Main article: Educational psychology
A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation of students from low income families.
A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation of students from low income families.[24]
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.[citation needed] Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.[citation needed]
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology.[citation needed] Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management.[citation needed] Educational psychology both draws from and contributes to cognitive science and the learning sciences.[citation needed] In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
[edit] Economic implications of Education
Main article: Economics of education
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. [25] In theory poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries.[citation needed] But economists argue that if the gap in education between a rich and a poor nation is too large, as is the case between the poorest and the richest nations in the world, the transfer of these technologies that drive economic growth becomes difficult, thus the economies of the world's poorest nations stagnate.[citation needed]
[edit] Sociology of education
Main article: Sociology of education
Russia has more academic graduates than any other country in Europe.
Russia has more academic graduates than any other country in Europe.
The sociology of education is the study of how social institutions and forces affect educational processes and outcomes, and vice versa. By many, education is understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners may be motivated by aspirations for progress and betterment. Education is perceived as a place where children can develop according to their unique needs and potentialities.[26] The purpose of education can be to develop every individual to their full potential.[citation needed] The understanding of the goals and means of educational socialization processes differs according to the sociological paradigm used.
[edit] Education in developing countries
World map indicating Education Index (according to 2007/2008 Human Development Report)
World map indicating Education Index (according to 2007/2008 Human Development Report)
In some developing countries, the number and seriousness of the problems faced are naturally greater.[citation needed] People in more remote or agrarian areas are sometimes unaware of the importance of education. However, many countries have an active Ministry of Education, and in many subjects, such as foreign language learning, the degree of education is actually much higher than in industrialized countries; for example, it is not at all uncommon for students in many developing countries to be reasonably fluent in multiple foreign languages, whereas this is much more of a rarity in the supposedly "more educated" countries where much of the population is in fact monolingual.
There is also economic pressure from those parents who prefer their children making money in the short term over any long-term benefits of education.[citation needed] Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school.[citation needed] This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.[citation needed] Teachers are often paid less than other similar professions.[citation needed]
A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a relatively high population density.[citation needed] In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.
* Due to globalization, increased pressure on students in curricular activities
* Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)
India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by a group out of MIT and supported by several major corporations to develop a $100 laptop. The laptops should be available by late 2006 or 2007. The laptops, sold at cost, will enable developing countries to give their children a digital education, and to close the digital divide across the world.
In Africa, NEPAD has launched an "e-school programme" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called nabuur.com, started with the support of American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.
[edit] Internationalisation
Education is becoming increasingly international. Not only are the materials becoming more influenced by the rich international environment, but exchanges among students at all levels are also playing an increasingly important role. In Europe, for example, the Socrates-Erasmus Programme stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Some scholars argue that, regardless of whether one system is considered better or worse than another, experiencing a different way of education can often be considered to be the most important, enriching element of an international learning experience.[27]
[edit] See also
Main articles: Glossary of education-related terms, List of basic education topics, List of education articles by country, and List of education topics
* Academic Dishonesty
* Adult education
* Alternative education
* Behavior modification
* Classical education
* Classroom of the future
* Collaborative learning
* Comparative education
* Curriculum studies
* Curriculum
* Developmental Education
* Distance education
* Home schooling
* e-learning
* Educational animation
* Educational malpractice
* Entrepreneurship education
* Educational Portal
* Educational psychology
* Educational research
* Educational technology
* Educational software
* Efficient learning method
* Experiential education
* Gifted education
* Glossary of education-related terms
* Graduate education
* History of education
* Indoctrination
* Instructional technology
* Language education
* Learning
* Learning 2.0
* Learning by teaching (LdL)
* Learning community
* Learning sciences
* Legal education
* Lifelong education
* List of educators
* Medical education
* Online learning community
* Over-education
* Pedagogy
* Philosophy of education
* Public education
* Remedial Education
* School
* School of the Future
* Single-sex education
* Socialization
* Sociology of education
* Special education
* Special Educational Needs
* Taxonomy of Educational Objectives
* Teacher
* Tertiary education
* Tutoring
* University
* Virtual education
* Vocational education
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v • d • e
Articles of the Universal Declaration of Human Rights
[show]
General principles
Article 1: Freedom, Egalitarianism, Dignity and Brotherhood
Article 2: Universality of rights
[show]
International Covenant on Civil and Political Rights
Article 1 and 2: Right to freedom from discrimination · Article 3: Right to life, liberty and security of person · Article 4: Freedom from slavery · Article 5: Freedom from torture and cruel and unusual punishment · Article 6: Right to personhood · Article 7: Equality before the law · Article 8: Right to effective remedy from the law · Article 9: Freedom from arbitrary arrest, detention and exile · Article 10: Right to a fair trial · Article 11.1: Presumption of innocence · Article 11.2: Prohibition of retrospective law · Article 12: Right to privacy · Article 13: Freedom of movement · Article 14: Right of asylum · Article 15: Right to a nationality · Article 16: Right to marriage and family life · Article 17: Right to property · Article 18: Freedom of thought, conscience and religion · Article 19: Freedom of opinion and expression · Article 20.1: Freedom of assembly · Article 20.2: Freedom of association · Article 21.1: Right to participation in government · Article 21.2: Right of equal access to public office · Article 21.3: Right to universal suffrage
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International Covenant on Economic, Social and Cultural Rights
Article 1 and 2: Right to freedom from discrimination · Article 22: Right to social security · Article 23.1: Right to work · Article 23.2: Right to equal pay for equal work · Article 23.3: Right to just remuneration · Article 23.4: Right to join a trade union · Article 24: Right to rest and leisure · Article 25.1: Right to an adequate standard of living · Article 25.2: Right to special care and assistance for mothers and children · Article 26.1: Right to education · Article 26.2: Human rights education · Article 26.3: Right to choice of education · Article 27.1: Right to participate in culture · Article 27.2: Right to intellectual property
[show]
Context, limitations and duties
Article 28: Social order · Article 29.1: Social responsibility · Article 29.2: Limitations of human rights · Article 29.3: The supremacy of the purposes and principles of the United Nations
Article 30: Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.
Category:Human rights · Human rights portal
[edit] References
1. ^ educating - Definition from the Merriam-Webster Online Dictionary
2. ^ UNESCO, Education For All Monitoring Report 2008, Net Enrollment Rate in primary education
3. ^ See Merriam et al. Learning in Adulthood: A Comprehensive Guide (San Francisco: Jossey-Bass, 2007). Sharan Merriam, Rosemary Caffarella and Lisa Baumgartner write that “we need only look more closely inside our own borders, to Native Americans, for example… to find major systems of thought and beliefs embedded in entirely different cultural values and epistemological systems that can be drawn upon to enlarge our understanding of adult learning” (p. 218). Merriam et al. then go on to explain that another purpose in becoming familiar with other knowledge systems is the benefit this knowledge will have in affecting our practice with learners having other than Western worldviews. Antone and Gamlin (2004) for example, argue that to be effective, literacy programs with Aboriginal people (a term they use to refer to First Nations, Inuit, and Metis persons and collectivities) must be more than ‘reading, numeracy and writing which is typically geared towards gaining access to mainstream employment’ (p. 26). Rather Aboriginal literacy is about sustaining a particular worldview and about the survival of a distinct and vital culture. Being literate is about resymbolizing and reinterpreting past experience, while at the same time honouring traditional values. Being literate is about living these values in contemporary times. Being literate is about visioning a future in which an Aboriginal way of being will continue to thrive. Meaningful Aboriginal literacy will develop and find expression in everything that is done. Consequently, Aboriginal literacy programs must reflect a broad approach that recognizes the unique ways that Aboriginal people represent their experience and knowledge. [p. 26; italics in original] Frequently, Merriam et al. also return to this need “to enlarge our understanding of adult learning” through the lens of cultural sensitivity by focusing on theories related to the intimate connection between learning and social context– often framed in terms of inclusiveness and respect for differing values, beliefs, experiences, perspectives and environments as strongly correlated with the traditional ways and methods inherent in both individual and collective notions of culture. For instance, in their discussion of experiential learning, the authors comment that “in acknowledging cognition and learning from experience as a cultural phenomenon, the perspectives of critical… and postmodern thinkers become crucial. Among the major results of thinking about cognition from a cultural frame are the critiques that have been fostered about traditional educational theory and practice… Foremost among these critiques is a challenge to the fundamental notion that learning is something that occurs within the individual. Rather, learning encompasses the interaction of learners and the social environments in which they function” (p. 180).
4. ^ See generally R.A. Malatest et al. Best Practices in Increasing Aboriginal Postsecondary Enrolment Rates (Canada: Council of Ministers of Education, Canada, 2002)[1]and Dr. Pamela Toulouse, Supporting Aboriginal Student Success: Self-Esteem and Identity, A Living Teachings Approach Presentation delivered at the 2007 Ontario Education Research Symposium[2]
5. ^ Statistics cited according to pp. 141-143 of the Manitoba Council on Post-Secondary Education Statistical Compendium For the Academic Years Ending in 2006. [3]
6. ^ Definition of Alternative Education From the Massachusetts Department of Education
7. ^ Examples of subjects...
8. ^ Dunn and Dunn
9. ^ Biographer of Renzulli
10. ^ Thomas Armstrong's website detailing Multiple Intelligences
11. ^ Keirsey web-site
12. ^ Type Delineator description
13. ^ Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit. Columbus, OH: Zaner-Bloser.
14. ^ Varied Learning Modes
15. ^ Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser.
16. ^ Learning modality description from the Learning Curve website
17. ^ / How the world's best school systems come out topg
18. ^ Blurton, Craig. "New Directions of ICT-Use in Education". Retrieved on 2007-02-06.
19. ^ ICT in Education
20. ^ Potashnik, M. and Capper, J.. "Distance Education:Growth and Diversity". Retrieved on 2007-02-06.
21. ^ Taghioff, Daniel. "Seeds of Consensus—The Potential Role for Information and Communication Technologies in Development.". Retrieved on 2003-10-12.
22. ^ Open University of the United Kingdom Official website
23. ^ Indira Gandhi National Open University Official website
24. ^ Finn, J. D., Gerber, S. B., Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97, 214-233.
25. ^ Hanushek, Economic Outcomes and School Quality
26. ^ Schofield, K. (1999). "The Purposes of Education", Queensland State Education: 2010, [Online] URL: www.aspa.asn.au/Papers/eqfinalc.PDF [Accessed 2002, Oct 28]
27. ^ Dubois, H.F.W., Padovano, G., & Stew, G. (2006) Improving international nurse training: an American–Italian case study. International Nursing Review, 53(2): 110–116.
[edit] External links
Find more about Education on Wikipedia's sister projects:
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* Education at the Open Directory Project
* UNESCO Institute for Statistics: International comparable statistics on education systems
* The Encyclopedia of Informal Education
* European Schoolnet network of 28 Ministries of Education
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