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The educational theories of Rudolf Steiner : an exposition of the concepts fundamental to Steiner's theories and an examination of their validity by means of a comparison with the theories of other educationalistsMollet, David L. January 1978 (has links)
The main thesis deals with the educational theories of Rudolf Steiner. These theories are dealt with in Parts III to VIII of the thesis. Before this, in Part 1, there occurs a brief description of the background and life of Steiner; and, in Part II, a,, philosophical discussion of the basic tenets and assumptions upon which Steiner's educational theories rest. The areas dealt with in Parts III to VIII are divided into three. The first is an exposition of Steiner's ideas; the second is a comparison and appraisal of Steiner's theories with other educationalists; the third is an examination and evaluation of some of the concepts which are fundamental to Steiner's theories. The first of these areas i. e. the exposition of Steiner's ideas, is subdivided into three: his views on the nature of the child and the'way in which the child grows and develops; methodologies of teaching; and content and curriculum. An exposition of Steiner's theories on the nature of the child and its development occurs in Part III. - This is followed, in Part IV, by an evaluation of his theories by comparing them with other educationaliits. In Part V an examination of Steiner's theories on methodologies of teaching, by considering his views of "The Temperaments", occurs; - reference and comparisons to other educationalists are made in the same section. In. Part VI descriptions of the Waldorf curriculum are given and this is followed by an evaluation at the end of the section. The evaluation examines 'a number of concepts upon which the Waldorf curriculum has bpen formulated in the context of modern day curriculum objectives, design and learning experiences. In Part VII a brief historical perspective : is obtained of Steiner's theories by comparing his views with those of Plato, Rousseau and Montessori. This perspective is placed in a modern day context in Part VIII, and is obtained by an examination of many of the concepts fundamental to Steiner's theories. This includes a detailed critique of two of the main assumptions upon which Steiner's theories of education rest; an examination of the relationship of the individual to society in an educational context; and a discussion of the nature and aims of the educational process.
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The educational theories of Rudolf Steiner. An exposition of the concepts fundamental to Steiner's theories and an examination of their validity by means of a comparison with the theories of other educationalists.Mollet, David L. January 1978 (has links)
The main thesis deals with the educational theories of
Rudolf Steiner. These theories are dealt with in Parts III
to VIII of the thesis. Before this, in Part 1, there
occurs a brief description of the background and life of
Steiner; and, in Part II, a,, philosophical discussion of the
basic tenets and assumptions upon which Steiner's educational
theories rest.
The areas dealt with in Parts III to VIII are divided
into three. The first is an exposition of Steiner's ideas;
the second is a comparison and appraisal of Steiner's theories
with other educationalists; the third is an examination and
evaluation of some of the concepts which are fundamental to
Steiner's theories. The first of these areas i. e. the
exposition of Steiner's ideas, is subdivided into three: his
views on the nature of the child and the'way in which the
child grows and develops; methodologies of teaching; and
content and curriculum. An exposition of Steiner's theories on the nature of
the child and its development occurs in Part III. - This is
followed, in Part IV, by an evaluation of his theories by
comparing them with other educationaliits. In Part V an
examination of Steiner's theories on methodologies of teaching,
by considering his views of "The Temperaments", occurs; -
reference and comparisons to other educationalists are made
in the same section. In. Part VI descriptions of the Waldorf
curriculum are given and this is followed by an evaluation at
the end of the section. The evaluation examines 'a number
of concepts upon which the Waldorf curriculum
has bpen
formulated in the context of modern day curriculum objectives, design and learning experiences.
In Part VII a brief historical perspective : is obtained
of Steiner's theories by comparing his views with those of
Plato, Rousseau and Montessori. This perspective is placed
in a modern day context in Part VIII, and is obtained by an
examination of many of the concepts fundamental to Steiner's
theories. This includes a detailed critique of two of the
main assumptions upon which Steiner's theories of education
rest; an examination of the relationship of the individual
to society in an educational context; and a discussion of
the nature and aims of the educational process.
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An Analysis of the Attitudes of Recent Graduates Toward the Secondary Teacher Education Program at Texas A & I University at KingsvilleBryant, Paul D. 08 1900 (has links)
The problem with which this study is concerned is to conduct an analysis of the secondary teacher education program at Texas A & I University at Kingsville in determining the extent the program meets the needs of its graduates and to recommend improvements based on these findings. The purposes of this study are to investigate the effectiveness of the program in providing educational theories and practices, subject area knowledge and general knowledge to enable its graduates to function effectively in their societal roles as individuals and teachers. It is also a purpose of this study to solicit the graduates' opinions concerning the program's strengths and weaknesses.
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Perspektiv på Samhällskunskap : En studie av lärarstudenters uppfattningar vid Umeå universitet / Perspectives on Social Studies: : A Study of Teacher Students Attitudes at Umeå UniversityÅlander, Emma January 2024 (has links)
This research investigates the viewpoints of Umeå University's teacher students regarding social studies, particularly their attitudes toward the various subject conceptions outlined in Lindmark's (2013) theory. The objective is to understand how these future educators perceive and value social studies education, as well as the factors influencing these perceptions. Through quantitative methods, the study analyzes survey data from students to discern their attitudes toward different subject conceptions and the reasons behind these attitudes. The findings reveal a strong preference among students for socially analytical and civic skills-oriented approaches, whereas attitudes toward fact- and concept-oriented and value-based conceptions display more variation. This trend reflects a deviation from previous studies, highlighting a newfound emphasis on socially analytical aspects, which were previously less prioritized. This study contributes to educational research by offering new insights into the preparation of teacher students for social studies instruction and the educational ideals they espouse. The results underscore the complex and multifaceted nature of social studies as perceived by the respondents. Additionally, this research suggests future investigative directions, particularly regarding the factors shaping these attitudes, as current theories do not fully clarify the bases for these subject conception preferences.
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Assessment practices of adult educators in Mamelodi Adult Learning Centers.Mongalo, Lucky. January 2008 (has links)
<p>This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment / the skills levels of these educators / the nature of support and training these educators received to enhance their assessment practices / the different assessment methods employed by the adult educators to assess learners / and the educational validity and efficacy of these practices.</p>
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Assessment practices of adult educators in Mamelodi Adult Learning Centers.Mongalo, Lucky. January 2008 (has links)
<p>This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment / the skills levels of these educators / the nature of support and training these educators received to enhance their assessment practices / the different assessment methods employed by the adult educators to assess learners / and the educational validity and efficacy of these practices.</p>
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Assessment practices of adult educators in Mamelodi Adult Learning CentersMongalo, Lucky January 2008 (has links)
Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment; the skills levels of these educators; the nature of support and training these educators received to enhance their assessment practices; the different assessment methods employed by the adult educators to assess learners; and the educational validity and efficacy of these practices. / South Africa
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Singularity According to Personalized Education in Digital Era / La singularidad según la educación personalizada en la era digital / A singularidade na perspectiva da educação personalizada na era digitalPerochena González, Paola, Coria, Gisela Matilde, Calderero Hernández, José Fernando 10 April 2018 (has links)
Singularity, opening and autonomy are essential elements considered fundamental in «Personalized Education». The article delves into the consequences of the singularity of every day practice of teaching and learning in the current context characterized, among other features, by increasing digitization. In the light of the outcome, it follows that the unique and unreapetable being of the person must be considered in relation to the teaching and educational reality from planning, execution and assessment.Every training process has to adapt to each specific situation and the features andinterests of the student encouraging his/her research capacity and creativity. Theteacher adopts, among others, a role of trainee and assessment becomes a source of learning, improving in this way the quality of academic training. / La singularidad, la apertura y la autonomía son elementos esenciales de lapersona considerados fundamentales en la «educación personalizada». El artículoprofundiza en las consecuencias de la singularidad en la práctica cotidiana de laenseñanza y el aprendizaje en el contexto actual caracterizado, entre otros aspectos, por una creciente digitalización. Se concluye que el ser único e irrepetible de la persona debe ser considerado en relación con la realidad docente y educativa desde la planificación, ejecución y evaluación. Todo proceso formativo ha de adaptarse a cada situación concreta y a las características e intereses del estudiante, fomentando su capacidad investigadora y su creatividad. El docente adopta, entre otros, un rol de aprendiz y la evaluación se convierte en una fuente de aprendizaje, mejorando así la calidad de la formación. / A singularidade, a abertura e a autonomia são elementos essenciais da pessoa efundamentais na «educação personalizada». O artigo aprofunda as consequenciasda singularidade na prática cotidiana do ensino e da aprendizagem no contextoatual caracterizando-se, entre outras coisas, por meio do aumento da digitalização.Conclui-se que o ser único e irrepetível da pessoa deve ser considerado na relaçãocom a realidade docente e educativa desde o planejamento, a execução e a avaliação.Todo o processo formativo deve se adaptar a cada situação concreta e às características e interesses do estudante, estimulando a sua capacidade investigativa e criativa. O docente adota, entre outras questões, um papel de aprendiz e a avaliação se torna uma fonte de aprendizagem, melhorando assim a qualidade da formação.
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