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stringlengths 20
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stringlengths 24
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| title
stringlengths 3
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| question
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| references
list | answers
dict |
|---|---|---|---|---|---|---|---|
gem-squad_v2-train-111700
|
5acd7b9807355d001abf4429
|
Education
|
The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal "academic value" to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.
|
What do not have equal academic value?
|
What do not have equal academic value?
|
[
"What do not have equal academic value?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111701
|
5acd7b9807355d001abf442a
|
Education
|
The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal "academic value" to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.
|
What is no longer forming around distance learning?
|
What is no longer forming around distance learning?
|
[
"What is no longer forming around distance learning?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111702
|
572ba77b34ae481900deaec7
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
What does Universal Primary Education belong to?
|
What does Universal Primary Education belong to?
|
[
"What does Universal Primary Education belong to?"
] |
{
"text": [
"international Millennium Development Goals"
],
"answer_start": [
48
]
}
|
gem-squad_v2-train-111703
|
572ba77b34ae481900deaec8
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
What is one issue that hurts Universal Primary Education?
|
What is one issue that hurts Universal Primary Education?
|
[
"What is one issue that hurts Universal Primary Education?"
] |
{
"text": [
"charitable funding"
],
"answer_start": [
188
]
}
|
gem-squad_v2-train-111704
|
572ba77b34ae481900deaec9
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
Which organization has discovered corruption in the educator sector?
|
Which organization has discovered corruption in the educator sector?
|
[
"Which organization has discovered corruption in the educator sector?"
] |
{
"text": [
"Transparency International"
],
"answer_start": [
518
]
}
|
gem-squad_v2-train-111705
|
5acd7bf407355d001abf4430
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
What does Universal Primary Education not belong to?
|
What does Universal Primary Education not belong to?
|
[
"What does Universal Primary Education not belong to?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111706
|
5acd7bf407355d001abf4431
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
What is one issue that helps Universal Primary Education?
|
What is one issue that helps Universal Primary Education?
|
[
" What is one issue that helps Universal Primary Education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111707
|
5acd7bf407355d001abf4432
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
Which organization has not had corruption in the educator sector?
|
Which organization has not had corruption in the educator sector?
|
[
"Which organization has not had corruption in the educator sector?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111708
|
5acd7bf407355d001abf4433
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
What parents do not give pressure to their children for schooling?
|
What parents do not give pressure to their children for schooling?
|
[
"What parents do not give pressure to their children for schooling?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111709
|
5acd7bf407355d001abf4434
|
Education
|
Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
|
Who should earn money in the long term instead of short term?
|
Who should earn money in the long term instead of short term?
|
[
"Who should earn money in the long term instead of short term?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111710
|
572ba81cf75d5e190021fe78
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
What has come from similarities in systems?
|
What has come from similarities in systems?
|
[
"What has come from similarities in systems?"
] |
{
"text": [
"increase in international student exchanges"
],
"answer_start": [
95
]
}
|
gem-squad_v2-train-111711
|
572ba81cf75d5e190021fe79
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
Which programfacilitates the exchange students across Europe?
|
Which programfacilitates the exchange students across Europe?
|
[
"Which programfacilitates the exchange students across Europe?"
] |
{
"text": [
"The European Socrates-Erasmus Program"
],
"answer_start": [
140
]
}
|
gem-squad_v2-train-111712
|
572ba81cf75d5e190021fe7a
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
Which group provides opportunities for Eastern Europe and Asia exchange students?
|
Which group provides opportunities for Eastern Europe and Asia exchange students?
|
[
"Which group provides opportunities for Eastern Europe and Asia exchange students?"
] |
{
"text": [
"The Soros Foundation"
],
"answer_start": [
230
]
}
|
gem-squad_v2-train-111713
|
5acd7fff07355d001abf448a
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
What has come from differences in systems?
|
What has come from differences in systems?
|
[
"What has come from differences in systems?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111714
|
5acd7fff07355d001abf448b
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
Which program facilitates the exchange students across Asia?
|
Which program facilitates the exchange students across Asia?
|
[
" Which program facilitates the exchange students across Asia?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111715
|
5acd7fff07355d001abf448c
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
Which group provides opportunities for Northern Europe exchange students?
|
Which group provides opportunities for Northern Europe exchange students?
|
[
" Which group provides opportunities for Northern Europe exchange students?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111716
|
5acd7fff07355d001abf448d
|
Education
|
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
|
What country does not lead global campuses online?
|
What country does not lead global campuses online?
|
[
"What country does not lead global campuses online?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111717
|
572ba8ea111d821400f38f3e
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
What does LCPS stand for?
|
What does LCPS stand for?
|
[
"What does LCPS stand for?"
] |
{
"text": [
"low cost private schools"
],
"answer_start": [
20
]
}
|
gem-squad_v2-train-111718
|
572ba8ea111d821400f38f3f
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
What was the reason for the polarisation for affordable schooling?
|
What was the reason for the polarisation for affordable schooling?
|
[
"What was the reason for the polarisation for affordable schooling?"
] |
{
"text": [
"disputes around whether the schools are affordable for the poor"
],
"answer_start": [
248
]
}
|
gem-squad_v2-train-111719
|
572ba8ea111d821400f38f40
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
Where are these types of school spreading across?
|
Where are these types of school spreading across?
|
[
"Where are these types of school spreading across?"
] |
{
"text": [
"Africa and Asia"
],
"answer_start": [
594
]
}
|
gem-squad_v2-train-111720
|
5acd809c07355d001abf449a
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
What does LCPS not stand for?
|
What does LCPS not stand for?
|
[
" What does LCPS not stand for?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111721
|
5acd809c07355d001abf449b
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
What was the reason for the polarisation for non-affordable schooling?
|
What was the reason for the polarisation for non-affordable schooling?
|
[
" What was the reason for the polarisation for non-affordable schooling?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111722
|
5acd809c07355d001abf449c
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
Where are these types of school not spreading across?
|
Where are these types of school not spreading across?
|
[
"Where are these types of school not spreading across?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111723
|
5acd809c07355d001abf449d
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
What is the failure attributed to?
|
What is the failure attributed to?
|
[
"What is the failure attributed to?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111724
|
5acd809c07355d001abf449e
|
Education
|
Research into LCPS (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. The polarisation was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organisations which support LCPSs. Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:
|
What did not reach disadvantaged groups?
|
What did not reach disadvantaged groups?
|
[
"What did not reach disadvantaged groups?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111725
|
572bb59abe1ee31400cb8489
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
What are some of the claims being pointed towards education inequality?
|
What are some of the claims being pointed towards education inequality?
|
[
"What are some of the claims being pointed towards education inequality?"
] |
{
"text": [
"children did not exceed the education of their parents"
],
"answer_start": [
54
]
}
|
gem-squad_v2-train-111726
|
572bb59abe1ee31400cb848a
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
Who do students often blame for their education short comings?
|
Who do students often blame for their education short comings?
|
[
"Who do students often blame for their education short comings?"
] |
{
"text": [
"teachers and their textbooks"
],
"answer_start": [
350
]
}
|
gem-squad_v2-train-111727
|
572bb59abe1ee31400cb848b
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
What happens when someone tries to improve education?
|
What happens when someone tries to improve education?
|
[
"What happens when someone tries to improve education?"
] |
{
"text": [
"the educational establishment itself occasionally showers the person with criticism rather than gratitude"
],
"answer_start": [
477
]
}
|
gem-squad_v2-train-111728
|
5acd810107355d001abf44ae
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
What are some of the claims being pointed towards education equality?
|
What are some of the claims being pointed towards education equality?
|
[
"What are some of the claims being pointed towards education equality?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111729
|
5acd810107355d001abf44af
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
Who do students never blame for their education short comings?
|
Who do students never blame for their education short comings?
|
[
" Who do students never blame for their education short comings?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111730
|
5acd810107355d001abf44b0
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
What happens when someone doesn't try to improve education?
|
What happens when someone doesn't try to improve education?
|
[
" What happens when someone doesn't try to improve education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111731
|
5acd810107355d001abf44b1
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
What is not a goal of education?
|
What is not a goal of education?
|
[
"What is not a goal of education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111732
|
5acd810107355d001abf44b2
|
Education
|
Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.
|
What are the intended products of our current educational process?
|
What are the intended products of our current educational process?
|
[
"What are the intended products of our current educational process?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111733
|
572bb6a7f75d5e190021feae
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What is the discrepancy between Developed and less developed countries?
|
What is the discrepancy between Developed and less developed countries?
|
[
"What is the discrepancy between Developed and less developed countries?"
] |
{
"text": [
"Developed countries have people with more resources"
],
"answer_start": [
0
]
}
|
gem-squad_v2-train-111734
|
572bb6a7f75d5e190021feaf
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What resources do developed countries have better access to?
|
What resources do developed countries have better access to?
|
[
"What resources do developed countries have better access to?"
] |
{
"text": [
"housing, food, transportation"
],
"answer_start": [
53
]
}
|
gem-squad_v2-train-111735
|
572bb6a7f75d5e190021feb0
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What is common in developed countries?
|
What is common in developed countries?
|
[
"What is common in developed countries?"
] |
{
"text": [
"criticism and blame"
],
"answer_start": [
431
]
}
|
gem-squad_v2-train-111736
|
5acd814a07355d001abf44b8
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What is not a discrepancy between Developed and less developed countries?
|
What is not a discrepancy between Developed and less developed countries?
|
[
"What is not a discrepancy between Developed and less developed countries?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111737
|
5acd814a07355d001abf44b9
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What is not an example of a resource?
|
What is not an example of a resource?
|
[
"What is not an example of a resource?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111738
|
5acd814a07355d001abf44ba
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What resources do undeveloped countries have better access to?
|
What resources do undeveloped countries have better access to?
|
[
"What resources do undeveloped countries have better access to?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111739
|
5acd814a07355d001abf44bb
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
What is common in undeveloped countries?
|
What is common in undeveloped countries?
|
[
" What is common in undeveloped countries?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111740
|
5acd814a07355d001abf44bc
|
Education
|
Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world's population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.
|
How can people see developed countries?
|
How can people see developed countries?
|
[
"How can people see developed countries?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111741
|
572bb84df75d5e190021feb4
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
What is one good trait about students from developed countries?
|
What is one good trait about students from developed countries?
|
[
"What is one good trait about students from developed countries?"
] |
{
"text": [
"have the will and the way to do many things"
],
"answer_start": [
366
]
}
|
gem-squad_v2-train-111742
|
572bb84df75d5e190021feb5
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
What use of technology can greatly supplement how teachers teach in the classroom?
|
What use of technology can greatly supplement how teachers teach in the classroom?
|
[
"What use of technology can greatly supplement how teachers teach in the classroom?"
] |
{
"text": [
"internet"
],
"answer_start": [
691
]
}
|
gem-squad_v2-train-111743
|
572bb84df75d5e190021feb6
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
What do students also need occasionally before putting blame on teachers?
|
What do students also need occasionally before putting blame on teachers?
|
[
"What do students also need occasionally before putting blame on teachers?"
] |
{
"text": [
"gratitude for the resources they have"
],
"answer_start": [
595
]
}
|
gem-squad_v2-train-111744
|
5acd81be07355d001abf44cc
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
What is one good trait about students from undeveloped countries?
|
What is one good trait about students from undeveloped countries?
|
[
"What is one good trait about students from undeveloped countries?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111745
|
5acd81be07355d001abf44cd
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
What use of technology does not supplement how teachers teach in the classroom?
|
What use of technology does not supplement how teachers teach in the classroom?
|
[
"What use of technology does not supplement how teachers teach in the classroom?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111746
|
5acd81be07355d001abf44ce
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
What do students also need occasionally after putting blame on teachers?
|
What do students also need occasionally after putting blame on teachers?
|
[
"What do students also need occasionally after putting blame on teachers?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111747
|
5acd81be07355d001abf44cf
|
Education
|
Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.
|
The internet cannot supplement what resources in school?
|
The internet cannot supplement what resources in school?
|
[
"The internet cannot supplement what resources in school?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111748
|
572bba49111d821400f38f5a
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What is the meaning of Education psychology?
|
What is the meaning of Education psychology?
|
[
"What is the meaning of Education psychology?"
] |
{
"text": [
"the study of how humans learn in educational settings"
],
"answer_start": [
26
]
}
|
gem-squad_v2-train-111749
|
572bba49111d821400f38f5b
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What is also used interchangeably with Education psychology?
|
What is also used interchangeably with Education psychology?
|
[
"What is also used interchangeably with Education psychology?"
] |
{
"text": [
"school psychology"
],
"answer_start": [
261
]
}
|
gem-squad_v2-train-111750
|
572bba49111d821400f38f5c
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
Who are likely to be identified as educational psychologist?
|
Who are likely to be identified as educational psychologist?
|
[
"Who are likely to be identified as educational psychologist?"
] |
{
"text": [
"researchers and theorists"
],
"answer_start": [
312
]
}
|
gem-squad_v2-train-111751
|
572bba49111d821400f38f5d
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What is educational psychology concerned with?
|
What is educational psychology concerned with?
|
[
"What is educational psychology concerned with?"
] |
{
"text": [
"the processes of educational attainment"
],
"answer_start": [
537
]
}
|
gem-squad_v2-train-111752
|
5acd822707355d001abf44de
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What is the study of how humans do not learn?
|
What is the study of how humans do not learn?
|
[
"What is the study of how humans do not learn?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111753
|
5acd822707355d001abf44df
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What term is not used interchangeably with the term education psychology?
|
What term is not used interchangeably with the term education psychology?
|
[
" What term is not used interchangeably with the term education psychology?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111754
|
5acd822707355d001abf44e0
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What are not identified as educational psychologist?
|
What are not identified as educational psychologist?
|
[
"What are not identified as educational psychologist?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111755
|
5acd822707355d001abf44e1
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What does educational psychology not study?
|
What does educational psychology not study?
|
[
" What does educational psychology not study?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111756
|
5acd822707355d001abf44e2
|
Education
|
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
|
What is not a sub-population?
|
What is not a sub-population?
|
[
"What is not a sub-population?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111757
|
572bbc0a111d821400f38f68
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
How can Educational psychology in part be understood?
|
How can Educational psychology in part be understood?
|
[
"How can Educational psychology in part be understood?"
] |
{
"text": [
"through its relationship with other disciplines"
],
"answer_start": [
49
]
}
|
gem-squad_v2-train-111758
|
572bbc0a111d821400f38f69
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
How is the method of educational psychology have some relation to medicine and biology?
|
How is the method of educational psychology have some relation to medicine and biology?
|
[
"How is the method of educational psychology have some relation to medicine and biology?"
] |
{
"text": [
"discipline analogous"
],
"answer_start": [
169
]
}
|
gem-squad_v2-train-111759
|
572bbc0a111d821400f38f6a
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
Where does education psychology draw from?
|
Where does education psychology draw from?
|
[
"Where does education psychology draw from?"
] |
{
"text": [
"contributes to cognitive science and the learning sciences"
],
"answer_start": [
527
]
}
|
gem-squad_v2-train-111760
|
572bbc0a111d821400f38f6b
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
In universities where are the departments of educational psychology normally held?
|
In universities where are the departments of educational psychology normally held?
|
[
"In universities where are the departments of educational psychology normally held?"
] |
{
"text": [
"faculties of education"
],
"answer_start": [
668
]
}
|
gem-squad_v2-train-111761
|
5acd82cd07355d001abf44e8
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
How does educational psychology go misunderstood?
|
How does educational psychology go misunderstood?
|
[
"How does educational psychology go misunderstood?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111762
|
5acd82cd07355d001abf44e9
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
Where does education psychology not get inspiration from?
|
Where does education psychology not get inspiration from?
|
[
" Where does education psychology not get inspiration from?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111763
|
5acd82cd07355d001abf44ea
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
where are the departments of educational psychology never held?
|
where are the departments of educational psychology never held?
|
[
"where are the departments of educational psychology never held?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111764
|
5acd82cd07355d001abf44eb
|
Education
|
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
|
What is not an example of a specialty within educational studies?
|
What is not an example of a specialty within educational studies?
|
[
"What is not an example of a specialty within educational studies?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111765
|
572bbcad34ae481900deaef1
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What is important for a student in education?
|
What is important for a student in education?
|
[
"What is important for a student in education?"
] |
{
"text": [
"Intelligence"
],
"answer_start": [
0
]
}
|
gem-squad_v2-train-111766
|
572bbcad34ae481900deaef2
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What does education increase in a student?
|
What does education increase in a student?
|
[
"What does education increase in a student?"
] |
{
"text": [
"measurable intelligence"
],
"answer_start": [
276
]
}
|
gem-squad_v2-train-111767
|
572bbcad34ae481900deaef3
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What is intelligence at 53 more closely related to?
|
What is intelligence at 53 more closely related to?
|
[
"What is intelligence at 53 more closely related to?"
] |
{
"text": [
"intelligence at 8"
],
"answer_start": [
458
]
}
|
gem-squad_v2-train-111768
|
5acd832407355d001abf4502
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What is not important for a student in education?
|
What is not important for a student in education?
|
[
"What is not important for a student in education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111769
|
5acd832407355d001abf4503
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What does education decrease in a student?
|
What does education decrease in a student?
|
[
" What does education decrease in a student?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111770
|
5acd832407355d001abf4504
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What is intelligence at 53 less related to?
|
What is intelligence at 53 less related to?
|
[
" What is intelligence at 53 less related to?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111771
|
5acd832407355d001abf4505
|
Education
|
Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education. This effect is also observable in the opposite direction, in that education increases measurable intelligence. Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.
|
What level of education do those who do not perform well at school go to?
|
What level of education do those who do not perform well at school go to?
|
[
"What level of education do those who do not perform well at school go to?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111772
|
572bbdc7f75d5e190021feba
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who focused on identifying stimuli that can influence learning?
|
Who focused on identifying stimuli that can influence learning?
|
[
"Who focused on identifying stimuli that can influence learning?"
] |
{
"text": [
"Dunn"
],
"answer_start": [
0
]
}
|
gem-squad_v2-train-111773
|
572bbdc7f75d5e190021febb
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who also along with Dunn recommended other teaching studies?
|
Who also along with Dunn recommended other teaching studies?
|
[
"Who also along with Dunn recommended other teaching studies?"
] |
{
"text": [
"Joseph Renzulli"
],
"answer_start": [
149
]
}
|
gem-squad_v2-train-111774
|
572bbdc7f75d5e190021febc
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who created the Type Delineator?
|
Who created the Type Delineator?
|
[
"Who created the Type Delineator?"
] |
{
"text": [
"David Kolb and Anthony Gregorc's"
],
"answer_start": [
589
]
}
|
gem-squad_v2-train-111775
|
5acd839007355d001abf450a
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who discredited identifying stimuli that can influence learning?
|
Who discredited identifying stimuli that can influence learning?
|
[
" Who discredited identifying stimuli that can influence learning?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111776
|
5acd839007355d001abf450b
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who also along with Dunn discouraged other teaching studies?
|
Who also along with Dunn discouraged other teaching studies?
|
[
" Who also along with Dunn discouraged other teaching studies?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111777
|
5acd839007355d001abf450c
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who disagreed with the Type Delineator?
|
Who disagreed with the Type Delineator?
|
[
" Who disagreed with the Type Delineator?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111778
|
5acd839007355d001abf450d
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Whose work was the Keirsey Temperament Sorter not based on?
|
Whose work was the Keirsey Temperament Sorter not based on?
|
[
"Whose work was the Keirsey Temperament Sorter not based on?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111779
|
5acd839007355d001abf450e
|
Education
|
Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach.
|
Who did not recommend varying strategies?
|
Who did not recommend varying strategies?
|
[
"Who did not recommend varying strategies?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111780
|
572bbe72be1ee31400cb848f
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
What do some theories believe?
|
What do some theories believe?
|
[
"What do some theories believe?"
] |
{
"text": [
"that all individuals benefit from a variety of learning modalities"
],
"answer_start": [
22
]
}
|
gem-squad_v2-train-111781
|
572bbe72be1ee31400cb8490
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
What should be included in effective teaching?
|
What should be included in effective teaching?
|
[
"What should be included in effective teaching?"
] |
{
"text": [
"teaching methods which cover all three learning modalities"
],
"answer_start": [
318
]
}
|
gem-squad_v2-train-111782
|
5acd83ef07355d001abf451e
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
What do some theories disagree with?
|
What do some theories disagree with?
|
[
"What do some theories disagree with?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111783
|
5acd83ef07355d001abf451f
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
What should not be included in effective teaching?
|
What should not be included in effective teaching?
|
[
" What should not be included in effective teaching?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111784
|
5acd83ef07355d001abf4520
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
Who believes learning styles are helpful?
|
Who believes learning styles are helpful?
|
[
"Who believes learning styles are helpful?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111785
|
5acd83ef07355d001abf4521
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
Who prefers to label children by learning style?
|
Who prefers to label children by learning style?
|
[
"Who prefers to label children by learning style?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111786
|
5acd83ef07355d001abf4522
|
Education
|
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
|
Visual, Auditory, and Kinesthetic are helpful to do what?
|
Visual, Auditory, and Kinesthetic are helpful to do what?
|
[
"Visual, Auditory, and Kinesthetic are helpful to do what? "
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111787
|
572bc0c3111d821400f38f70
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What can Philosophy education be when we talk about the process?
|
What can Philosophy education be when we talk about the process?
|
[
"What can Philosophy education be when we talk about the process?"
] |
{
"text": [
"philosophy of the process of education or the philosophy of the discipline of education"
],
"answer_start": [
240
]
}
|
gem-squad_v2-train-111788
|
572bc0c3111d821400f38f71
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What defines Philosophy education?
|
What defines Philosophy education?
|
[
"What defines Philosophy education?"
] |
{
"text": [
"the philosophical study of education and its problems"
],
"answer_start": [
50
]
}
|
gem-squad_v2-train-111789
|
572bc0c3111d821400f38f72
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What fields make up field education and a field applied philosophy?
|
What fields make up field education and a field applied philosophy?
|
[
"What fields make up field education and a field applied philosophy?"
] |
{
"text": [
"metaphysics, epistemology, axiology and the philosophical approaches"
],
"answer_start": [
720
]
}
|
gem-squad_v2-train-111790
|
5acd849d07355d001abf4532
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What does not define philosophy education?
|
What does not define philosophy education?
|
[
" What does not define philosophy education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111791
|
5acd849d07355d001abf4533
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What fields do not make up field education?
|
What fields do not make up field education?
|
[
"What fields do not make up field education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111792
|
5acd849d07355d001abf4534
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What does not draw from fields of metaphysics?
|
What does not draw from fields of metaphysics?
|
[
"What does not draw from fields of metaphysics? "
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111793
|
5acd849d07355d001abf4535
|
Education
|
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.
|
What study does not constitute as upbringing and education?
|
What study does not constitute as upbringing and education?
|
[
"What study does not constitute as upbringing and education?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111794
|
572bc15c34ae481900deaef7
|
Education
|
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
|
What is another term used for instructors?
|
What is another term used for instructors?
|
[
"What is another term used for instructors?"
] |
{
"text": [
"teachers"
],
"answer_start": [
122
]
}
|
gem-squad_v2-train-111795
|
572bc15c34ae481900deaef8
|
Education
|
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
|
What are the main subjects that are covered by the instructor?
|
What are the main subjects that are covered by the instructor?
|
[
"What are the main subjects that are covered by the instructor?"
] |
{
"text": [
"reading, writing, mathematics, science and history"
],
"answer_start": [
211
]
}
|
gem-squad_v2-train-111796
|
572bc15c34ae481900deaef9
|
Education
|
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
|
In the United States what is considered the single most important factor in a child's education?
|
In the United States what is considered the single most important factor in a child's education?
|
[
"In the United States what is considered the single most important factor in a child's education?"
] |
{
"text": [
"quality of teachers"
],
"answer_start": [
503
]
}
|
gem-squad_v2-train-111797
|
5acd84fe07355d001abf4544
|
Education
|
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
|
What is the opposite term used for instructors?
|
What is the opposite term used for instructors?
|
[
"What is the opposite term used for instructors?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111798
|
5acd84fe07355d001abf4545
|
Education
|
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
|
What are not main subjects covered by teachers?
|
What are not main subjects covered by teachers?
|
[
" What are not main subjects covered by teachers?"
] |
{
"text": [],
"answer_start": []
}
|
gem-squad_v2-train-111799
|
5acd84fe07355d001abf4546
|
Education
|
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.
|
what is considered the least important factor in a child's education?
|
what is considered the least important factor in a child's education?
|
[
"what is considered the least important factor in a child's education?"
] |
{
"text": [],
"answer_start": []
}
|
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