Relevant bibliographies by topics / High school students – juvenile fiction

Academic literature on the topic 'High school students – juvenile fiction'

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Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "High school students – juvenile fiction"

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Aini, Syarifah, Khairina Rina, and Margarita M. Maramis. "Correlation Of Parenting With Delinquincy In Junior High School Students." Biomedical Journal of Indonesia 5, no. 3 (November 22, 2019): 126–32. http://dx.doi.org/10.32539/bji.v5i3.10120.

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Juvenile delinquency is a serious problem in all countries. Adolescent involved in delinquency have the potential to be involved in serious criminality. Many factors are thought to be the cause of juvenile delinquency, one of which is family. Parenting is a parent's act of educating their children, especially in providing values and norms that influencing the child development, including antisocial behavior that is associated with delinquency. To analyze the relationship between parenting towards juvenile delinquency in a private junior high school students in Surabaya. An observational cross-sectional analytic study that correlate between parenting towards juvenile delinquency in a junior high school students in Surabaya. The sampling technique is cluster random sampling. To asses the parenting style used the Alabama parenting questionnaire (Parental Authoritory Questionaire). Juvenile delinquency was assessed by Self-Report Delinquincy questionnaire. It was found that 70% of the subjects involved in delinquency with 52.63% experienced authoritative mothering and 66.18% experienced authoritative fathering. There was no significant relationship between mothering towards juvenile delinquency. There was a significant relationship between fathering, especially authoritative fathering towards mild juvenile delinquency and authoritarian fathering towards moderate juvenile delinquency in private junior high school students in Surabaya.Conclusion:There is relationship between parenting and juvenile delinquency.
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Maximilian, Aksendro. "VOCABULARY, SENTENCE STRUCTURE, AND FICTION WRITING: A CORRELATION FOR EFL JUNIOR HIGH SCHOOL STUDENTS." Jurnal Smart 9, no. 1 (January 1, 2023): 45–54. http://dx.doi.org/10.52657/js.v9i1.2119.

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This study's aim is to determine the relationship between vocabulary mastery, sentence structure knowledge, and fiction writing skill of the Junior High School students in learning English as a foreign language (EFL). A quantitative method using correlational research design was employed in this investigation. The research data were collected from vocabulary test, sentence structure test, and fiction writing test. The results shows that there is correlation between vocabulary and fiction writing, there is correlation between sentence structure and fiction writing, and there is correlation between vocabulary, sentence structure, and fiction writing.
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Rasyid, Miranti, and Niecen Normillah. "Parental Involvement and Self-Regulation of School Juvenile Delinquency." Indonesian Journal Of Educational Research and Review 5, no. 2 (July 20, 2022): 234–41. http://dx.doi.org/10.23887/ijerr.v5i2.47955.

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The phenomenon of promiscuity at this time is very rife and quite familiar to us, especially currently that have developed. This study aims to analyses parental involvement effect with also self-regulation on juvenile delinquency in Senior High School students. This research method uses a quantitative approach. The subject of this study were 108 Senior High School students in total who were selected using probability sampling techniques with random sampling. Data collection methods used were juvenile delinquency scale, parental involvement, and self-regulation. SPSS software is used (with inferential statistical approaches and descriptive) for analyzing data’s that are collected. The results showed that: there was a significant effect of parental involvement and self-regulation on juvenile delinquency in Senior High School students. There is also found a significant effect of parental involvement on juvenile delinquency in Senior High School students. And there is found a significant effect self-regulation on juvenile delinquency in Senior High School students with the beta coefficient.
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Chen, Chin-Chih, Frank J. Symons, and Arthur J. Reynolds. "Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities." Behavioral Disorders 37, no. 1 (November 2011): 5–18. http://dx.doi.org/10.1177/019874291103700102.

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This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted of 1,370 economically disadvantaged, predominantly minority students living in a large urban area. Findings indicated that students with high-incidence disabilities had higher rates of juvenile delinquency and adult crime. Individual (classroom adjustment), family (parent participation in school and child abuse/neglect), and school factors (preschool program participation, school quality, and school mobility) were differentially associated with juvenile delinquency and adult crime while controlling for demographics and early child and family risks. Implications for intervention, policy, and future research to address the needs of students with high-incidence disabilities are discussed.
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Stover, Lois T. "What’s New in Young Adult Literature for High School Students?" English Journal 86, no. 3 (March 1, 1997): 55–62. http://dx.doi.org/10.58680/ej19973356.

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Discusses, from the perspective of the co-editor of the National Council of Teachers of English’s annotated yearly booklist for high school students, new young adult literature and trends. Presents annotations of adolescent literature on hot topics (AIDS, abuse, death), choices and transitions, poetry, nonfiction, diversity issues, and historical fiction.
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Thoyibah, Zurriyatun, Intansari Nurjannah, and Sumarni D, W. "CORRELATION BETWEEN FAMILY COMMUNICATION PATTERNS AND JUVENILE DELINQUENCY IN JUNIOR HIGH SCHOOL." Belitung Nursing Journal 3, no. 4 (August 31, 2017): 297–306. http://dx.doi.org/10.33546/bnj.114.

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Background: Adolescents who are in transition period have high risk behavior of juvenile delinquency. Communication between parents and adolescents effectively and openly could help adolescents to avoid delinquency behavior.Objective: This study aims to examine the relationship between family communication patterns and juvenile delinquency in Junior High School.Methods: This research employed a cross-sectional design with correlation description approach. There were 243 students selected using simple random sampling from the 7th and 8th grade students of Junior High School. A questionnaire of juvenile delinquency and family communication pattern were used in this study. Data were analyzed using Chi Square test.Result: The research showed that the majority juvenile delinquency category was low (65%) and the majority of communication pattern was in functional category (73.3%). There was a significant relationship between family communication pattern and juvenile delinquency (p<0.05).Conclusion: Communication pattern within family have significant association with juvenile deliquency.
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Al-Muqbil, Norah Saleh Mohamed. "Impact of Teaching a Proposed Unit on Successful Intelligence and Augmented Reality in Biology on Lateral Thinking and Science Fiction among High School Students in Al-Saih City, Saudi Arabia." Journal of Curriculum and Teaching 11, no. 8 (October 23, 2022): 63. http://dx.doi.org/10.5430/jct.v11n8p63.

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The study examined the impact of teaching a unit based on the Theory of Successful Intelligence and Augmented Reality in Biology on developing lateral thinking and science fiction among high school students in Al-Saih City, Saudi Arabia. To verify the research experience's effect, a quasi-experimental design, the "Lateral Thinking Test," and the "Science Fiction Scale" were used. The research sample included 34 experimental and 37 control students (all high school students). The research tool used to examine both groups' lateral thinking contains 24 questions on concepts, alternatives, linkages, and ideas. Science fiction skills include alertness, flexibility, imagery, daydreaming, retreating from reality, and sustaining direction. The results demonstrated a statistically significant difference (0.05) between the average scores of the experimental and control groups for each lateral thinking skill and the lateral thinking test as a whole, in favor of the experimental group. Also, teaching a unit based on the Theory of Successful Intelligence and Applications of Augmented Reality in biology helps develop lateral thinking and science fiction. The research advocated applying the notion of Successful Intelligence and Augmented reality in high school, based on the study's results, to improve educational outcomes such as "lateral thinking" and "science fiction".
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Siregar, Julinda, and Erni Murniarti. "MANAJEMEN KECERDASAN EMOSI GURU MENGATASI KENAKALAN REMAJA." Jurnal Dinamika Pendidikan 14, no. 2 (November 11, 2021): 100–109. http://dx.doi.org/10.51212/jdp.v14i2.90.

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Emotional intelligence management is one of the important concerns for the world of education, teachers are responsible for educating, teaching, training, and are expected to have emotional intelligence management. This study aims to determine the emotional intelligence management of teachers in overcoming juvenile delinquency in high school/vocational high school students (SMA/SMK). This research method uses literature review, namely by collecting various reference sources related to emotional intelligence management in overcoming juvenile delinquency, the data collected is analyzed using content analysis methods. The occurrence of high school students is the lack of teacher emotional intelligence in understanding, paying attention, communicating effectively, and feelings that are less sensitive to adolescents which results in high school students being less able to channel their talents, interests, and creativity so that high school students as teenagers express their desires with activities. activities that violate norms, both legal, social, customary, and religious norms. The results of this study found juvenile delinquency caused by various factors, including internal and external factors. External factors include the teacher's emotional intelligence.
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Connors, Sean P. "Engaging High School Students in Interrogating Neoliberalism in Young Adult Dystopian Fiction." High School Journal 104, no. 2 (2021): 84–103. http://dx.doi.org/10.1353/hsj.2021.0000.

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Bataeva, Ekaterina, Iryna Sierykova, and Yelyzaveta Streltsyna. "Practices of Ukrainian high school students in reading fiction in the society of electronic mass media." Sociology: Theory, Methods, Marketing, no. 1 (March 2024): 170–86. http://dx.doi.org/10.15407/sociology2024.01.170.

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The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empirical part of the article is based on the results of a study conducted in September-October 2023 using the method of in-depth semi-structured interviews with ten Ukrainian high school students. It is emphasized that the participants of the study ranked social media or movies in the first place in the rating of genres, while literature was ranked second or third, and video games were more often ranked fourth. It is noted that the attitude of high school students towards literature changes in adolescence; they begin to value reading practices that are not controlled from the outside, but chosen independently for self-improvement. It is emphasized that the favorite literary genres of Ukrainian high school students are science fiction, fantasy, thrillers, detective stories, and romance novels. The results of the content analysis of school textbooks of Ukrainian and foreign literature for 10th and 11th grades revealed the absence of literary works of the genres preferred by high school students. It is concluded that it is necessary to reform school programs of Ukrainian and foreign literature in order to make them more consistent with the literary genre preferences of Ukrainian high school students. The genre attractiveness of the school literature curriculum can become a powerful “pull” factor for students compared to the “push” influence of social networks and electronic media.
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Dissertations / Theses on the topic "High school students – juvenile fiction"

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Glennon, Sara Denise. "Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195884.

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Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the juvenile justice system, and a disproportionate number of youths having an IDEA disability, including emotional disability, learning disability, and mental retardation. In addition, juvenile delinquents tend to perform lower academically than their peers, come from low socioeconomic status backgrounds, drop out of school more often, and frequently come into contact with law enforcement agencies. Moreover, low academic achievement, male gender, and drop out contribute to the increased chances that adolescents will become involved in delinquent activities. Characteristics of juvenile delinquents also tend to be stable over time and resistant to most types of intervention.The purpose of the present study was to examine whether there were significantly greater percentages of school drop out in adjudicated versus non-adjudicated delinquent high school youths with and without an IDEA disability diagnosis. Significant differences between standardized test scores of those adjudicated and non-adjudicated youths who dropped out versus remained in school were also examined. Other variables studied in conjunction with these included gender, minority, and free/reduced lunch status.Chi-Square Tests of Independence revealed a significant association between adjudication and drop out, regardless of disability, gender, minority, or free/reduced lunch status. Chi-Square results also showed a significant association between adjudication and disability, but for non-drop out delinquent youths only. Drop out and disability was found to be significantly associated for males only.Univariate Analyses of Variance revealed significant differences in AIMS Reading standard scores between delinquents who had, versus had not, been identified as having a disability. Significant differences in reading scores were also found between those identified, versus not identified as SLD. Furthermore, an interaction effect between disability and minority status was present. Similar differences were found with respect to AIMS Math scores. Limitations and implications of findings as well as future research directions were discussed.
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Chan, Tsan-ming Kenneth. "School control of juvenile delinquency in Hong Kong /." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840932.

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Vecchio, John Michael. "Do unto others correlations between specific juvenile delinquency and victimization experiences /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213996282.

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Chun, Ping-kit Roxco. "Responses to delinquency in Hong Kong secondary schools towards an integrative approach /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37033311.

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Fung, Yuk-ling. "Junior secondary students' understanding of the nature of science through their study of science stories." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B42576908.

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Lui, Lai-hing, and 呂麗慶. "Development of deviant subculture and behaviour: case studies in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31977091.

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Caldwell, Stacy. "The Effects of a Self-Management Procedure on the On-Task Behavior, Academic Productivity, and Academic Accuracy of Female Students with Disabilities in a Juvenile Correctional High School Setting." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291036723.

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Fung, Yuk-ling, and 馮玉玲. "Junior secondary students' understanding of the nature of science through their study of science stories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B42576908.

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Williamson, David. "The Iron Rage Plus One." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/742.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
English; Creative Writing
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Gunderson, Jennifer R. "Impact of Real Life and Media Violence: Relationships between Violence Exposure, Aggression, Hostility, and Empathy Among High School Students and Detained Adolescents." Connect to Online Resource-OhioLINK, 2006. http://www.ohiolink.edu/etd/view.cgi?acc_num=toledo1166023506.

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Dissertation (Ph.D.)--University of Toledo, 2006.
Typescript. "Submitted as partial fulfillment of the requirements of the Doctor of Philosophy in Clinical Psychology." Bibliography: leaves 82-99.
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Books on the topic "High school students – juvenile fiction"

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Bartelme, Melanie Zanoza. High school musical. Lincolnwood, Ill: Publications International, 2008.

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Books, Pocket, and Copyright Paperback Collection (Library of Congress), eds. H.O.W.L High. New York: Pocket Books, 1991.

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B, Grace N., Grace N. B, Alfonsi Alice, and Hapka Catherine, eds. High school musical: Stories from East High. Edina, Minn: Spotlight, 2008.

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Xia, Youzhi. Một cú sốc tình cảm. TP. Hồ Chí Minh: NXB Trẻ, 2010.

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Zhou, Rui. Con trai và con gái. TP. Hồ Chí Minh: NXB Trẻ, 2010.

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Grace, N. B. High school musical: Ringin' it in. New York: Disney Press, 2008.

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Grace, N. B. East High Senior Yearbook (High School Musical 3 (Senior Year)). New York: Disney Press, 2009.

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Greene, Robert Joseph. This high school has closets. Toronto: Icon Empire Press, 2012.

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Glenn, Karen. Secrets of Oak Park: Fiction. New York: Scholastic Inc., 1999.

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Roberts, Laura Peyton. Just friends. New York: Bantam Books, 1998.

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Book chapters on the topic "High school students – juvenile fiction"

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Švigelj, Melissa Marini. "Re-Mediating Narratives." In Advances in Educational Marketing, Administration, and Leadership, 380–404. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8860-4.ch018.

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This chapter draws from the experiences of a veteran educator teaching and learning with youths in a public high school located within a juvenile detention center between 2014-2018. Integrating the discourse of five young people who graduated from high school while in the juvenile detention center, the author demonstrates how the young people confront and re-mediate deficit-based narratives laden with the stereotypes that often surround students with exceptionalities in simultaneous, intersectional ways. Research specifically focused on young people who manage to graduate from high school while attending schools in JDCs (especially youth who identify as disabled or have been identified as having a disability) is significantly sparse. Furthermore, disability is often missing during analyses of incarceration and resistance. This chapter seeks to contribute to this understudied domain.
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Brown, Angelo Kevin. "School Resource Officers' Impact on Violence and Crime." In Advances in Educational Marketing, Administration, and Leadership, 94–114. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8271-1.ch005.

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School resource officers (SRO) have been involved in the American school system for about 70 years. SRO programs began in the early 1950s beginning within a school district in Flint, Michigan. Since the start of SRO programs, police officers were predominately placed in schools with a high percentage of African American students and in low-income communities. School administration had implemented a program to station law enforcement officers in the school because of crime, drugs, and violence within the school. The community in the Flint School District had a lot of racial discrimination and elevated levels of racial inequality and segregation. As school administrators and community leaders in this era often blamed minority youth for juvenile delinquency and school-related security issues they pushed for law enforcement to combat these problems.
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Warren, Mark R. "Challenging Criminalization in Los Angeles." In Willful Defiance, 117–51. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197611500.003.0006.

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Chapter 5 documents the ways organizing groups have confronted a vast school district and militarized system of police control in Los Angeles. It features the role of Black and Brown parents in CADRE as key leaders. These parents won the first district-wide breakthrough against zero tolerance discipline approaches in the country when they got the LA Unified School District to adopt schoolwide positive behavioral supports in 2006. The movement “nationalized” this local victory, inspiring groups across the country to launch campaigns against zero tolerance. The chapter also highlights the youth-organizing work of the Labor Community Strategy Center to end police ticketing of students, one of the pioneering efforts to address policing in the school-to-prison pipeline movement. It examines the Youth Justice Coalition and its Free LA High School that supports young people returning from the juvenile justice system and attempts to create a model for police-free schools based upon transformative justice.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.

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A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.
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Jones, Gwyneth. "Interviews." In Joanna Russ, 157–70. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042638.003.0009.

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Interview conducted by email in 2017–18 GWYNETH JONES: You met Joanna Russ when you were at the University of Washington, and she became your self-chosen mentor—for a while. Could you tell me how that came about? KATHRYN CRAMER: When I was in high school, my father got back in contact with Gene Wolfe, whom he had known as a child. Gene came to Seattle to attend Norwescon and suggested that we come out. That was my first sf convention. I’m not sure if it was at that Norwescon or one a few years later, but I saw Joanna Russ speak on panels and found out she was on the University of Washington faculty. She was an amazing, charismatic speaker, and I decided that I wanted to take courses with her and looked her up in the university catalog after the convention. I took several quarters of her science fiction writing class. I don’t remember if I had read any of her work before I started taking her class. I think I may have read a couple of her novels as preparation. But I had already decided to take her class based on listening to her talk at Norwescon. Many of her students were a bit scared of her and so her office hours were very open timewise. I would just go and talk to her for as much of the time as was available. If anyone else showed up, I would defer. A guy named Michael Gilbert, who later went to Clarion West with me, usually was there, too. My big regret is that she taught a science fiction criticism course and I didn’t take it. Michael took it; I was involved in student government and didn’t have the time. But I heard all about what they studied from Michael....
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Conference papers on the topic "High school students – juvenile fiction"

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Sjölinder, Marie, and Jonas Söderberg. "Designing a Future City – Applying Design Fiction with High School Students." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002723.

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This work was conducted in the framework of Viable Cites, which is a national strategic innovation program in Sweden with a focus on the change towards climate-neutral and sustainable cities. Viable Cities is catalyst for new ways of collaboration between cities, industry, academia, research institutes and the civil society. The overall goal is to provide support to the cities to convert to a way in line with national and international climate goals. The work described in this paper was one project within this framework. The project consisted of the City of Enköping, RISE Research Institute of Sweden and Europan with is an Pan-European architect organization witch organise a biennial competition for young architects. As a part of this project, a collaboration was conducted together with Westerlundska gymnasiet, a high school in Enköping. The overall goal was to engage young people, and to get their ideas about how to achieve a sustainable environment and to develop sustainable products and services. It is this group that both will be forced to handle the decisions that are made today, and they are also the generation that knows best how the want to live their lives in the future. The aim with this work was both to get ideas and suggestions from high school students about how they wanted their future city to be designed, and to explore how high school students could apply and use the method “Design Fiction” when conducting work with designing future cities.According to Bleeker (2009), Design Fiction is a mix of science fact, design and science fiction. It combines the traditions of writing and story telling with the material crafting of objects. It is a creative process that encourages human imagination and give support in telling stories that provoke and raise questions (Bleeker, 2009). Design Fiction is a method to explore future possible scenarios or contexts. A concept could be described in several ways by using narratives and prototypes. The story can be told and the concept can be visualized in many different ways (Wakkary et al, 2013).In the project there were about 20 students from the school’s technology program. They had all chosen architecture as their special focus during their last year. The students both participated in a Design Fiction workshop and organsied Design Fiction workshops themselves with first-year students as participants. Results from the workshops and insights related to the design process are presented in this paper.ReferencesBleecker, J. (2009). Design Fiction: A short essay on design, science fact and fiction. Near Future LaboratoryWakkary, R., Desjardins, A., Hauser, S., & Maestri, L. (2013). A Sustainable Design Fiction: Green Practices . ACM Transactions on Computer-Human Interaction, Vol. 20, No. 4, Article 23, Publication date: September 2013.
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Indrijati, Herdina, and Endah Mastuti. "INTERNET USAGE AND JUVENILE DELINQUENCY OF HIGH SCHOOL STUDENTS IN SURABAYA INDONESIA." In International Conference on Education. The International Institute of Knowledge Management (TIIKM), 2018. http://dx.doi.org/10.17501/icedu.2018.4109.

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Sitohang, Pernando, Mara Ritonga, and Malan Lubis. "Development of Student Worksheets (LKPD) Fiction Text Based On Higher Order Thinking Skill (HOTS) In Class VII Students Of Santa Lusia Private Junior High School Sei Rotan." In Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.20-9-2022.2324817.

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ZHOROVA, Iryna, Serhiy DANYLYUK, and Olha KHUDENKO. "Civic education of students by means of literature: european experience." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p108-122.

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The article reveals the theoretical and methodical aspects of students’ civic education by means of literature. Emphasis is placed on the fact that in the conditions of unstable development of society, escalation of conflicts both between states and between fellow citizens, the issue of students’ civic education is actualized. The authors understand this concept as a form of social education, the formation of a citizen of a specific state, capable of successfully acting for the sake of preserving democracy and peace. Currently, informal education, in addition to the content of “social and civic competencies” that is understandable for Ukrainian educators, uses the term “competencies for the culture of democracy”, which, according to the authors, is a structured concept implemented in the European dimension of civic education. The authors emphasize that fiction affects human feelings and consciousness, it is a powerful means of moral, aesthetic and civic education. Through artistic images, writers provide an opportunity to form their attitude to the events described, to draw certain conclusions, to reflect on universal values, on the actions of one or another character, to see models of civic active/passive behavior. The article analyzes the European experience of civic education, in particular Great Britain and Germany. The authors take into account the literature of these countries and identify aspects that can serve as a basis for students’ civic education, compare them with the Ukrainian realities of civic education. The authors present the main vectors of civic education in Germany, which are determined by the content of literary works and encourage pluralism of opinions, tolerance for the views and judgments of others, motivate students to actively participate in civic life, awareness of the value of freedom, respect for human dignity, the right to self-expression, responsibility for an individual’s moral choice. The works are also the basis for establishing in teenagers such democratic values as the right to life, to fair treatment, dignity, freedom from discrimination, the right to equality, understanding the need to protect one’s rights and the rights of other people.The analysis of content concepts of literature for pupils in Great Britain shows that the priorities of civic education are national patriotism and the education of a law-abiding citizen. The textual material of the works and civic education lessons help pupils to better understand different forms of governance and their impact on citizens; to understand the responsibility and functions of management and the duties of citizens; to acquire socio-cultural experience that gives the opportunity to feel morally, socially, politically, legally competent and protected in society and to take direct part in the activities of civil society institutions. In Finland, the basic democratic values of the national core curriculum are open democracy, equality, responsibility for one’s own choice. An important focus of education in Finnish high school is gaining experience in shaping the future based on joint decisions and interaction.Taking into account the global trends of digitization, the authors considered digital technologies to be educational innovations in students’ civic education (electronic textbooks (not just digitized, but interactive, with virtual 3D materials that teachers can compose at their discretion), textbook scans for download, various materials: interactive laboratories, virtual museums, forums for teachers to communicate, etc.).
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