1. ^ George F. Kneller, Introduction to the Philosophy of Education (New York: John Wiley and Sons, 1971). pp.20-21.
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. ^ In the Canadian province of Manitoba for instance, collaborative efforts between the government and post-secondary institutions (both universities and colleges) has resulted in the implementation of 13 Access Programs (spanning several disciplines and program focus areas). These Access programs often place emphasis on indigenous methods and content in the delivery of post-secondary education and training, while also providing students with a variety of other culturally sensitive supports (such as elders and mentors) in order to enhance their success in higher education. Advocates of such programs will often highlight the fact that, between 2001/02 and 2005/06 (most recent available data) a total of 800 students successfully graduated from these programs with postsecondary credentials, while an average of 70.8 per cent of all students enrolled during these same years were Aboriginal. 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] According to these advocates, the inclusion of indigenous models of education in those Access Programs that are intended for Aboriginal learners, is an important factor contributing to the completion of postsecondary education for the estimated 566 Aboriginal students who would not otherwise have been likely to achieve this same level of success.
6. ^ Examples of subjects...
7. ^ Dunn and Dunn
8. ^ Biographer of Renzulli
9. ^ Thomas Armstrong's website detailing Multiple Intelligences
10. ^ Keirsey web-site
11. ^ Type Delineator description
12. ^ Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit. Columbus, OH: Zaner-Bloser.
13. ^ Varied Learning Modes
14. ^ Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser.
15. ^ Learning modality description from the Learning Curve website
16. ^ / How the world's best school systems come out topg
17. ^ Blurton, Craig. "New Directions of ICT-Use in Education" (PDF). http://www.unesco.org/education/educprog/lwf/dl/edict.pdf. Retrieved on 2007-02-06.
18. ^ ICT in Education
19. ^ Potashnik, M. and Capper, J.. "Distance Education:Growth and Diversity" (PDF). http://www.worldbank.org/fandd/english/pdfs/0398/0110398.pdf. Retrieved on 2007-02-06.
20. ^ Taghioff, Daniel. "Seeds of Consensus—The Potential Role for Information and Communication Technologies in Development.". http://web.archive.org/web/20031012140402/http://www.btinternet.com/~daniel.taghioff/index.html. Retrieved on 2003-10-12.
21. ^ Open University of the United Kingdom Official website
22. ^ Indira Gandhi National Open University Official website
23. ^ Hanushek, Economic Outcomes and School Quality
24. ^ UCLA Economics 183 Lecture from Professor Boustan
25. ^ Daron Acemoglu, Simon Johnson, and James A. Robinson, "The Colonial Origins of Comparative Development: An Empirical Investigation." American Economic Review 91,no.5 (December 2001):1369-1401.
26. ^ Eric A. Hanushek, and Ludger Woessmann, "The role of cognitive skills in economic development." Journal of Economic Literature 46,no.3 (September 2008):607-608.
27. ^ Jacob Mincer, "The distribution of labor incomes: a survey with special reference to the human capital approach." Journal of Economic Literature 8,no.1 (March 1970):1-26.
28. ^ See, for example, David Card, "Causal effect of education on earnings," in Handbook of labor economics, edited by Orley Ashenfelter and David Card. Amsterdam: North-Holland, 1999:1801-1863; James J. Heckman, Lance J. Lochner, and Petra E. Todd., "Earnings functions, rates of return and treatment effects: The Mincer equation and beyond," in Handbook of the Economics of Education, edited by Eric A. Hanushek and Finis Welch. Amsterdam: North Holland, 2006:307-458.
29. ^ Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (Basic Books, 1976)
30. ^ 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.
31. ^ Schofield, K. (1999). "The Purposes of Education", Queensland State Education: 2010, [Online] URL: www.aspa.asn.au/Papers/eqfinalc.PDF [Accessed 2002, Oct 28]
32. ^ 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.
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