Thematische Bibliographien / Formal and informal schools

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Formal and informal schools“

Autor: Grafiati
Veröffentlicht am 25. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Formal and informal schools"

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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu und Anu Sepp. „CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (25.05.2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.

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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.
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Folkestad, Göran. „Formal and informal learning situations or practices vs formal and informal ways of learning“. British Journal of Music Education 23, Nr. 2 (29.06.2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.

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During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.
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Mangeya, Hugh. „Graffiti as a site for cultural literacies in Zimbabwean urban high schools“. International Journal of Cultural Studies 22, Nr. 3 (19.07.2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.

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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.
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Hargreaves, David J. „Intercultural perspectives on formal and informal Music learning“. DEDiCA Revista de Educação e Humanidades (dreh), Nr. 1 (01.03.2011): 53–66. http://dx.doi.org/10.30827/dreh.v0i1.7152.

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This paper reviews some of the changes and developments that have occurred in music education over the last decade, following Hargreaves and North’s (2001) international review. I describe some recent developments in England, in which change has been very rapid, and in which education has had a high political profile, and then consider the three main issues which emerged from our international review, namely curriculum issues; the aims and objectives of music education; and the relationship between music in and out of school. I go on to describe two theoretical models which were developed as a result of my work with the Qualifications and Curriculum Authority (QCA) in England: these are models of the different opportunities in music education, and of its intended outcomes. The first of these reveals the importance of the differences between formal and informal music learning, both of which can take place inside as well as outside schools. I conclude by reflecting on the power and ubiquity of music in young people’s everyday lives, which mean that music education policy should reflect and capitalize upon this power.
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Ng, Hoon Hong. „Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning“. Research Studies in Music Education 42, Nr. 1 (02.10.2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.

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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience.
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Sun, Min, Kenneth A. Frank, William R. Penuel und Chong Min Kim. „How External Institutions Penetrate Schools Through Formal and Informal Leaders“. Educational Administration Quarterly 49, Nr. 4 (18.03.2013): 610–44. http://dx.doi.org/10.1177/0013161x12468148.

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Horn, Ilana, Brette Garner, I.-Chien Chen und Kenneth A. Frank. „Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks“. AERA Open 6, Nr. 2 (April 2020): 233285842091489. http://dx.doi.org/10.1177/2332858420914898.

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Teacher collaboration is often assumed to support school’s ongoing improvement, but it is unclear how formal learning opportunities in teacher workgroups shape informal ones. In this mixed methods study, we examined 77 teacher collaborative meetings from 24 schools representing 116 teacher pairs. We coupled qualitative analysis of the learning opportunities in formal meetings with quantitative analysis of teachers’ advice-seeking ties in informal social networks. We found that teachers’ coparticipation in learning-rich, high-depth meetings strongly predicted the formation of new advice-seeking ties. What is more, these new informal ties were linked to growth in teachers’ expertise, pointing to added value of teachers’ participation in high-depth teacher collaboration.
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Sneddon, J. N. „Teaching informal Indonesian“. Australian Review of Applied Linguistics 24, Nr. 2 (01.01.2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.

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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.
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Seufert, Sabine, und Nina Scheffler. „Developing Digital Competences of Vocational Teachers“. International Journal of Digital Literacy and Digital Competence 7, Nr. 1 (Januar 2016): 50–65. http://dx.doi.org/10.4018/ijdldc.2016010104.

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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility in specific working context as well as time and financial aspects are criticized. Present research shows that non-formal and informal learning should be better linked in order to develop teachers' digital competences sustainably. The present contribution introduces a necessary framework to include informal learning processes in teacher education at vocational schools and furthermore fosters a school culture of learning together and from each other.
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Stowell, Dan, und Simon Dixon. „Integration of informal music technologies in secondary school music lessons“. British Journal of Music Education 31, Nr. 1 (28.08.2013): 19–39. http://dx.doi.org/10.1017/s026505171300020x.

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Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific observations on the role of YouTube, mobile phones and MP3 players in the class context. In the lessons we observed, these technologies functioned as part of a richly multimodal ecosystem of technologies, combining aspects of formal and informal use. This carries implications for how we plan for the use of technology in the delivery of music education.
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Dissertationen zum Thema "Formal and informal schools"

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Salvaggio, Karen Colquette. „Perceptions of formal and informal school leaders regarding cultural proficiency in high-achieving, highly diverse elementary schools /“. La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098900.

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Visser, Alvin-Jon. „Rural students' local knowledge of learning in formal and informal contexts“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.

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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the mediators involved, the task objectives and the means for achieving these objectives in the different learning contexts. The thesis draws on a socio-cultural approach to the study of cognitive development to probe the activity of learning in a formal and informal learning context. Through the use of a context sensitive methodological methods especially Participatory Rural Appraisal (PRA) tools and techniques, it was possible to illuminate tacit local knowledge structures and to get participants to actively explicate their understandings related to learning in different contexts The research results illustrate the assertion that the activity of learning is fundamentally situated in the learning context from which it arises. Learning is framed by the community of practice which structures affordances for situated learning, through mediation, within zones of proximal development. Learning in a formal context such as the school is often abstract, rule-based, standardised and theory related. Learners also find it difficult to reflect on the learning tasks and the mediational means used in a formal learning context. In contrast, the learning which takes place in an informal setting is often practical, individualised, flexible and environment based. This learning is structured around everyday activities and is dynamically defined and supported. In a situation where a learner is exposed to dislocated learning contexts, the essential goal of educational initiatives is to bridge the gap between the two. This can be achieved through mediators creating effective zones of proximal development which facilitate the individuals adaptation between learning contexts. Exposing rural scholars' local knowledge of learning in formal and informal contexts allows for a fuller understanding of the cognitive development structured within formal and informal communities of practice. It is this understanding that is necessary to address the situation where learning contexts, drawing on different knowledge bases find ways of thinking, prove challenging and/or conflicting to the scholar.
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Goodson-rochelle, Peggy A. „New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.

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The researcher examined beginning teacher induction programs in large and small districts in Tennessee for the 1997-1998 school year. Types of induction, formal and informal, were examined. The study looked at the teacher attitudes of job satisfaction, job adjustment, and socialization into the profession of teaching. The research design included five questions with two hypotheses used for testing differences between teacher attitudes in large and small systems. Beginning first-year teachers were surveyed and asked to rate their induction program as to best practices. Teachers rated the occurrence of activities in seven areas and how supportive activities were in their roles as beginning teachers. The questions were tested and statistically analyzed using chi-square and analysis of variance procedures. No differences were found in the occurrence of induction activities in large and small systems. No differences were found in how supportive an event was in large and small systems. A difference was found in job adjustment between large and small systems, but not in job satisfaction or socialization into the profession. Recommendations for further research were made to augment the study.
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Doerger, Daniel W. „Finding Forestt High School formal and informal induction and the enculturation of new teachers /“. Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1027006640.

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Lecusay, Robert. „Telementoring Physics: University-Community After-school Collaborations and the Mediation of the Formal/ Informal Divide“. Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk forskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28031.

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For several decades improvement of science education has been a major concern of policy makers concerned that the U.S. is a “nation at risk” owing to the dearth of students pursing careers in science. Recent policy proposals have argued that provision of broadband digital connectivity to organizations in the informal sector would increase the reach of the formal, academic sector to raise the overall level of science literacy in the country. This dissertation reports on a longitudinal study of a physics telementoring activity jointly run by a university-community collaborative at a community learning center. The activity implemented a digital infrastructure that exceeds the technical and social-institutional arrangements promoted by policy makers. In addition to broadband internet access (for tele-conferencing between students at the community center and physicists at a university), supplemented by digital software designed to promote physics education, the activity included the presence of a collaborating researcher/tutor at the community learning center to coordinate and document the instructional activities. The current research revealed a fundamental contradiction between the logic, goals, and practices of the physics instructors, and the corresponding logic, goals, and practices of the participants at the community learning center. This contradiction revolves around a contrast between the physicists’ formal, logocentric ways of understanding expressed in the ability to explain the scientific rules underlying physical phenomena and the informal, pragmatic orientation of the youth and adults at the learning center. The observations in this dissertation should remind techno-enthusiasts, especially in the arena of public education policy, that there are no turnkey solutions in “distance” science education. Technically “connecting” people is not equivalent to creating conditions that expand opportunities to learn and a functioning socio-technical system that supports learning. Secondly, for designers and practitioners of informal learning in community-university collaborative settings, it is critically important to understand distance learning activities as developing “cross-cultural, ” collaborative encounters, the results of which are more likely to be hybrids of different ways of learning and knowing than the conversion of informal learning into a tool for instruction that will allow youth to “think like physicists.”
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Damonse, Selwyn. „Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school“. Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.

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Sugimoto, Amanda Tori. „A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.

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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
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Quaresma, Martim de Sousa Mendes Bento. „Informalidade e permanência“. Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/18293.

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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre
aquilo que se ergueu nos últimos milénios. Concretizada pelo significativo crescimento demográfico e êxodo rural, a acelerada urbanização dos países do global south tem resultado na proliferação da cidade informal. Através do estudo dos processos criadores da cidade formal e informal e da sua relação com a ação heterónoma e autónoma, respectivamente, este Projeto Final de Mestrado apresenta uma alternativa ao projeto centralmente administrado, responsabilizando e valorizando o indivíduo na concepção do seu ambiente construído. O projeto assenta no contexto urbano pós-colonial de Santo António em São Tomé e Príncipe. Independentemente do arquipélago ser um dos países com menor número de habitantes na África subsariana, ocupa hoje os lugares de topo na tabela da densidade populacional da região. Por este motivo, a escassez de habitação a colmatar nas próximas décadas, mesmo que a uma escala consideravelmente inferior, será tão ou mais complexa que a de realidades como Lagos, Nairobi, Kinshasa ou Luanda. Propõe-se neste trabalho, apresentar uma alternativa ao crescimento desmesurado da cidade informal e das suas patologias, assumindo os seus processos como parte integrante do projeto de arquitetura.
ABSTRACT: In the upcoming decades, we ought to build in African cities what was constructed in the last millennia. Materialized by the rural exodus and significant population growth, the accelerated urbanization of the global south countries has resulted in the proliferation of the informal city. Through the study of the creative processes of formality and informality and its link with heteronomous and autonomous action, respectively, this final master’s work presents an alternative to the centrally administered project, holding the individual responsible and valuing his position in the design process of the built environment. The project is based on the post-colonial urban context of Santo António in São Tomé e Príncipe. Regardless of the archipelago being one of the countries with the lowest number of inhabitants in sub- Saharan Africa, it now occupies one of the top places in the region when looking at the population density. For this reason, the shortage of housing to face in the coming decades, even if on a considerably smaller scale, will be as or more complex when compared with realities such as Lagos, Nairobi, Kinshasa or Luanda. It’s proposed on this paper and project, to prevent the excessive growth of the informal city and its pathologies, assuming its processes as an integral part of the architectural design.
N/A
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Mashile, Mahlogonolo. „Male Mapulana learners' views on the influences of cultural initiation on their schooling“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80468.

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In this study, Mapulana male learners’ views on the influences of cultural initiation on their schooling were researched. Rite of passage was adopted as the theorisation for the study. In the context of the study, a rite of passage is when uninitiated male learners (mashoboro) go through the initiation process. Thereafter, their status of being boys is converted to becoming men (monna) through a transition (passage). Likewise, normal schooling is also a rite of passage, and Grades 1 to 12 are interrupted by another form of schooling, initiation, as a rite of passage. This study was motivated by the tension that was observed between the legal and customary, democratic and cultural, and formal and informal schooling. The study was qualitative in nature and rooted in the interpretive paradigm. Semi-structured interviews were employed to understand the Mapulana male learners’ views on the influences of cultural initiation on their schooling. It was found that the operation of initiation schools in Mpumalanga conflicted with the school calendar and this ultimately influenced schooling. Much of this could be attributed to the loopholes in policies governing initiations. This study can capacitate the Mpumalanga Department of Education (MDoE) about possible policy amendments. I recommend that parents raise this problem with principals through school governing bodies (SGBs) and that it be brought to the attention of the MDoE. The authorities should come to an agreement that prospective initiates should undergo medical circumcision before they go into cultural initiation performed in the bush. I also recommend that the above stakeholders should only allow male learners who are less than 15 years of age or those learners who are still in Grades 8 to 11 to undergo cultural initiation. The school management team (SMT) should help male learners who were away for initiation (initiates) with catch- up programmes. The MDoE must work hand-inglove with the Department of Health, Department of Cooperative Governance, Human Settlements and Traditional Affairs (CoGTA), and law enforcement agencies to prevent male Mapulana learners from being left behind in the curriculum. It must be ensured that learners’ health comes first and that initiation principals strictly adhere to policies governing initiation schools.
Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
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Mccarthy, Kelly Elizabeth. „An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.

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Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status. Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis. The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers. The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.
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Bücher zum Thema "Formal and informal schools"

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Green, Lucy. Music, informal learning and the school: A new classroom pedagogy. Burlington, VT: Ashgate, 2007.

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Padro, Susan. Employment equity in Ontario school boards: A study of formal and informal mechanisms for the promotion of women to administrative positions. [Toronto: Ontario Institute for Studies in Education, 1993.

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Graham, Herbert, Hrsg. Countering bullying: Initiatives by schools and local authorities. Stoke-on-Trent, Staffordshire, England: Trentham Books, 1993.

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Informal lectures on formal semantics. Albany, N.Y: State University of New York Press, 1989.

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Ramaswami, N. Diglossia: Formal and informal Tamil. Mysore: Central Institute of Indian Languages, 1997.

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Ebner, Daniel. Formal and Informal Strategic Planning. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-04502-9.

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American Bar Association. Committee on Professional Ethics. und American Bar Association. Standing Committee on Ethics and Professional Responsibility., Hrsg. Formal and informal ethics opinions: Formal opinions 316-348, informal opinions 1285-1495. [Chicago, Ill.]: Standing Committee on Ethics and Professional Responsibility, American Bar Association, 1985.

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Trentin, Guglielmo, und Stefania Bocconi. Wiki supporting formal and informal learning. Hauppauge, N.Y: Nova Science Publishers, 2012.

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Ashraf, Mohammad. Formal and Informal Social Safety Nets. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137388742.

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Gupta, Anil K. Women and formal and informal science. Ahmedabad: Indian Institute of Management, 2005.

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Buchteile zum Thema "Formal and informal schools"

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Nanni, Eftychia, und Katerina Plakitsi. „Biology Education in Elementary Schools“. In Activity Theory in Formal and Informal Science Education, 229–51. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_9.

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Looi, Chee-Kit, Khin Fung Lim, Jennifer Pang, Angela Lay Hong Koh, Peter Seow, Daner Sun, Ivica Boticki, Cathie Norris und Elliot Soloway. „Bridging Formal and Informal Learning with the Use of Mobile Technology“. In Future Learning in Primary Schools, 79–96. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-579-2_6.

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Geldreich, Katharina, und Peter Hubwieser. „Programming in Primary Schools: Teaching on the Edge of Formal and Non-formal Learning“. In Non-Formal and Informal Science Learning in the ICT Era, 99–116. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6747-6_6.

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Sergis, Stylianos E., und Demetrios G. Sampson. „From Teachers’ to Schools’ ICT Competence Profiles“. In Digital Systems for Open Access to Formal and Informal Learning, 307–27. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02264-2_19.

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Wang, Chuang, Dawson R. Hancock und Gloria D. Campbell-Whatley. „Data-Driven Formal and Informal Measures“. In A School Leader’s Guide to Implementing the Common Core, 37–51. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315769868-3.

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Aspray, William, George Royer und Melissa G. Ocepek. „American School Lunch Policy: A History“. In Formal and Informal Approaches to Food Policy, 61–84. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04966-3_4.

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Pedretti, Erminia, und Ana Maria Navas-Iannini. „Pregnant Pauses: Science Museums, Schools and a Controversial Exhibition“. In Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities, 31–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89761-5_3.

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Plakitsi, Katerina, Eleni Kolokouri, Eftychia Nanni, Efthymis Stamoulis und Xarikleia Theodoraki. „Chat in Developing new Environmental Science Curricula, School Textbooks, and Web-Based Applications for the First Grades“. In Activity Theory in Formal and Informal Science Education, 83–110. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_5.

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Zervas, Theodore G. „The School and the Textbook“. In Formal and Informal Education during the Rise of Greek Nationalism, 63–87. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48415-4_3.

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Smith, Kathy, Angela Fitzgerald, Suzanne Deefholts, Sue Jackson, Nicole Sadler, Alan Smith und Simon Lindsay. „Reinvigorating Primary School Science Through School-Community Partnerships“. In Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities, 87–103. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89761-5_6.

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Konferenzberichte zum Thema "Formal and informal schools"

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Rosenfeld, Tzipi, Sarit Barzilai und Ina Blau. „SCAFFOLDING GAME-BASED LEARNING AT SCHOOL: BRIDGING FORMAL AND INFORMAL KNOWLEDGE REPRESENTATIONS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0118.

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Evrim Tunca, Ozan. „Using Distant Learning Platform for Musical Instrument Instructor Training“. In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.797.

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The purpose of this study is to examine the productivity of distant instructor training program for musical instrument education. Music education, especially on playing musical instruments, has been one of the major topics of general education. Today, formal musical instrument education is available in conservatories and music departments of fine arts and education colleges, and informal or non-formal musical instrument education is available in private music schools and courses in Turkey. Recorder or melodica is taught in public schools as part of the general music education. There are number of different platforms to teach musical instruments where there is need to train teachers to do that in the needed quality. There are various applications of online teacher training for instrument education. For example, Northwestern University and University of North Carolina have been offering courses over Coursera (a major MOOCs provider), such as Teaching Violin and Viola, Fundamentals of Rehearsing Music Ensembles. Different from our program they do not provide direct contact with the instructor for feedback. A group of well-experienced instructor trainers of the Anadolu University including myself established a distant instructor-training program for musical instruments. This paper will explain and explore the stages of the program’s creation and its effectiveness.
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Datta, Esha, und Alice Agogino. „Mobile Learning and Digital Libraries“. In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42527.

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With the recent advancement of mobile technologies, such as smart phones, digital cameras and PDAs (Personal Digital Assistants), and tablet PCs mobile learning provides opportunities for formal and informal education in a wide range of settings. In particular, the use of mobile technologies to access digital libraries opens up doors for providing unique learning experiences, both inside and outside of the classroom. This paper presents the design and implementation of a mobile learning digital library infrastructure and test applications. We first conducted a user needs analysis of students, educators, and parents in order to understand desirable functional attributes and challenges associated with mobile learning. We translated this needs assessment into a list of twelve functional attributes for digital library infrastructures and mobile device applications that will facilitate informal learning. In order to test out the recommendations, a conceptual design was developed as a lesson plan that uses mobile devices and digital libraries to teach the concept of simple machines. This lesson was implemented during a workshop conducted with students in the TechBridge program, an after school program that introduces girls to technology. The students that participated in this workshop were from less affluent schools and were all members of ethnic groups that are typically underrepresented in the field of engineering. This paper summarizes the needs assessment research, implementation, testing and recommendations for future work. Our goal is to provide recommendations for mobile learning technologies that will increase access and enhance mobile learning experiences for students of all backgrounds.
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Ceconello, Mauro Attilio, Davide Spallazzo und Martina Scianname'. „Taking students outside the classrooms. Location-based mobile games in education“. In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9257.

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The contribution aims at corroborating location-based mobile games as models for the integration of digital technologies in the educational field. They demonstrated to be valid alternatives to formal education in the applied research project: Play Design!, which addressed to high school students, interested in design-related matters, and intends to valorise the Italian design culture, transforming Milan into the stage of a double-sided story. Design is here highlighted both as a cultural heritage and a discipline, inducing the development of two different games sharing a common didactic aim: D.Hunt and D.Learn. The first one is a mobile treasure hunt illustrating the excellences of the creative production of the country, and the renowned protagonists and places of Italy- and Milan-based design: a cultural background to be preserved and valorised. The second one, instead, is a role-play, cooperative and competitive game which depicts the city as a hub for schools and universities, where design is considered a subject for didactic courses, a combination of theories and practices to be transmitted and implemented. Then, the two mobile, location-based serious games exploit this copious and multifaceted material for evident learning purposes, joining the examples of informal education to increasingly follow in future technology developments.
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Michniewska, Anna, Karolina Czerwiec, Katarzyna Potyrała, Renata Staśko und Emanuel Studnicki. „INCREASING YOUTH'S ECOLOGICAL AWARENESS OF AIR POLLUTION WITH THE USE OF NEW MEDIA“. In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.89.

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Ecological awareness involves natural knowledge, subjective perceptions, emotional commitment, and personal activity. It is shaped in a complex process under the influence of generally accepted social norms, information from mass media, formal and informal education. Increasingly young people are using new, new media to raise awareness. Research is concerned at the use of mobile applications in natural sciences on the example of air pollution. The aim of the research was to test the effectiveness and attractiveness of mobile applications devoted to the problem of air pollution among youth. Research has conducted focus interviews with middle school students on the use of applications in natural science lessons, and analyzed mobile applications and websites on air pollution. Keywords: environmental awareness, high school students, mobile applications, new media.
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Wilson, Vicky. „Lessons in Reality: Teaching Project Management, Professionalism and Ethics to Third Year IT Students“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2588.

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It is widely accepted amongst tertiary educators that IT students need first hand experience of working in teams and in managing projects if they are to be effective in the workplace. In 2001 the School of Computer and Information Science at Edith Cowan University undertook a major restructure of its courses that resulted in the development of eight ‘core’ units that are taught in a range of courses across the School. One of these was a third-year unit called ‘Project Management, Professionalism and Ethics’. This case study documents the research that was undertaken to determine the unit content and its subsequent development and delivery. It discusses the formal and informal feedback received from students and staff after its delivery in semester 2, 2001 and what will be done to develop the unit into a fully integrated online ‘situated learning’ experience.
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Banks, David. „Reflections on Interpretivist Teaching with Positivist Students“. In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2388.

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This paper reflects upon the teaching of two final year undergraduate subjects, Information Systems Policy and E Commerce, in a Management Information Systems degree program that is located in a School of Accounting and Information Systems. Both of the subjects were taught from an ‘interpretive’ standpoint, an approach that some students found to be challenging given that they were more familiar with the highly structured and positivist approach used in most of their previous subjects. Student feedback gained from informal conversations with the lecturer, an electronic meeting and through paper questionnaires as part of the normal formal evaluation process, is used to explore some of their reactions to a ‘soft’ approach and to provide a basis for consideration of future delivery patterns for the subjects.
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Dib, C. Z. „Formal, non-formal and informal education: concepts/applicability“. In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37526.

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Dietsch, Daniel, Vincent Langenfeld und Bernd Westphal. „Formal Requirements in an Informal World“. In 2020 IEEE Workshop on Formal Requirements (FORMREQ). IEEE, 2020. http://dx.doi.org/10.1109/formreq51202.2020.00010.

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Ilic, Duvravka. „Deriving Formal Specifications from Informal Requirements“. In 31st Annual International Computer Software and Applications Conference - Vol. 1- (COMPSAC 2007). IEEE, 2007. http://dx.doi.org/10.1109/compsac.2007.104.

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Berichte der Organisationen zum Thema "Formal and informal schools"

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Lee, Insup. Extracting Formal Models from Informal Requirements and Using Them for Validation. Fort Belvoir, VA: Defense Technical Information Center, Januar 2009. http://dx.doi.org/10.21236/ada499764.

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Saunders, Vicky, Steven Roche, Morag McArthur und Erin Barry. Barriers to formal and informal supports for refugee families in Australia. Child Family Community Australia, April 2017. http://dx.doi.org/10.24268/fhs.8338.

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Hall, Bronwyn, Christian Helmers, Mark Rogers und Vania Sena. The Choice between Formal and Informal Intellectual Property: A Literature Review. Cambridge, MA: National Bureau of Economic Research, April 2012. http://dx.doi.org/10.3386/w17983.

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Farber, Henry, und Michael White. A Comparison of Formal and Informal Dispute Resolution in Medical Malpractice. Cambridge, MA: National Bureau of Economic Research, Mai 1993. http://dx.doi.org/10.3386/w4371.

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Killourhy, Kevin, Yee-Yin Choong und Mary Theofanos. Taxonomic Rules for Password Policies: Translating the Informal to the Formal Language. National Institute of Standards and Technology, Dezember 2013. http://dx.doi.org/10.6028/nist.ir.7970.

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Morales, Leonardo Fabio, Didier Hermida und Eleonora Dávalos. Interactions between Formal and Informal Labor Dynamics: Revealing Job Flows from Household Surveys. Banco de la República, August 2019. http://dx.doi.org/10.32468/be.1090.

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Iregui-Bohórquez, Ana María, Ligia Alba Melo-Becerra, María Teresa Ramírez-Giraldo und Ana María Tribín-Uribe. Determinantes del acceso al crédito formal e informal : evidencia de los hogares de ingresos medios y bajos en Colombia. Bogotá, Colombia: Banco de la República, August 2016. http://dx.doi.org/10.32468/be.956.

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Kimboko, Priscilla. The articulation of formal and informal helping: the influence of organizational context on relationships between professional and lay caregivers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.352.

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Hollenbeck, Kevin, und Noyna DebBurman. Use and Effectiveness of Formal Course and Career Planning Forms in Secondary Schools in the Ottawa Area Intermediate School District. W.E. Upjohn Institute, September 2000. http://dx.doi.org/10.17848/tr00-016.

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Aked, Jody. Supply Chains, the Informal Economy, and the Worst Forms of Child Labour. Institute of Development Studies (IDS), Juli 2021. http://dx.doi.org/10.19088/clarissa.2021.006.

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As a cohort of people, ‘children in work’ have become critical to the everyday functioning of diverse supply chain systems. This Working Paper considers diverse commodity chains (leather, waste, recycling and sex) to explore the business realities that generate child labour in its worst forms. A review of the literature finds that occurrence of the worst forms of child labour (WFCL) in supply chain systems is contingent on the organising logics and strategies adopted by actors in both the formal and informal economies. Piecing together the available evidence, the paper hypothesises that a supply chain system is sensitive to the use of WFCL when downward pressure to take on business risk cannot be matched by the economic resilience to absorb that risk. Emergencies and persistent stressors may increase risk and reduce resilience, shifting norms and behaviour. There is a need for further work to learn from business owners and workers in the informal economy.
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