Abstract: Collective teacher efficacy has been introduced as the number one impact on students’ achievement by John Hattie and has drawn increasing attention from educational researchers. This study presents the theoretical background of collective teacher efficacy and some empirical findings of this new number one visible learning factor. The paper also explores current results and… Read More »
Abstract: Inclusive education for students with disabilities is beset by foundational problems often related to conflicting definitions. UNESCO, a lead agency, speaks to accommodating diversity; a parallel conversation is preoccupied with disability. This paper is situated at the intersection of diversity, disability, and inclusive schooling. It focuses on the present tendency to conflate disability with… Read More »
Abstract: This article shows why and how fluidity educates and is therefore of educational relevance for student teachers. If education sees the developmental process of the whole person, with regard to his or her “humanity”, as a life-long learning process, in which the individual expands his or her intellectual, cultural, creative and practical abilities and… Read More »
Abstract: Every innovation should be questioned critically in the sense of humanization of education, in particular with regard to the context and overarching objectives for which an innovation is effective. That innovations are not always improvements will be shown on two international examples from the last six decades. In the 1960s, triggered by the so-called… Read More »
Abstract: The author presents a summary of the changing role of the traditional superintendent within the United States through the lens of how this work can be challenged or encouraged by the relationship with her or his respective board. The author emphasizes how the evolving roles of both the superintendent and school board member have… Read More »
Abstract: This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework… Read More »
Abstract: Starting from the distinction between short-term system transition (new institutional economics, political science) and system transformation as a long-term process of societal change, the author argues that institution-building is a long-term and complicated process and that informal institutions of everyday life do not change as quickly as the newly implemented formal ones. The author… Read More »
This thematic issue of International Dialogues on Education: Past and Present, is dedicated to the topic of educational innovation. The articles contained in these pages focus on innovations in various forms, from pedagogical, to administrative, to technological. The articles are based on presentations made presenters at the 10th Biennial Symposium: Educational Innovations in Countries around… Read More »
Abstract: The humanities and social sciences, and in particular the educational sciences, are facing major challenges in view of the current socio-political, economic and foreign policy upheavals. The authors characterize some of these challenges to education theorists and practical pedagogues against the background of the ideas of a “Humanization of Education” that emerged in Russia… Read More »
Dietmar Waterkamp:关于Götz Hillig的讣告（1938年2月15日至2019年6月6日），一位重要的马卡连柯研究者 // 關於Götz Hillig的訃告 一位重要的馬卡連柯研究者) // Dietmar Waterkamp: Ein Nachruf für Götz Hillig, einen bedeutenden Makarenkoforscher // Дитмар Ватеркамп: Некролог. Памяти Гетца Хиллига, известного исследователя биографии А. С. Макаренко Götz Hillig, faculty member of the Institute of Education at the Philipps-University at Marburg (Germany) was respected as an outstanding researcher on the works… Read More »