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Teaching about the work values of Europeans : critical reflections from the first student exchange of the EVE-project (2010)

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research program on basic human values. The main topic of its first stage was "work" in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

Teaching about the religious values of Europeans : critical reflections from the second student exchange of the EVE-project (2012)

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was religion in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

Teaching about the family values of Europeans : critical reflections from the third student exchange of the EVE-project (2013)

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was family values in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

Deepening Understanding (2012)

Akpniar, Seda ; Maas, Desiree ; Rooth, Anneke

1. Background information 2. Explanations during the lessons 3. Deepening under standing in some assignments 4. Conclusion

Deepening understanding (2013)

Akçay, Pinar ; Düşer, Ece ; Nozon, Hannes ; Strehmel, Christian

1. Introduction 2. What is deepening understanding and why do we need it? 3. Which concepts were offered to explainthe differences between countries? 4. Maps 5. Summary of the appreciation andperception of the student teachers 6. Summary of the appreciation and perception of the pupils

Assignments, curriculum framework and background information as the base of developing lessons (2012)

Altuntaş, Kezban ; Akçay, Pinar ; Kools, Suzanne ; Schnabel, Richard

1. What are the general strengths of the assignments? 2. Structure of the assignment 3. Resources of the assignment 4. Fostering self-expression 5. How could you improve the assignment? 6. Lack of specific examples 7. Not relating the issue to the students 8. Language Problems 9. Infeasibility to adaptation 10. In what ways was the additional information useful ? How could this be improved? 11. Was the framework useful for you and in what way? 12. In what ways did the assignments reflect the steps identified in the framework?

Developing Critical Thinking (2012)

Azar, Elif Zeynep ; Erdönmez, Çağlayan ; Verscheijden, Desirée

1. Critical thinking in curriculum framework 2. A general look at critical thinking 3. How critical thinking take s place in the classroom and some specific examples 4. Suggestions 5. Conclusion

Developing critical thinking (2012)

Baars, Daniela ; Bajzík, Michal ; Pisarčík, Stanislav ; Weiser, Ines

1. What does critical thinking mean? 2. Critical thinking in school 3. Critical thinking as a process 4. Analysing and evaluating the questionnaire 5. Interview with one of the students 6. Analysis and evaluation of the assignments 7. Conclusion

Relating to students (2013)

Baars, Daniela ; Dal, Adem ; Şimşek, Esra

1. What does relating to students mean? 2. Student teachers’ perceptions of relating the topic to the pupils 3. Conceptions of the pupils 4. Pupils’ perspective 5. Expectations of the pupils 6. Pupils’ evaluation of the strategies 7. Problems and suggestions 8. Conclusion / Summary

Deepening understanding (2013)

Bechtold, Sander ; Hogendoorn, Thirza ; Kohútová, Vivien ; Potočanová, Katarína

1. Key concepts 2. What students should have done 3. What students did 4. Deepening understanding 5. General description of deepening understanding 6. Why is deepening understanding an important stage? 7. How does deepening understanding occur in the lessons and some examples 8. Possible difficulties 9. Conclusion

Conclusion for future teaching (2012)

Beemt, Martijn van den ; Çinkaya, Muhammed ; Erdem, Didem Tuğçe ; Janssen, Robert

1. The importance of the maps in the Atlas of European Values 2. Team teaching 3. The importance of discussions in secondary schools 4. Assignments 5. Impact 6. Comments

Relating to students (2012)

Blahušiaková, Andrea ; Röper-Kühnemann, Christian ; Staufenbiel, Christoph ; Vozárová, Hana

1. The Assignment 'Devotion to Religion and acitive Citizenship' 2. The Assignment 'How are religious spread across Europe' 3. The Assignment 'Is football as important as religion?' 4. The Assignment 'Why be religious?' 5. The Assignment 'Lucky charms' 6. The Assignment 'No Creo en el Jamas' (Life after death) 7. The Assignment 'Religion and its influence on politics ans policies' 8. The Assignment 'Secularisation in Europe' 9. The Assignment 'The meaning of religious places' 10. The Assignment 'Unity in diversity' 11. Which conceptions did you find?

The EVE curriculum framework (2012)

Brooks, Clare

1. Evaluations 2. Main changes to the curriculum Framework 3. Looking Forwards

The EVE curriculum framework (2013)

Brooks, Clare

1. The new approach 2. Changes to the Curriculum Framework

Gender, student achievement, and regional discrepancies (2013)

Caner, Havva Ayşe ; Seggie, Fatma Nevra

1. Introduction 2. Gender discrepancies in education 3. Academic discrepancies in education 4. Regional Discrepancies in Education 5. Conclusion

Relating to the students (2013)

Chlapik, Matej ; Lišková, Lenka ; Broek, Carola van den ; Willemse, Marloes

1. Strategies 2. Feedback from pupils and student teachers 3. Conclusion

Conclusion for future teaching (2012)

Chovanová, Katarina ; Gembický, Kamil ; Nern, Luise

1. Introduction 2. Questionnaire 3. Using the assignments in the future 4. Helpful experiences for future teaching 5. Value of the project for future job 6. Value of the project for future life 7. Conclusion Appendix

Developing lessons on the basis of lesson plans/strategies (2013)

Demirci, Dadriye ; Erdem, Didem Tuğçe ; Kanera, Elisa

1. Developing lesson plans and choosing strategies 2. The aims of the lesson plans in general 3. Strategies as a means to achieve theaims of the lesson plans 4. Evaluating the quality of lesson plans 5. Difficulties during lessons and adaptations afterwards 6. Student teachers’ overall feeling about their work 7. Using the strategies in future classes 8. Conclusion

Working in a multicultural group (2013)

Erbil, Fethiye ; Rogge, Lisa ; Şen, Nazile ; Siwick, Markus

1. Motivation 2. Requirements 3. Positive sides of multicultural group work 4. Difficulties while Working in a Multicultural Group 5. Overall Judgement of the Project 6. Long-term Effects

Developing critical thinking (2013)

Groell, Janine ; Stern, Caroline ; Turgut, Pelin

1. What does Critical Thinking mean? 2. Critical Thinking as defined by EVE and other authors 3. Analysing and evaluating the questionnaire 4. Developing critical thinking with the strategies 5. Problems and solutions while developing critical thinking

Describing differences and similarities (2013)

Gültekin, Emrah ; Karaduman, Dursun ; Weiser, Ines

1. Theoretical background 2. Impressions 3. Teaching group (differences and similarities) 4. Questionnaire 5. Use of similarities and differences 6. The way of teaching similarities and differences 7. Understanding of differences and similarities 8. Problems 9. Methods and strategies 10. Conclusion

Religion (2012)

Halman, Loek ; Rokven, Josja ; Sieben, Inge

1. Eastern Europe: the case of Czech Republic and Slovakia 2. Turkey 3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks) 4. Evaluations 5. Main changes to the curriculum Framework 6. Looking Forwards

Teaching patterns and trends (2012)

Knoops, Femke ; Erbil, Fethiye ; Ertürk, Mustafa

1. Outline 2. Definition 3. Why is it important (or not) to teach about patterns and trends? What are the strengths and weaknesses of teaching patterns and trends? 4. How were patterns and trends offered in the original assignments? 5. What did the student teacher change in practice? How did it go? 6. Suggestions for improving patterns and trends

Videos related to the maps (2012)

Krause, Uwe

The Dutch school system (2012)

Krause, Uwe

Describing differences (and recognising similarities) (2013)

Malchova, Lenka ; Majer, Zdenko ; Laban, Pieter

1. A general look at describing differences and recognising similarities 2. Teaching strategies used describing differences and recognising similarities 3. Teaching practice 4. Student teachers’ evaluations 5. Conclusion

Developing critical thinking (2013)

Medved’, Jakub ; Matisovskŷ, Tomáŝ ; Suijkerbuijk, Maico

1. Defining critical thinking 2. The importance of thinking critically about family values 3. How to teach critical thinking 4. Strategies as a means to develop critical thinking 5. Critical thinking in the EVE lessons 6. Conclusion

Slovak schools (2012)

Pažický, Michal

Development of (geography) lessons after the autonomy of Slovakia (2013)

Pažický, Michal

Developing lessons (2013)

Povalačová, Diana ; Leffers, Marjon ; Scheepens, Evelien

1. Structure of the assignment 2. Before the lesson 3. During the lesson 4. After the lesson 5. Conclusion

Family (2013)

Rokven, Josja ; Sieben, Inge ; Halman, Loek

1. Marriage 2. Divorce 3. The family 4. Children or childless 5. Parenting-values 6. Labour market participation of women 7. Conclusion

Developing lessons on the basis of the assignments (2012)

Rýgl, Pavel ; Seeger, Anett ; Strehmann, Anja

1. What was the aim of your lesson and how helpful was the assignment for planning it? 2. Which tasks did you choose from the assignment (without or with a little change )? 3. Did you work with the teacher Information? Why? What was helpful? 4. What can be improved in the assignment ? 5. Conclusion

On the importance of using appropriate concepts and theories (2013)

Uhlenwinkel, Anke

Relating the attitudes represented in the maps of the atlas of European values to the students (2012)

Willemse, Marloes ; Cornelissen, Sebastiaan ; Turgut, Pelin

1. The meaning of religious (sacred) places 2. Why be religious? 3. Secularism in Europe 4. Youth and religion (‘No creo en el jamas’ (Juanes)) 5. Football & religion 6. Religion and politics 7. Penguins in heaven 8. Lucky Charms 9. Unity in Diversity 10. Religion and active citizenship

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