Impacts of the National Green Corps Program (Eco‐Clubs) on students in India and their participation in environmental education activities

India’s National Green Corps (NGC) Eco‐Clubs are a unique opportunity to educate youth about environmental issues. NGC objectives include: (1) educate children about their immediate environment by increasing awareness; (2) impart knowledge about eco‐systems, their interdependence and need for survival, through visits and demonstrations; (3) mobilize youth by instilling a spirit of scientific inquiry into environmental problems; and (4) involve youth in active environmental preservation efforts. In 2005–2006, Eco‐Clubs existed in nearly 68,000 schools across India representing 150 Eco‐Clubs per district. During the 2007–2008 school year, the number of Eco‐Clubs increased to approximately 97,000 in 519 districts. The purpose of the study reported here was to document and evaluate the effectiveness of Eco‐Clubs and assess their organizational framework. An extensive document review of secondary data was employed and focus group interviews were conducted in two locations. Findings show that the partnership programs developed by schools with non‐governmental organizations to propel the Eco‐Club concept forward have contributed greatly to their ability to provide ongoing, quality programs for students. Recommendations include directing different agencies to work cohesively towards program success, clarifying the future NGC vision, and addressing existing operational shortcomings.     

Vertrauen im Bildungsverbund

Educational networks constitute a new way of governance, which aims at collaborating on current challenges in the educational system. Such networks are based on the social relationships of their members, whereby trust is of particular relevance. In this article, we focus on this interpersonal trust within an educational network and take a first step towards an empirically grounded theory on dimensions of trust in a multi-organizational coalition. To that end, we analyze semi-structured interviews with a total of 21 actors of an exemplary educational network. The interviews were mainly focused on the interviewees’ network relationships. These relationships were analyzed by means of Grounded Theory using the data analysis software MAXQDA. Our analyses resulted in a theory of five dimensions of trust: (1) individual attitude, (2) time, (3) organizational and issue-specific proximity, (4) power, and (5) multiplexity. These dimensions represent an approximation of a better understanding of trustful relations in educational networks and have to be verified in further – particularly representative – studies for their validity.     

Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

ABSTRACT

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.     

Correction to: The role of self-efficacy for self-regulated learning,achievement goals,and engagement in academic cheating

European Journal of Psychology of Education - This study examined the relationships between motivational beliefs, defined as self-efficacy for self-regulated learning and achievement goals,...     

Drawing in Preschools: A Didactic Experience

To be understood, visually, often depends on how skilled one is in catching form and translating it into a two‐dimensional surface. This is a challenge we are confronted with early in life. Children's learning strategies in drawing are not always understood or encouraged. This article presents a socio‐cultural analysis from Norway of a pedagogical practice that attempts to shed light on the question, How does the preschool teacher support 3–5 year old children when they are drawing something they see, and how do children in this age group respond to this support?     

Brand equity of academics: demystifying the process

The current study endeavours to find out whether there is a relationship between university academics’ competence and their customer-based brand equity from the perspective of students. It also seeks to investigate the mechanism of the proposed relationship through trust, likability, and commitment. Data were collected from 384 postgraduate students in Malaysian universities using a structured questionnaire. Results of analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM) revealed there is a significant relationship (total effect) between academics’ competence and customer-based brand equity. We found that the path from competence to brand equity goes through trust, likability, and commitment. Given the growing popularity of higher education in the new millennium and important role of academics in leading students to success, findings of the present study can enhance our understanding of academics’ branding and universities’ overall image. The implications and contributions of the study to university administrators and academics are discussed.     

“职教20条”背景下高职社会服务能力提升路径

社会服务是高职院校的四大职能之一,诸多院校发挥自身优势,为地方经济社会发展都做出较大的贡献。《职业教育改革实施方案》的颁布,既为高职院校现阶段改革提供了政策支撑,也为其社会服务能力提升指明了改革方向。随着社会经济发展,高职院校的社会服务领域、范围发生了变化,社会服务手段也更为丰富,在发展进程中,高职社会服务能力与社会服务需求未能同频共振等问题也逐渐显现出来。文章探讨在《职业教育改革实施方案》背景下高职院校立足社会需求,多方争取政府部门和企业的支持,增强高职院校服务社会的使命感,深化校企合作,校企政协同育人,形成人才的多样化发展。最终实现社会服务能力提升,推进高职教育高质量发展,深化高职内涵建设。     

Paulo Freire’s critical and dialogic pedagogy and its implications for the Bahraini educational context

Abstract

This paper is a conceptual analysis in methodology. The purpose it fulfils is that of analysing the critical and dialogic pedagogy of Paulo Freire, to arrive at implications of Freire’s philosophy and approach for the current educational context of the Kingdom of Bahrain. The Bahraini context is currently one of major economic, social, and educational reforms. Despite several reform initiatives, however, schools in Bahrain are still not advancing as they should be and deficiencies continue to exist in students’ development of higher-order thinking skills, such as critical thinking, problem-solving, and analysis. Among the implications made by this study are ones related to: teaching and learning practices within a classroom, cultivation of 21st Century skills, curriculum development and planning, and the role played by the teacher. The paper ends with a number of significant recommendations for teachers and policy-makers, which can enhance education in Bahrain and help it progress faster. These recommendations can also prove to be useful to other parallel contexts regionally and internationally.