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Enhancing Laos Students' Understanding of Nature of Science
European Journal of Science and Mathematics Education Vol. 2, No. 2, 2014 119 Enhancing laos students’ understanding of nature of science in physics learning about atom for peace Phoxay Sengdala 1&2 , Chokchai Yuenyong1* 1Science Education Program, Faculty of Education, Khon Kaen University, Thailand 2Faculty of Education, National University of Laos, Vientiane, Lao PDR. For correspondence: [email protected] Abstract: This paper aimed to study of Grade 12 students’ understanding of nature of science in learning about atom for peace through science technology and society (STS) approach. Participants were 51 Grade 12 who study in Thongphong high school Vientiane Capital City Lao PDR, 1st semester of 2012 academic year. This research regarded interpretive paradigm. The intervention of STS physics provided 4 weeks of teaching about atom for peace through Yuenyong (2006) science technology and society (STS) approach. Students’ understanding of nature of science was interpreted through students’ worksheets, participant observation, students’ journal writing and informal interview. The findings revealed that students could reflect their ideas related to three aspects of nature of science. This included Socio‐cultural embeddedness, empirical basis, and subjectivity. The study has implications for NOS teaching in Lao PDR. Keywords: nature of science, Lao PDR, physics, STS Introduction Lao People’s Democratic Republic (Lao PDR) was established in 1975, after the fall of the Kingdom of Laos, following decades of war. The Constitution of Lao PDR, which was promulgated in 1991, recognizes the Lao People’s Revolutionary Party as the leading nucleus of the political system. The Government of Lao PDR (GOL) is taking a development approach that guarantees the rights of all citizens, while at the same time promoting national unity. -
Values Education and Teachers' Work: a Quality Teaching Perspective
VALUES EDUCATION AND TEACHERS’ WORK: A QUALITY TEACHING PERSPECTIVE ©Professor Terence Lovat The University of Newcastle NSW 2308 AUSTRALIA [email protected] Keynote Address at the National Values Education Forum, Australian Government Department of Education Science and Training, National Museum, Canberra, May 2005 **Nb. A version of this paper will appear in New Horizons in Education, volume 112 (2005) 2 VALUES EDUCATION AND TEACHERS’ WORK: A QUALITY TEACHING PERSPECTIVE Abstract In order for values education to become part and parcel of mainstream schooling, the closest possible links need to be found between it and the world of teachers and schools. Teaching has undergone a revolution over the past decade or so. Updated research into the role of the teacher has uncovered the true potential of the teacher (and, through the teachers, the school) to make a difference. Much of this research insight is captured in the notion of ‘Quality Teaching’, a perspective that speaks of intellectual depth, inter-relational capacity and self-reflection as being among the factors that characterize the kind of learning that makes a difference. There are important synergies between these perspectives and those of values education. Making these links has potential to release the true power of values education and to elevate it to a mainstream issue for all schools. The address will explore these links and demonstrate how other frameworks and resources available to teachers can be incorporated into a comprehensive and powerful values education for all schools. Introduction In order for Values Education to become part and parcel of mainstream schooling, especially in public systems, the closest possible links need to be found between it and the world of teachers and schools. -
A Case Study
Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research Spring 4-3-2020 Factors Influencing Hmong College Students’ ersistenceP and Retention in Laos: A Case Study Kou Xiong Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Higher Education Commons Recommended Citation Xiong, K. (2020). Factors Influencing Hmong College Students’ ersistenceP and Retention in Laos: A Case Study (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/463 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations Spring 4-3-2020 Factors Influencing Hmong College Students’ ersistenceP and Retention in Laos: A Case Study Kou Xiong Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Higher Education Commons CU Commons Citation Xiong, Kou, "Factors Influencing Hmong College Students’ ersistenceP and Retention in Laos: A Case Study" (2020). Ed.D. Dissertations. 439. https://commons.cu-portland.edu/edudissertations/439 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact [email protected]. -
Training and Development Model for Higher Education Institution in the Context of Lao P.D.R
International Journal of Learning and Development ISSN 2164-4063 2017, Vol. 7, No. 3 Training and Development Model for Higher Education Institution in the Context of Lao P.D.R Assoc. Prof. Dr. Shahren Ahmad Zaidi Adruce Director of Borneo Studies Institute, University Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia Dr. Zaimuariffudin Shukri Nordin Senior Lecturer, Faculty of Cognitive Sciences and Human Development University Malaysia Sarawak (UNIMAS), 94300 Koata Samarahan, Sarawak. Malaysia Khanthaly Sae Phimmasenh (Corresponding Author) Ph. D Researcher, Faculty of Cognitive Sciences and Human Development, University Malaysia Sarawak (UNIMAS), Malaysia, or Champasak University, Lao P.D.R Tel: 60-178-450-811 E-mail: [email protected] Received: May 29, 2017 Accepted: June 27, 2017 Published: July 5, 2017 doi:10.5296/ijld.v7i3.11304 URL: https://doi.org/10.5296/ijld.v7i3.11304 Abstract In the constantly changing environment, organizations have to find ways to maintain their competitive advantage. Training and development model for higher learning institution is one of the ways in which organization can find its competitive advantage because university lecturers being trained have more diverse set of knowledge and skills that will help to support the organization growth. This research tries to find out the suitable model for training of personnel. Initially, a detailed review about challenges to higher education in the context of Lao P.D.R in this matter is presented and then the research introduces a framework of a proposed model of personnel training in a higher learning institution. Keywords: Training, development model, higher education institution, training strength, training weaknesses, lifelong learning 1 http://ijld.macrothink.org International Journal of Learning and Development ISSN 2164-4063 2017, Vol. -
Analysis of Dynamics of High School Graduates Who Participated in the Unified National Test Kazakhstan
IEJME — MATHEMATICS EDUCATION 2016, VOL. 11, NO. 8, 3176-3186 OPEN ACCESS Analysis of dynamics of high school graduates who participated in the unified national test Kazakhstan Bakhtiyar Bakas uulua Yessengali Smagulov b a Kyrgyz Economic University, KYRGYZSTAN b I.Zhansugurov Zhetysu State University, KAZAKHSTAN ABSTRACT In 2013 it has been executed 10 years since the introduction of the Unified National Test for graduates of secondary schools in Kazakhstan in 2013. The higher education system in Kazakhstan has changed with the collapse of the Soviet Union, the transition to a market economy economic development. The number of higher education institutions keenly has increased. In 1991 the republic had 55 universities by universities peaked to 182 in 2001. Conducting Unified National Test for all 10 years since its introduction, accompanied by disputes about its feasibility and objectivity. Opponents of this system have argued that the tests is only a form of learning the curriculum, while the paramount importance should be attached to the quality of education. UNT defenders argue that the testing system - it is a well-established and effective form of graduate’s examination worldwide, and Kazakhstan as a part of the international community must comply with the advanced world standards. Since 2009, a growing number of graduates in the Kazakh language, and a sharp decline in graduates with Russian language of teaching. Thus, in the coming years we should expect an expansion of application areas of the Kazakh language due to the fact that increase the proportion of people who use the Kazakh language as the core. For 10 years, the UNT average score of rural schools graduates is lower than of city schools graduates. -
Kazakhstan 2004 Showed That Number of Prizes at International Contests
The Expert club “Strategic vision” and Association “Education for all in Kazakhstan” were commissioned by the United Nations Development Program for production of the National Human Development Report for 2004 UNDP is the UN’s global development network, advocating for change and connecting countries to knowledge, experience and resources to help people build a better life. We are on the ground in 166 countries, working with them on their own solutions to global and national development challenges. As they develop local capacity, they draw on the people of UNDP and our wide range of partners. Report materials could be reproduced in other publications, without prior permission of UNDP, provided proper reference is made to this publication The views expressed in this report are those of the authors and do not necessarily represent the views of UNDP Education for all: the key goal for a new millennium TABLE OF CONTENTS ABBREVIATIONS ...............................................................................................................................................................5 EXECUTIVE SUMMARY .....................................................................................................................................................6 FOREWORD BY DANIAL AKHMETOV THE PRIME MINISTER OF THE REPUBLIC OF KAZAKHSTAN ........................9 FOREWORD BY YURIKO SHOJI UN RESIDENT COORDINATOR/ UNDP RESIDENT REPRESENTATIVE ...............10 MESSAGE FROM THE AUTHORS ...................................................................................................................................11 -
Thesis Approval Form Nazarbayev University School of Sciences and Humanities
THESIS APPROVAL FORM NAZARBAYEV UNIVERSITY SCHOOL OF SCIENCES AND HUMANITIES NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА BY Leila Ramankulova APPROVED BY DR. Neil Collins ON 3rd May of 2020 _________________________________________ Signature of Principal Thesis Adviser In Agreement with Thesis Advisory Committee Second Reader: Dr. Spencer L Willardson External Reviewer: Dr. Phil Harris NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА by Leila Ramankulova A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Political Science and International Relations at NAZARBAYEV UNIVERSITY - SCHOOL OF HUMANITIES AND SOCIAL SCIENCE 2020 © 2020 LEILA RAMANKULOVA All Rights Reserved NATION BRANDING: AN INSTRUMENT OF SOFT POWER OR NATION-BUILDING? THE CASE OF KAZAKHSTAN ҰЛТТЫҚ БРЕНДИНГ: ЖҰМСАҚ ҚУАТ НЕ ҰЛТ-ҚҰРЫЛЫС ҚҰРЫЛҒЫСЫ? ҚАЗАҚСТАН ҮЛГІСІ НАЦИОНАЛЬНЫЙ БРЕНДИНГ: ИНСТРУМЕНТ МЯГКОЙ СИЛЫ ИЛИ НАЦИОНАЛЬНОЕ СТРОИТЕЛЬСТВО? ПРИМЕР КАЗАХСТАНА by Leila Ramankulova Principal Adviser: Dr. Neil Collins Second Reader: Dr. Spencer L Willardson External Reviewer: Dr. Phil Harris Electronic Version Approved: Dr. Caress Schenk Director of the MA Program in Political Science and International Relations School of Humanities and Social Sciences Nazarbayev University May 2020 v Abstract Nation branding is a process by which countries seek to create an attractive image and manipulate its external perception. The process of branding a nation involves a broad array of activities from an advertisement on TV and journals to much more extensive public diplomacy initiatives. -
ED 206 7,6 AUTHOR V Understanding Laotian People
DOCU5ANT RESUME ED 206 7,6 OD 021 678 AUTHOR V Harmon, Roger E. and Culture. TITLE Understanding Laotian People, Language, Bilingual Education ResourceSeries. INSTITUTION Washington Office of the StateSuperintendent of Public Instruction, Olympia. SPONS AGENCY Office of Education (DREW)Washington, D.C. PUB.DATE (79) NOTE 38p. ERRS PRICE MF11/PCO2 Plus Postage. DESCRIPTORS *adjustment (to Environment): AsianHistory: Bilingual Education; Comparative Education;*Cultural Influences: Elementary SecondaryEducation; English (Second Language): *Laotians: *Refugees;*Second Language Instruction ABSTRACT This is a guide for teachersand administrators to familiarize them with the Laotianpeople, language and culture. The first section contains a brief geographyand history of Laos, a discussion of the ethnic and lingustic grpupsof Laos, and information on the economic andreligious life of these groups. Section two describes the Laotianrefugee experience and considers life in the some of the adjustmentsLaotians must make for their new United States. This section alsoexplains elements of the international, national and local supportsystems which assist Indochinese refugees. Sectionthree gives a brief history ofthe educational system in Laos, andthe implications for educational Suggestions for needs of Laotians nowresiding in the United States. working with Laotianp in'the schoolsand some potential problem areas of the are ale) covered. Thelast section presents an analysis Laotian language. Emphasis isplaced on the problems Laotianshave with English, -
An Introduction to Teaching English Effectively in Laos
An Introduction to Teaching English Effectively in Laos Hannah Owh TEACHING ESOL PROFESSOR ROBIN RHODES-CROWELL 05/06/19 1 Abstract Laos has a complicated political, social, and educational history that educators looking to teach here should be conscious of. It was not until 1953 that Laos gained its independence from France and not until 1975 that the civil war ended, leaving the communist party, Pathet Lao, in power. Before this system was put into place, Laos was divided into regions with many dialects being spoken by the various ethnic communities throughout the country with French as the language of the elite. In recent years, there has been an increase in English learning in schools to increase globalization. Anyone interested in teaching in Laos must be prepared to overcome the challenges that accompany the recent political and cultural challenges, as well as the rurally based, underserviced areas within the country. Because English is often taught in many different settings outside of the school system, students will vary in cultural background, age, and religion as English is often a voluntary supplemental activity taken through language schools and at the university level. With the varying demographics, teachers need to be prepared to adjust their teaching based on cultural and linguistic characteristics as, especially in Laos, research has shown that the use of L1 in the classroom can accelerate English learning (Latsyanphone, 2009). All of these considerations should be taken into account by teachers looking to teach EFL in Laos to improve teacher effectiveness. Historical and Educational History In recent years, Laos has undergone many changes that have affected numerous aspects of the Laotian people’s lives including culturally, socioeconomically, and linguistically. -
Zhanat Kundakbayeva the HISTORY of KAZAKHSTAN FROM
MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN THE AL-FARABI KAZAKH NATIONAL UNIVERSITY Zhanat Kundakbayeva THE HISTORY OF KAZAKHSTAN FROM EARLIEST PERIOD TO PRESENT TIME VOLUME I FROM EARLIEST PERIOD TO 1991 Almaty "Кazakh University" 2016 ББК 63.2 (3) К 88 Recommended for publication by Academic Council of the al-Faraby Kazakh National University’s History, Ethnology and Archeology Faculty and the decision of the Editorial-Publishing Council R e v i e w e r s: doctor of historical sciences, professor G.Habizhanova, doctor of historical sciences, B. Zhanguttin, doctor of historical sciences, professor K. Alimgazinov Kundakbayeva Zh. K 88 The History of Kazakhstan from the Earliest Period to Present time. Volume I: from Earliest period to 1991. Textbook. – Almaty: "Кazakh University", 2016. - &&&& p. ISBN 978-601-247-347-6 In first volume of the History of Kazakhstan for the students of non-historical specialties has been provided extensive materials on the history of present-day territory of Kazakhstan from the earliest period to 1991. Here found their reflection both recent developments on Kazakhstan history studies, primary sources evidences, teaching materials, control questions that help students understand better the course. Many of the disputable issues of the times are given in the historiographical view. The textbook is designed for students, teachers, undergraduates, and all, who are interested in the history of the Kazakhstan. ББК 63.3(5Каз)я72 ISBN 978-601-247-347-6 © Kundakbayeva Zhanat, 2016 © al-Faraby KazNU, 2016 INTRODUCTION Данное учебное пособие is intended to be a generally understandable and clearly organized outline of historical processes taken place on the present day territory of Kazakhstan since pre-historic time. -
Trends, Issues and Challenges in Teaching Values Education
“Education without values, as useful as it is, seems rather to make man a more clever devil.” – CS Lewis Values are what a person considers to be important in his life and one’s values set the direction for which he/she lives. Values education, in the words of one of our experts in Values Education is “the development of a person committed to building a free, democratic, peaceful, and progressive nation.” (1) self actualization, people imbued with a sense of human dignity; (2) a sense of responsibility for community and environment, self- discipline; (3) productivity, contributory to the economic security and development of the family and nation; (4) a deep sense of nationalism, commitment to the progress of the nation and to global solidarity; and (5) an abiding faith in God and spirituality. (1) be oriented towards the whole learner; (2) consider the unique role of the family in personal development and integration into society and the nation; and (3) recognize and emphasize the role of teachers who themselves must possess a proper sense of values and respect for the person of the student. These are beautiful words, goals and aspirations. They are worth aspiring for. Let us look at them for a moment.,. (1986-1993) A glance at our newspapers today speak a lot of what we are now as a society. This is confirmed by what we hear on radio news as well as what we see and hear on our television sets. Perhaps some of us here in this audience are victims of unsavory experiences caused by so-called lawless elements or even educated people both from public and private schools. -
Values Education in American Public Schools
VALUES EDUCATION IN AMERICAN PUBLIC SCHOOLS: AN OVERVIEW WITH IMPLICATIONS FOR THE FUTURE by DOUGLAS STEPHENS ESKEW (Under the Direction of Jo Blase) ABSTRACT In the history of the American public school, teachers have consistently played a major role in the transmission of values and that function continues today. Yet there is a great deal of conflict in the arena of values education over the question : Which values are to be taught? Following the traditional Rankean historicist method of historical research, this study features a detailed examination of the history of values education in the United States as well as the philosophy of those involved in selecting the values to be taught. The focus is upon the differing views between those of a more conservative paradigm who consider themselves traditionalists and those with a more liberal paradigm who consider themselves multiculturalists. Included is an overview of current policies and practices and a presentation of values education principles and practices across the nation that have potential to unite Americans of all perspectives. INDEX WORDS: Character Education, Civic Education, Traditionalism, Multiculturalism, Higher Law, Natural Rights, Rule of Law, Democratic Values, Relativism, Absolutes, Race, Sexuality VALUES EDUCATION IN AMERICAN PUBLIC SCHOOLS: AN OVERVIEW WITH IMPLICATIONS FOR THE FUTURE by DOUGLAS STEPHENS ESKEW B.A., Augusta College, 1977 M.Ed. University of Georgia, 1980 A Dissertation Submitted to the Graduate Faculty of the University of Georgia In Partial Fulfillment