bluuebunny/crossref_metadata_2025_split huggingface dataset:
Estimating high levels exceedance probabilities by point process approach with applications to northern Moravia precipitation and discharges series
Authors: Jarušková Daniela 
Published: August 2009

Estimating high levels exceedance probabilities by point process approach with applications to northern Moravia precipitation and discharges seriesThe paper byJaruškováandHanek(2006) advocated application of the peaks over threshold method (POT method) for estimating the probability that a precipitation or discharges series exceeds a chosen high level. If daily precipitation amounts or average discharges are obtained at several stations one might be interested in estimating the probability that in the same time all variables of interest, e.g. precipitation amounts measured at several stations, exceed some chosen high levels. The paper explains how the method based on the point process approach may be used to get good estimates of such probabilities. Moreover, it presents some useful parametric models that were successfully applied by the author to some precipitation and discharges series of northern Moravia.
On equivalent roughness of mobile bed at high shear stress
Authors: Matoušek Václav , Krupička Jan 
Published: August 2009

On equivalent roughness of mobile bed at high shear stressThe friction conditions at the top of a mobile bed are discussed for flows in the upper-plane-bed regime, i.e. for the flows with values of the bed Shields parameter larger than approximately 0.6. A special attention is devoted to flows of the bed Shields parameter bigger than 2. Experimental data for flows at high bed shear are collected from literature and new data are added from own measurements of flows of a 1.36-mm sand slurry in the 100-mm pipe loop of the Institute of Hydrodynamics. The database represents flows of very different solids and covers friction conditions within a broad range of Shields parameters up to the maximum value of about 23. The paper analyses the data in order to evaluate a relationship among the equivalent roughness of the top of the bed and other relevant parameters. A semi-empirical formula is proposed that relates the equivalent roughness to the bed Shields parameter, the ratio of flow velocity and particle settling velocity, and the ratio of flow hydraulic radius and particle diameter. The formula is applicable primarily to flows of combined load (contact- and suspended loads together).
Conditions, Processes, and Aims of Teacher Education: A Philosophical Perspective
Authors: Mandolini Clara 
Published: August 2009

Conditions, Processes, and Aims of Teacher Education: A Philosophical Perspective
The aim of this article is to provide a theoretical ground about teacher self-construction that is in harmony with his/her capabilities, natural environment, and society. The article initially considers the Blondelian philosophy of action as a specific philosophical view that forms an approach for teacher education: the primary concepts of action and synergy help consider the ontological dynamism of human life and its unavoidable conditions. In particular, the work on teacher prejudgements, considered as a system of conditions, is central in teacher education, as it represents a central and unavoidable condition. This reference to "conditions" is then articulated, in the specific case of teacher education, as the need to study the phenomenon of prejudgements, which can be considered the first step towards a greater awareness of educational and cultural skills. The third step of the article consists in "translating" these main issues of the philosophy of action into the idea of a performative process in the education of the teacher. According to philosophy of action, the article shows the performative character of teacher education processes, which is based on the pursuit of goals by activating all personal capacities.
Teachers as Agents of Societal Change
Authors: Iliško Dzintra 
Published: August 2009

Teachers as Agents of Societal Change
This article discusses theoretical and practical aspects of transformative learning that can become a way for adults to critically evaluate and essentially comprehend themselves and their input in education, whose goal is to create action towards a sustainable society. The review of contemporary literature focuses on sustainability as a holistic concept linked to the idea of vision as significant in engendering alternative transformative power. The framework of a sustainable development has a potential to stimulate teachers' engagement with educational and societal processes with respect to the future development of a society within an ethical framework around values of democracy and active societal engagement. The aim of the research presented here is to explore the effect of critical transformative learning process for revitalizing adults' societal action brought about by engagement with in-service course for adults, aiming to gradually assist adults helping them to become creative producers of self and agents of transformations in education.
Teacher Education for the Future: Some Australian Perspectives
Authors: Power Anne , Southwell Beth , Elliott Ros 
Published: August 2009

Teacher Education for the Future: Some Australian Perspectives
As a result of presentations in the PCC Conference in Sydney in 2005, this research aims to contribute Australian voices to the project being conducted simultaneously in other countries from the Pacific Circle Consortium. The research used project-devised survey and interview instruments with purposive sampled pairs of teachers and pre-service teachers during professional experience in 2005 and with teacher educators from the University of Western Sydney. The findings indicated that the participants have a common view of the purpose of education. However, there were range of issues that this view prompted participants to discuss. There were also perceived constraints, especially expressed by the experienced teachers. Implications of this finding are that teachers need forums in which to discuss their deep-seated philosophical approaches as they build a sustainable community of practice. The findings of this project can powerfully contribute to policy making at national and international government and university levels as they raise implications of how we meet challenges in future teacher education.
Systemic Ecological Approach in Teacher Education: Ecological Didactic Model of Students' Pedagogical Practice
Authors: Katane Irēna 
Published: August 2009

Systemic Ecological Approach in Teacher Education: Ecological Didactic Model of Students' Pedagogical Practice
The article deals with the ecological didactic model of students' as prospective teachers' pedagogical practice. The model has been developed to facilitate university students' systemic ecological thinking, professional development, including the development of various competences, and their successful integration within the multilevel, multicomponent, and multifunctional environment of a comprehensive school. The model describes a comprehensive school as multilevel and multifunctional environment, where the students (trainees) and the teachers (supervisors of training) are integral parts of such environment. The functioning of a triad - a university lecturer - supervisor of pedagogical practice, a student, and a supervisor of pedagogical practice at school - as an interactional system is significant for the model. The principles of organization, implementation, and evaluation of the pedagogical practice and the didactic requirements for the students have been developed within the given model. At present this model is under the theoretical and practical approbation.
Building Social Capital Through Home-School Cooperation
Authors: Lukk Karin , Veisson Marika 
Published: August 2009

Building Social Capital Through Home-School Cooperation
The background to the study examines parental involvement in education as a form of social capital and focuses on how involvement may be developed through three dimensions of social capital: bonding, bridging, and linking. Both groups (students and parents) were surveyed using questionnaires. The data of two different studies have been used: a cross-sectional study carried out in sixty-five schools in Estonia and a study of a comprehensive school to introduce practical implementations of the findings. The results of the studies indicate a high degree of readiness for cooperation from both sides - parents and the school, even though their understanding of responsibilities slightly differ. Parents and teachers should have mutual power and influence regarding the child's education, although schools have to take the prime responsibility in organizing the cooperation process.
Sustainable Education and Socialization Through Mistakes
Authors: Leino Mare 
Published: August 2009

Sustainable Education and Socialization Through Mistakes
The central question in this article is how teachers socialize pupils. Our hypothesis is that socialization takes place when an individual identifies something as a problem or as undesirable. In the process of socialization, teachers sometimes make mistakes. Attempting to hide these mistakes, however, may result in new or even greater mistakes. D. Kahneman implies that people do not like loss or failure. People attempt to justify earlier incorrect decisions by often undergoing senseless stress and exertion. People agree to exert themselves to guarantee what in their opinion is a fair and equitable solution to a particular situation. Subjective probabilities play an important role in our lives. This paper presents the results of an ethnographical study of education. Our findings suggest that mistakes and negativity contribute to strengthening norms be cause "bad is more representative than good". In addition to negativity, teachers try to teach norms through collegial responsibility and conscience, and regulation is important at every step. This study concludes that both success and failure are constantly renewed in a cycle. That is why people tend to use earlier behaviour models, including self-evaluation and beliefs, which are continually actualized. The importance of a supportive, positive, and optimistic learning environment cannot be underestimated. The concept of psychologically sustainable education requires greater in-depth study.
Sustainability Pedagogy in Practice: An Example from Health Education
Authors: Kosáros Andrea , Ildikó Katona , Lakatos Gyula 
Published: August 2009

Sustainability Pedagogy in Practice: An Example from Health Education
At the UN World Summit on Sustainable Development in Johannesburg, the period between 2005 and 2015 was declared to be the decade of sustainability. Therefore, it is important to see the implementation of sustainability pedagogy come to the fore in every country. Putting this into practice may lead to hardships for headmasters and teachers in schools. This process requires changes in behavior and approaches, besides, the development of certain students' skills have to be considered that the institutions have not perceived as their duty so far. To implement the idea of sustainability in education, in every country from elementary to higher education, properly trained and prepared teachers are needed. Post-graduate teacher training, international interchange of experience have to be stressed. Furthermore, to understand the content of sustainability and put it into everyday practice in schools, the activities have to be fact-based, with clear directions and have easily available teacher aids. The article demonstrates method how to implement projects related to healthy nutrition.
Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard
Authors: Kukk Airi , Talts Leida 
Published: August 2009

Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard
The expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn University with a basic knowledge of teaching and readiness for continuous learning and self-development through daily work aimed at developing their professional competence. Teachers' 5th Professional Standard has been accepted to regulate teachers' work in Estonia. Participation in educational life fosters self-development and shapes professional and individual identity. Teachers' professional standard can guide teachers in assessing their own professional skills, including essential competence such as planning and guiding, creating the learning environment, motivating learning, co-operation, communication, and self-analysis. The research problem is: how do the teachers assess their professional skills? The data have been gathered using educational-ethnographic essay and a questionnaire clarifying the correspondence of teachers' professional skills to the standard of professional competence. The research is located within the qualitative paradigm. The highest value was attributed to the skill to consider the individual differences of each child and command of versatile teaching methods. The further development is needed in areas of sharing one's thoughts and experience with colleagues and parents' involvement in co-operation.
Teachers' Views on Innovative Processes in Schools of Latvia
Authors: Davidova Jelena , Kokina Irēna 
Published: August 2009

Teachers' Views on Innovative Processes in Schools of Latvia
Orienting society toward sustainable development is impossible without the development of a teacher into a creative person with his/her individual style of activity and thinking. This cannot be achieved without a continuous and systematic professional development that promotes innovation. Great hopes are placed on innovations, they are considered to be a reliable driving force for development. The research emphasizes the importance of identifying what teachers think about innovations in education and their own position in relation to innovative activity. Evolutionary Model, Innovative Milieu Model, and Propulsion Model of Creative Contributions can be applied within a context of presented study. Eight teachers (four teachers with a student/learning-centred orientation towards teaching and four teachers with content-centred orientation towards teaching), who worked at different schools, were interviewed in October and November 2006. Ettlie and O'Keefe's scale of attitude to innovations was used as the basis during the interview. The research revealed the most important factors hampering teachers' motivation for innovative activity and pedagogical regularities and criteria for stimulating innovations.
Are Teachers Tired of Responsibilities?
Authors: Tuisk Mare 
Published: August 2009

Are Teachers Tired of Responsibilities?
Estonian educational life is at a crossroad. Schools and their educational functions have become the focus of public discussion because of the worrisome tendencies in childhood and adolescent life (dropping out of school, deteriorating mental and physical health, increase in self-destructive behaviour, etc.). Many teachers are overtaken by tiredness and apathy. To the amazement of colleagues, even the best teachers are suffering from burnout and leaving school. What are the reasons for these phenomena? The general context of this article is the problem of sustainability in education and, consequently, the sustainability of society. This paper focuses on how teachers perceive themselves as subjects and how they can promote learners' becoming subjects and is based on 48 narrative essays. The author has interpreted the outcomes relying on the works of A. Maslow, L. Vygotsky, V. Peavy, and M. Fullan. The most significant conclusion is that there is a contradiction between the teachers' strong feeling of mission and responsibility which contrasts with the diminishing possibilities of implementing these priorities in their real work. Teachers assume they are accepted as decisive and responsible professionals. Furthermore, they expect other participants of educational processes to share responsibility.
Preparing Children for School: The Perspective of Sustainability
Authors: Guseva Svetlana , Dombrovskis Valērijs , Iliško Dzintra 
Published: August 2009

Preparing Children for School: The Perspective of Sustainability
This study analyses different aspects of upbringing and development concerned with preparing pre-school children for school. The focus is on justifying child development within the pre-school educational environment with elements of sustainability in order to better prepare students for school. Education in pre-school environments should be seen as a synergy of the affective and cognitive spheres of children. The authors refer primarily to the significant contribution provided in the sphere of pre-school education by different Russian psychologists and educators. The results of this study indicate that if the pre-school curriculum includes elements of sustainability, the process of preparing children for school is more effective and children may possibly be more successful at school.
Social Aspects of Education for Sustainable Development in Primary School in Estonia
Authors: Müürsepp Mare 
Published: August 2009

Social Aspects of Education for Sustainable Development in Primary School in Estonia
The purpose of the article is to analyse the circumstances of applying of Education for Sustainable Development (ESD) in Estonian educational actuality. Empirical part of the study comprehends a comparative content analysis of UNECE strategy of ESD and the chapters of the text of the Estonian National Curriculum valid from 2002. The discussion concentrates on the social aspects of ESD because their significance was pointed out by the experts of ESD. The topic of the article is confined to the issues concerning the primary education, i.e. the grades from 1st to 3rd. Conclusions are made about the opportunities to apply ESD more effectively than at present. Statements of experts on textbooks and curriculum have been taken into account as additional sources besides the documentary analysis.
The Agentive Role of Children's Views in Sustainable Education
Authors: Reunamo Jyrki 
Published: August 2009

The Agentive Role of Children's Views in Sustainable Education
The environment and peoples' ideas of the environment are intertwined in the Education for Sustainable Development (ESD). The environment has an effect on the educational content and people have an effect on the environment. Thus, sustainable education includes producing culture by children and with children. Sustainable learning should include finding ways to consider the effects of actions. The theoretic framework presented in the article was operationalized and studied in four Finnish kindergartens. The results bring children forward as producers of educational content. Children's views have an effect on the educational setting. In agentive learning children learn things that they themselves have been taking part creating. In discussion, the emerging roles of a teacher for ESD are considered. To be balanced, ESD may not only consider the equilibrium between accommodation and assimilation, but also the equilibrium between adaptation and agency.
Student Interpretations of Student Roles: What About Sustainability?
Authors: Kuurme Tiiu 
Published: August 2009

Student Interpretations of Student Roles: What About Sustainability?
The goal of this article is to investigate the relationship between the contemporary humanistic ideology and the student roles as perceived by young people themselves. First, the traditional humanist ideas of education as a relational term and its contemporary features are analysed. Theoretically, a good education today offers young persons positive experiences for developing and is dialogical in nature. After this discussion, the interpretations of young people from different school types and age groups on their perceived role at school and their relations attributed to that role are described. These young people see their role in a very traditional way, meaning that the most important goal is to behave in manner that best insures their receiving good grades. This paper shows that there is no congruence between the currently desired image of education and the described role of student
Characteristics of Sustainable Changes for Schools
Authors: Lukk Karin , Veisson Marika , Ots Loone 
Published: August 2009

Characteristics of Sustainable Changes for Schools
The article discusses some aspects of the concept of sustainable development and its educational manifestation - education for sustainable development. The concept of education for sustainable development is broadly accepted, but less attention has been paid to the extent to which innovations or changes are sustained over time, what characteristics or factors support their sustainability. The article introduces a model of six characteristics of sustainable changes in schools and changes concerning sustainable development in Estonian schools have been analyzed using qualitative research methods. The model consists of the following characteristics: depth, endurance, justice, diversity, conservation, and capital. According to the model, the positive changes in Estonian schools have been about the national curriculum, internal evaluation system as the basis for autonomy and self-management. The areas requiring greater change are justice or interdependence, diversity - respect for other people and the connections between formal and non-formal education as well as between schools and teacher training institutions.
The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education
Authors: Jonāne Lolita 
Published: August 2009

The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education
The main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.
Teaching Left-Handed Primary School Pupils in Estonia
Authors: Kula Pilvi 
Published: August 2009

Teaching Left-Handed Primary School Pupils in Estonia
At the primary school level, can children distinguished by their skills/abilities be sure that by acknowledging their differences they can be guaranteed a sustainable education? To what extent are they given equal treatment? The goal of this study was to identify the number of left-handed pupils in different classes of Estonian primary school and to discover what knowledge and skills are needed to teach the left-handed children. Results show that a significant number of elementary school children (9%) are left-handed, justifying a need to pay more attention to their uniqueness. In contrast, 46% of surveyed teachers report not having the necessary knowledge and skills to teach this population. While left-handedness has not been researched much throughout the world, including Estonia, it is necessary to recognize that a significant number of students are left handed and teacher knowledge about how to anticipate and prevent their difficulties in a school setting should be taken into consideration to guarantee the success of these children at school and in everyday life.