of Learning, a Chance to Succeed
POLICY ON EDUCATIONAL SUCCESS A LOVE OF LEARNING, A CHANCE TO SUCCEED POLICY ON EDUCATIONAL SUCCESS A LOVE OF LEARNING, A CHANCE TO SUCCEED This document is available on the Ministère’s website at education.gouv.qc.ca. © Gouvernement du Québec Ministère de l’Éducation et de l’Enseignement supérieur ISBN 978-2-550-78835-5 (version imprimée) ISBN 978-2-550-78836-2 (PDF) (English edition: ISBN 978-2-550-78838-6) Legal deposit – Bibliothèque et Archives nationales du Québec, 2017 MESSAGE FROM THE PREMIER In Québec, education is a priority. Indeed, it is the key required to build a more prosperous and innovative society. In a changing world, it is a quintessential asset needed to meet challenges associated with all sectors of activity, to ensure the well-being of the population and to increase prosperity both individually and as a society. However, our education system, like our society, must adapt to the changes that each new generation brings. To provide Québec with an educational model for the 21st century, our government has toiled daily to more effectively manage our public finances and develop our economy. This has given us much greater latitude to make substantial new investments in school renovations and to offer the best possible services to our young people, both today and in the future. We have also embarked on a major review process centred on the idea of educational success. What must we do, we asked, to ensure that each young person has the means to develop his or her full potential in school and, subsequently, to contribute fully to our society? During the public consultations held in the fall of 2016, everyone had an opportunity to express their views on the matter. -
Theory, History, and Practice of Education: Fin De Siècle and a New Beginning
Reginald Edwards McGill University Theory, History, and Practice of Education: Fin de siècle and a new beginning Abstract The history and development of normal schools is traced through a summary of events that transpired in France, the United States, Britain, and Canada. The author examines the roots of several systems ofteacher training and identifies specifie institutions (normal schools) that played an important role in bringing to McGill University key persons interested in the training of teachers. Much of the article is devoted to linking the diverse influences that culminated in the establishment of the McGill Normal School, the Macdonald CollegeforTeachers, and the Macdonald Chair ofEducation. Whilethearticle outlines the history of McGill's role in teacher education in Quebec and Canada, it also gives a broad perspective on the history of normal schools in Europe and North America, and their influences on teacher education today. Résumé L'histoire et le développement des écoles normales est retracée par un résumé des événements qui se sont produits en France, aux États-Unis, en Grande-Bretagne et au Canada. L'auteur analyse les racines de plusieurs systèmes de formation des maîtres et se penche sur certains établissements (écoles normales) qui ont contribué àfaire venir à l'Université McGill des personnes clés s'intéressant à la formation des maîtres. Une bonne part de l'article est consacré aux diverses influences qui ont abouti à la création de la McGill Normal School, du Macdonald Collegefor Teachers et de la Chaire Macdonald des sciences de l'éducation. Si l'auteur dresse l'historique du rôle joué par McGill dans laformation des maîtres au Québec et au Canada, il propose une vue d'ensemble plus étendue de l'historique des écoles normales en Europe et en Amérique du Nord et de leurs incidences sur laformation des maîtres telle qu'elle est dispensée aujourd'hui. -
Inter-American Commission of Women Executive Committee
INTER-AMERICAN COMMISSION OF WOMEN EXECUTIVE COMMITTEE 2019-2022 OEA/Ser.L/II.5.33 FIRST REGULAR SESSION CIM/CD/doc.3/19 Rev.1 Medellín, Colombia June 17th 2019 June 26th 2019 Original: Spanish OBSERVATIONS RECEIVED ON THE APPLICATIONS FOR THE POSITION OF EXECUTIVE SECRETARY OF THE INTER-AMERICAN COMMISSION OF WOMEN (Draft) Introduction The hiring process for the Executive Secretary of the Inter-American Commission of Women (CIM) is governed by its Statute,1 specifically Chapter VII, articles 28 to 30. In this context and following the process outlined: A. On April 2, 2019, employment announcement LT-EO/24/19 was published on the OAS website until May 12,2 2019, thereby fulfilling the 30 days required by the Statute of the CIM (Article 30, paragraph a). B. The Sixth Regular Session of the Executive Committee of the CIM 2016-2019 was convened for May 6, 2019 in the Dominican Republic, in order to conduct interviews with a list of candidates, classified by the CIM Executive Committee according to their level of compliance with the requirements specified in the job announcement (article 30, subparagraph b). C. Once the interviews were conducted, the profiles of all the interviewed candidates were published on the CIM website (http://www.oas.org/en/cim/executivesecretary.asp) for a period of 30 days, until Friday, June 14, in order to receive comments on the applications from Member States and civil society (Article 30, paragraph b) D. At the end of this period, the Executive Committee of the CIM 2019-2022 will meet on June 26, 2019 in Medellín, Colombia, to select, by majority, a short-list of three candidates to be sent to 1 Available at: http://www.oas.org/en/cim/docs/CIMStatute-2016-EN.pdf 2 Faced with the decision of the General Secretariat of the OAS, not consulted previously with the Executive Committee of the CIM, to extend the deadline for receiving applications from May 2 to May 12, 2019, twelve (12) additional applications were received. -
Historical Background of the English-Language Cegeps of Quebec
Reginald Edwards McGili University Historical Background of the English-Language CEGEPs of Quebec Abstract This article presents a detailed background of the political and social changes that existed before and during the time that Quebec' s CEGEP system came into existence. The objective of the article is ta proville both a general history of the educational changes in Quebec in the 1960s (and the subse quent opening ofthe French-language CEGEPs) and the eventual opening of Dawson College, the first English-language CEGEP, in September 1969. Commentary on political, social, and economic conditions add additional insights into Quebec' s present college and university education. Résumé Cet article décrit de façon détaillée le contexte tks modifications politiques et sociales survenues qvant et pendant la mise en place du réseau tk cégeps au Québec. L'article vise à retracer tk façon générale les change ments survenus dans le domaine tk l'éducation au Québec au cour~ tks années 60 (qui ont mené à la création tks cégepsfrancophones) ainsi que la création du Coll~ge Dawson, premier cégep anglophone, en september 1969. L'examen tk la conjoncture politique, sociale et économique tk cette périotk nous permet tk mieux comprendre l'enseignement collégial et universitaire actuellement dispensé au Québec. "Great Oaks from Little Acorns Grow" is a statement redolent of Horatio Alger or Samuel Smiles, a phrase once beloved of entrepreneurs, business sehools, and commercial intere8ts; it was seldom applied to educa tional matters, nor to changes within educational systems. Nevertheless two Orders in Council, devices used by governments to proceed without public McGill Journal of Education, Vol.