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13489 results in Education, history, theory

Page 268 of 675

  • 4 - Globalization and the University: The Realities of the 21st Century

  • Book:
    The Future of Education in the UAE
    Published by:
    Emirates Center for Strategic Studies and Research
    Published online:
    05 November 2014
    Print publication:
    22 September 2014, pp 97-122

  • Summary

    There is no more globalized environment in the world than the United Arab Emirates (UAE). Located at the center of one of the world's most important regions and at a crossroad between East and West, the UAE and the Arabian Gulf in general has emerged in the past quarter century as a strategic global center. In addition, the UAE has a globalized population with a workforce coming from all parts of the world. Built originally on the basis of energy exports, the UAE is rapidly developing as a hub for higher education, medical care, financial services and emerging technologies.

    The UAE is subject to the forces of globalization. Despite its wealth and increasingly well-educated population, the region is subject to economic, political, and increasingly cultural and educational trends from abroad. The concern in this chapter is related to higher education—an area that is an excellent case study of globalization, since all of the UAE's higher education institutions have roots elsewhere; and the large majority of faculty members and often students are from abroad.

    The UAE's Context of Higher Education Globalization

    The UAE's higher education environment is both complex and highly globalized, perhaps to a greater extent than anywhere in the world. Here, broad globalization trends are being described and analyzed as the affect of higher education in a broad context, but it is worth briefly examining the UAE context.

  • 1 - Excellence, Creativity and Innovation in Education

  • Book:
    The Future of Education in the UAE
    Published by:
    Emirates Center for Strategic Studies and Research
    Published online:
    05 November 2014
    Print publication:
    22 September 2014, pp 13-40

  • Summary

    “The world is what we live; it will not change unless our way of thinking is changed”

    – Albert Einstein

    This paper forms part of the efforts to bridge cultural gaps and help develop procedures relevant to education so that science and technology are transferred, localized and used effectively in order to contribute to cultural activity and development. These efforts emphasize teaching productive thinking in general, and creative thinking in particular, and also find creative solutions to problems. This chapter will focus on eight key topics, namely:

    1. Talent and creativity: a cultural dichotomy.

    2. Developing effective learning environments.

    3. Educational excellence: creativity and innovation schools.

    4. Critical and strategic thinking as the keys to creativity.

    5. Education and learning based on problem solving.

    6. The role of teachers and family in educational excellence.

    7. Modern technological advancements: The Renzulli Learning System (RLS); and

    8. Law and legislature.

    Talent and Creativity: A Cultural Dichotomy

    The Significance of Science and Technology

    When dealing with matters of life and death, searching for the meaning of life, and facing threats to existence, humanity has responded by producing extensive knowledge and experience. In our time, this knowledge base is largely constituted by informatics: the use of computerized technology and the desire to know, test and identify the future in virtual space.

The Future of Education in the UAE
  • Innovation and Knowledge Production
  • Published by:
    Emirates Center for Strategic Studies and Research
    Published online:
    05 November 2014
    Print publication:
    22 September 2014
  • This book is based on the proceedings of the Fourth Annual Education Conference of the Emirates Center for Strategic Studies and Research (ECSSR), entitled 'The Future of Education in the UAE: Innovation & Knowledge Production' held on September 17-18, 2013. The aim of the Conference was to raise awareness of the growing importance of investment in human capital to build a knowledge-based society, values of citizenship, and the creation of skilled workforce to achieve sustainable development and the ability to compete globally. This volume supports the UAE's ongoing efforts to develop an effective and innovative education system that prepares its students and educational institutions to become the catalyst for innovative research, development and to allow the nation to progress in stature within the global economy. Presented here is a compilation of selected speakers' papers, which puts forward a clear and useful set of recommendations for future education policy, outlining the latest perspectives on educational reform, while experts from within the UAE aligned those ideas with the practical realities of the country's current education system. This provides an opportunity for a better understanding and greater awareness of the issues raised, and the development of appropriate solutions to meet the present and future challenges facing the development of the education system in the UAE.

  • 2 - Innovative School and Curriculum Design

  • Book:
    The Future of Education in the UAE
    Published by:
    Emirates Center for Strategic Studies and Research
    Published online:
    05 November 2014
    Print publication:
    22 September 2014, pp 41-66

  • Summary

    This paper explores key levers for developing the innovative school and curriculum design that is recognized in Abu Dhabi and across the world as being important for developing knowledge-based economies. In Abu Dhabi the emphasis on innovation is embedded in a number of strategic policies, including a call to build “an environment that fosters innovation, cultivates a healthy risk-taking culture and strengthens the research and development capacity” in the Abu Dhabi Economic Vision 2030 and a call for an economic model of growth “driven by knowledge and innovation” in the Vision 2021. The paper also explores strategies for supporting innovative school and curriculum design in a way that responds to and builds upon local strengths and challenges.

    The paper responds specifically to the challenges identified in Natasha Ridge's 2011 analysis of “the role of the curriculum in the creation of a knowledge-based economy in the UAE.” Ridge highlights pressures created by summative attainment goals, accountability and standardization and their effects upon the education system, and this paper examines evidence about particular strategies that are helpful in addressing these challenges; strategies that are also helpful in addressing some of the tensions described in some depth by Abdullatif Al-Shamsi's analysis of “school, curriculum and the knowledge economy” that was commissioned as part of the ECSSR's annual conferences.

  • 5 - The Impact of Branches of Foreign Universities in the UAE

  • Book:
    The Future of Education in the UAE
    Published by:
    Emirates Center for Strategic Studies and Research
    Published online:
    05 November 2014
    Print publication:
    22 September 2014, pp 123-152

  • Summary

    The world is in the midst of a great brain race, a global quest by nations to attract the best and brightest minds. The reason? There is now broad-based acknowledgment that higher education is at the heart of a nation's competitiveness. Colleges and universities are themselves economic drivers. More than that, they often produce the new knowledge that is at the heart of the innovations that drive the global economy, and produce the next generation of workers and leaders who will create the companies needed to take advantage of innovations and attract workers.

    Many developed nations, mostly in the West, have well-established higher education systems. These higher education systems emerged over decades, if not centuries, which puts many developing nations at a significant disadvantage to compete in an economic era driven by innovation. These countries do not have the time necessary to create a higher education system in the same way—i.e., by waiting years to develop the academic capital to compete with the established leaders. So, while investing in their own systems of higher education, they have also been sending their students abroad to be educated in countries with leading higher education systems, recruiting faculty members educated in those systems to teach locally, and/or developing partnerships between their institutions and leading institutions in other nations.

  • KEYNOTE ADDRESS

  • Book:
    The Future of Education in the UAE
    Published by:
    Emirates Center for Strategic Studies and Research
    Published online:
    05 November 2014
    Print publication:
    22 September 2014, pp 9-12

  • Summary

    To talk about youth is to talk about the future of our nation, and about defining the capabilities of our society to face a wide array of challenges whether economic, social, climate or energy, and the evolving transformation of society. It is also about defining our national identity in the age of globalization and regional and international competition, in addition to the challenges of human and economic development, which will require the development of well-balanced and creative individuals.

    When talking about the future, we feel proud that we live in a country that adopts an optimistic outlook to make the UAE influential and a central hub for the region and the whole world. Thus, it is natural to see the 4th Annual Education Conference – held under the patronage of His Highness Sheikh Mohammed bin Zayed Al-Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces and President of the ECSSR – look to promote strategies that encourage the contribution of our youth to the development process. Therefore, it is my honor to extend, in my name and on your behalf, thanks to His Highness Sheikh Mohammed bin Zayed for the generous patronage of this Conference.

    We are witnessing and experiencing the process of revival and a comprehensive development across the entire country, led by His Highness Sheikh Khalifa bin Zayed Al-Nahyan, the President of the UAE.

  • Chapter 8 - Experts and novices

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 130-148

  • Summary

    Chapter objectives

  • Understanding the transformation of novice to expert

  • Models of the development of expertise

  • Novice and expert teaching

  • Propositional and procedural knowledge

  • The knowledge base of teaching

  • Perry’s theory of intellectual and ethical development

  • Thinking skills, creativity and other higher order attributes

  • Bloom’s Taxonomy

    • Introduction

    ‘The innocent eye is blind.’

    Nelson Goodman

    We have discussed at length how our minds are formed by the context in which we operate, and that cultural ways of thinking and understanding become our own cognitive tools. We have also discussed the importance of knowledge in the formation of our minds. Our thoughts are composed of what we have learned; and our ability to understand the world, make decisions, solve problems and predict outcomes are dependent on what we know. We have also looked briefly at how what can look like a cognitive deficit is frequently a knowledge or strategy deficit – people can have difficulty doing the work expected of them because they lack necessary background knowledge and/or understanding about how to manage their own problem solving and task performance.

    Remember that Piaget regarded children as cognitively different from adults and less capable than them in a variety of ways. These differences he saw as due to ‘hardwired’ developmental stages that all children pass through as they grow. Research has shown that these stages are neither universal nor invariant, but other findings also offer a more satisfactory explanation for the differences we see in young children’s thought. Young children commence their lives as novices in all aspects of human existence.

  • Chapter 2 - Culture and education

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 30-47

  • Summary

    Chapter objectives

  • Cultural values and how these influence education

  • English-speaking cultures as being competitive individualist

  • Competition and education

    • Introduction: What do we value?

    The Introduction to this book noted the importance of understanding where the ideas that shape expectations about education and teaching come from. These are profoundly cultural in origin. It is worthwhile repeating that it is important for a teacher to understand the ‘where’ and ‘why’ of the expectations and demands placed upon the profession so that they are equipped to make informed decisions about whether and how to make changes to their practice.

    The ideas that underlie expectations of education do not occur as separate, isolated entities but as linked sets of concepts. Holding one value determines which others will be held, and also excludes the possibility of adhering to yet other sets of beliefs. This chapter will introduce a theory for understanding culture in the wider sense and will show how culture explains many of the current beliefs about education and how it should be conducted. One conclusion that can be drawn from this analysis is that teachers have a key role in keeping certain cultural values alive and protecting society against the extremes of our current, highly individualist, tendencies.

  • Chapter 6 - Memory processes: Making it stick

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 97-112

  • Summary

    Chapter objectives

  • Attention and memory

  • Meta-memory

  • Growing memory

    • Introduction: May I have your attention?

    Have you ever wondered why your students can remember the jingle to every ad on television but have no clue about the lesson you taught them yesterday? My own personal version is: why can I remember the telephone number of a classmate I last called when I was in Year 10, but currently have no notion where I’ve put my sunglasses? It’s all to do with how we remember (that is, learn) or, so very often, do not. Let’s start backwards, however, with forgetting, rather than remembering.

    There are two main processes in the human memory system: storage/encoding and retrieval. When these fail, forgetting is the result. The meaning of these terms is pretty obvious; but broadly, storage refers to the retaining of information and retrieval to the location and reactivation of the remembered material. Both processes are very important for learning and thus of particular interest to teachers. Research into memory provides some clues about how to maximise children’s learning. And maybe it can also help you to stop forgetting where you left your phone.

    Attention and memory

    The first place that memory can let us down is at the point of transfer from WM to LTM. Remember that WM has a limited capacity and that information held in it decays rapidly unless something happens to transfer it to long-term memory LTM. Failure to pay attention at the key moment means that information may not even reach the WM, but if it does it will disappear without trace. This explains your repeated failure to remember where your phone is and it also explains why your students have no idea about the instructions or information that you just conveyed, or tried to convey: attention was elsewhere at the key moment.

  • Chapter 1 - Ideas that shape thinking about teaching and learning

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 11-29

  • Summary

    Chapter objectives

  • What is teaching and what do we think we know about teaching?

  • Psychology’s contribution to knowledge about teaching

  • Inquiry learning

  • The social context of teaching

  • Culture and education

    • Introduction

    Much of what we think we know about learning is wrong.

    Reflection 1.1

    My father was a primary school teacher and for one reason or another I was enrolled, aged three, at the school where he was teaching. When he and I came home from school in the afternoon I would line up my dolls, my teddy and my two-year-old sister and ‘teach’ them. I must have had some success at this because one Saturday morning, while my father, sister and I were in a queue in the post office, my sister astonished the assembly by looking up at the perpetual calendar on the wall and proclaiming ‘S for snake, A for apple, T for Tommy’.

    Even three-year-olds, it would seem, know how to teach. Given that our species has relied on the passing down of knowledge from one generation to the next and appears to have done so quite successfully, people undoubtedly do understand something about how to teach, at least in a one-on-one situation, as it was with my sister and I in our ‘classroom’. The research evidence also suggests that human infants arrive ready-wired and indeed expecting to be taught. Even very young babies respond to signals from someone that information is about to be conveyed: they understand and respond appropriately to non-verbal indications that an instructive communication is about to commence (Csibra & Gergely, 2009).

  • Chapter 7 - Non-cognitive factors in school success

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 113-129

  • Summary

    Chapter objectives

  • Explaining people and their actions

  • Attribution theory

  • Patterns of attribution

  • Stereotype threat

  • Carol Dweck’s theory of mindsets

  • Other non-cognitive factors: Persistence, reliability, self-discipline and grit

  • Other labels to be wary of: ‘Learning styles’

    • Introduction: More to success

    There is no doubt that a good level of g – general intelligence – makes for an easier time in the demanding environment that is the school classroom. There is also little doubt that g alone won’t guarantee success. There is plenty of evidence that results on intelligence tests are not necessarily the best predictors of how someone will do after school. So, there is more to succeeding in school and afterwards than a hefty g.

    Rethinking Terman’s study of gifted children

    We have discussed, in Chapter 4, American psychologist Lewis Terman’s work in developing an English-language version of Binet’s intelligence test (the ‘Stanford Revision of the Binet-Simon Scale’). It was mentioned that Terman was convinced that intelligence is entirely genetic in origin. To explore this theory he ran a famous study, commenced in 1921, in which he followed sample groups of children, who had been identified as gifted, from childhood into mid-life. This study is often cited in support of the idea that life success is all about brainpower as measured on an IQ test. Certainly his sample group did very well in adulthood, with a solid record of creative and scientific achievement. They were also likely to have led stable lives, with a low rate of divorce; and their generally good adjustment and fine health, mental and physical, casts doubt on the stereotype of the gifted as being particularly, or indeed uniquely, vulnerable.

  • Introduction

  • Catherine Scott, University of Melbourne
  • Book:
    Learn to Teach
    Published online:
    06 August 2018
    Print publication:
    10 September 2014, pp 1-10

  • Summary

    What do you need to know, to teach well?

    What constitutes essential professional knowledge for teachers has been a topic for considerable debate. In Australia this has, at the time of writing, been settled through the implementation by the Australian Institute for Teaching and School Leadership (AITSL) of the Australian Professional Standards for Teachers. The Australian Standards have much in common with others that have been developed around the world; for instance, they feature three domains that are similar in content in most constituencies that have adopted teacher standards.

    According to the Standards, the three domains of teaching are:

  • Professional knowledge

  • Professional practice

  • Professional engagement.

    • Each domain is further subdivided into individual standards. Professional knowledge is constituted by:

  • Knowledge of students and how they learn

  • Knowledge of content and how to teach it.

    • Professional practice is constituted by knowledge of how to:

  • Plan for and implement effective teaching and learning

  • Create and maintain supportive and safe learning environments

  • Assess, provide feedback and report on student learning.

    • Professional engagement is demonstrated by the capacity to:

  • Engage in professional learning

  • Engage professionally with colleagues, parents/carers and the community.

    • The Standards are a good summary of essential teacher knowledge; however, I believe that there is another body of knowledge that is required to help teachers to become independent professionals who understand the expectations of and pressures on their occupation and also to help teachers to act as advocates for their profession. That key additional knowledge is an awareness of the cultural context of teaching and the origins of the ideas that shape or attempt to shape teaching and schools. Schooling is generally regarded as highly significant because of the role that it plays in moulding future citizens and thus society itself. Unsurprisingly there are as many prescriptions for getting education ‘right’ as there are for what constitutes a good society. A well-informed teacher should understand at least a little of the origin of these ideas, the better to recognise them when they come knocking disguised as the latest policy prescription, criticism of teaching or demand on schools.

Page 268 of 675