The threatened status of social studies instruction in elementary schools demands strong methods instruction to preserve the subject. This threatened status and other factors create issues specific to elementary social studies methods instruction. Moreover, university-level methods instruction can be idiosyncratic due to the various educational and professional backgrounds of the instructors. This study examined individuals serving in the “dual roles” of inservice teacher and elementary social studies methods instructor. While teaching the methods, participants encountered issues related to methods students, the filling of dual roles, and the status of elementary social studies and field placements. In addition, filling these dual roles facilitated their methods instruction through their ability to relate/react to methods students’ experiences and concerns.
After the end of the 1992-1995 Bosnian war, the people of Sarajevo found themselves rebuilding their country while also learning to live with their former enemies in this developing democracy. In this study we examined the extent to which democratic practices and social justice values were being taught in Sarajevo’s schools. Using a case study method, we gathered data gathered from interviews with educators in a variety of roles in Sarajevo, observations of elementary and secondary classroom teaching, and daily reflective journal entries about living and teaching in the city during the fall of 2008. Our data analyses revealed that democratic teaching practices and multicultural values are not being taught in Sarajevo’s schools. Instead, entangled and fragmented governmental structures, lingering emotional trauma from the war, and a general sense of pessimism about the future are interfering with educational reform and movement toward a democratic and socially-just society.
PurposeHigher education in the Republic of Georgia has experienced a massive isomorphic transformation since the Rose Revolution of 2003 and continues to transform with aspirations toward Euro-Atlantic integration, compliance with the Bologna Process and as a reflection of the Europeanization of its higher education sector.Design/methodology/approachThis literature review documents and analyzes literature published between 1991 and 2019 on the development of higher education in the Republic of Georgia from 2003 to 2019.FindingsThe findings reflect the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product spending. More explicitly, what findings have been reported in the international literature on Georgian higher education from 2003 to 2019?Research limitations/implicationsThe choice to review only English publications was deliberate and done after consultation with a leading Georgian scholar, who noted that the Georgian language publishing market is small and of varied quality; leading Georgian scholars most often seek to publish in English journals and books, and all technical and policy reports produced by the Minister of Education, NGOs and large international organizations (e.g. World Bank) are available in English.Originality/valueThis literature review documents and analyzes literature on the development of higher education in the Republic of Georgia from 2003 to 2019 as a reflection of the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product (GDP) spending. This unique political and economic history makes higher education in Georgia worthy of review.
The old metaphors for business-war, science, the machine-are distancing and constrain an organization's ability to envision possibilities for action. Understanding motivation and behavior in terms of story-character, objective, and conflict-enables leaders to better engage both the minds and hearts of employees and manage change. The authors explain the elements of story and present six guidelines for tapping its power. Applications include connecting employees to the organization's mission; understanding and managing the cultural implications of system and process change; and marshalling the tension inherent in conflicting objectives, such as product performance and environmental stewardship, as a source of energy and innovation. © 2007 Wiley Periodicals, Inc.Futurist Rolf Jensen, writing a decade ago, foresaw a paradigm shift with significant implications for organizations:We are in the twilight of a society based on data. As information and intelligence become the domain of computers, society will place more value on the one human ability that cannot be automated: emotion. Imagination, myth, ritual-the language of emotion-will affect everything from our purchasing decisions to how we work with others. [Organizations] will thrive on the basis of their stories and their myths. 1 Story is increasingly the language of the twentyfirst century across so many domains in our lives. Stories are central to how we perceive the world, how we communicate our world to others, and how we situate ourselves collectively in the world.Inside organizations, however, storytelling is often viewed as the proverbial icing on the cake, a more "user-friendly" way to engage employees in the company's mission. Certainly we tell a lot of stories inside organizations, but rarely do we think in terms of story.Stories, like brands, often have their roots inside the marketing department of organizations, where they are viewed as externalized objects, commodities to be packaged and presented. While important, this view fails to account for the critical role of the internal experience and the social construction of meaning in understanding the power and purpose of stories in organizations-the key, perhaps, to addressing the fact that 71 percent of employees are not engaged or are actively disengaged with their jobs (according to the Gallup Management Journal's semi-annual Employee Engagement Index). 2 We see the notion of a brand as a useful way to think about the story of an organization as it is experienced and shaped by employees. In looking at brands as an internalized process, we recognize that the first questions an employee asks of his or her company's brand is, "What does this brand mean to me? What's in this brand for me?" From a narrative perspective, we can see these questions as, "What story am I a part of? What is my place in that story?" This article will explore what it means to use story as a root metaphor to more deeply engage employees. We will look at the common principles that underlie story as a system of thought, and then...
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