Journal articles on the topic 'Innovative schooling practice'
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Antunes, Fátima, and Joana Lúcio. "Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices." Multidisciplinary Journal of Educational Research 9, no. 2 (June 16, 2019): 120. http://dx.doi.org/10.17583/remie.2019.4200.
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This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.
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Depalma, Renée, Eugene Matusov, and Mark Smith. "Smuggling Authentic Learning into the School Context: Transitioning from an Innovative Elementary to a Conventional High School." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (April 2009): 934–72. http://dx.doi.org/10.1177/016146810911100407.
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Context What Varenne and McDermott described as “conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to explicitly reject conventional practice in favor of a collaborative “free-choice learning environment.” Focus of Study We analyze the institution of conventional U.S. schooling through the interpretive lens of students who were experiencing it for the first time in their first year of high school. We were interested in how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools and how they used these interpretations to form coping strategies for success in the new environment. Setting The study was based at the Newark Center for Creative Learning (NCCL). Founded in 1971, the school terminates after the eighth grade. Participants We followed a cohort of 13 ninth-grade NCCL “graduates” through their first year of conventional high school. We also solicited views from their parents and former (NCCL) teachers. Research Design We employed a qualitative case study approach designed in collaboration with teachers. Data Collection and Analysis We conducted four focus-group interviews with NCCL alumni and analyzed their postings to a private asynchronous Web discussion set up exclusively for them to discuss their experiences. We also surveyed their parents, invited parents, staff, and students to a videotaped discussion of our emerging results, and invited personal e-mail feedback on our emerging interpretations. Findings The students in our study were generally academically successful in their new high schools yet clearly expressed a distinction between what they considered authentic learning and what they considered strategies for academic success in their new conventional schooling environments. Analysis of their discourse revealed distinct response patterns characterizing concurrent (sometimes complementary, sometimes contradictory) projects of self-actualization and institutional achievement. Recommendations Our analysis suggests that a certain critical ambivalence toward credentialism and competition can be part of a healthy strategy for school success and that efforts to improve minority school performance should be modified to take into account the effect of the institution of conventional schooling itself, an aspect that has, to date, been underanalyzed.
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Benade, Leon, Alastair Wells, and Kelly Tabor-Price. "Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes." ACCESS: Contemporary Issues in Education 41, no. 1 (November 15, 2021): 64–76. http://dx.doi.org/10.46786/ac21.4832.
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Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.
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Kensler, Lisa A. W., and Cynthia L. Uline. "Educational restoration: a foundational model inspired by ecological restoration." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1198–218. http://dx.doi.org/10.1108/ijem-03-2018-0095.
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Purpose The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration. Design/methodology/approach School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration. Findings Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments. Practical implications Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership. Originality/value The model of educational restoration provides a conceptual foundation for future research and leadership practice.
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Friedman, Victor J. "Making Schools Safe for Uncertainty: Teams, Teaching, and School Reform." Teachers College Record: The Voice of Scholarship in Education 99, no. 2 (December 1997): 335–70. http://dx.doi.org/10.1177/016146819709900202.
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In recent years, “teams” have been increasingly advocated as a means of empowering teachers, improving instruction, and introducing educational change—particularly within the context of the current school reform movement. Nevertheless, few advocates have inquired seriously into the team concept and exactly how it fits with school practice. This lack of conceptualization is particularly serious in light of the failure of the initial team-teaching movement of the 1960s, which has been attributed to a lack of fit between the team concept and the role of the teacher, the organizational structure, and the cultural norms of contemporary schooling. This article examines the relationship between the team concept and school practice on the basis of a case study of a team that designed, developed, and implemented an innovative vocational education program within a secondary school. It argues that the team approach makes sense only if it is accompanied by a shift in thinking about teaching and school practice. This shift involves regarding teams as the primary unit of teaching practice and as a means of linking instructional and structural change within schools. Ultimately a team approach introduces greater uncertainty into teaching and school practice while at the same time providing a means for engaging uncertainty and generating learning.
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Slattery, Cheryl Ann. "School Ready." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 48–57. http://dx.doi.org/10.4018/ijtepd.2018010104.
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This article presents an innovative organizational design with the action oriented goal to get families involved in their children's literacy development prior to the start of formal schooling. A child's journey to become school ready is a responsibility shared by many. Asserting that community service builds greater good, involvement in a school-community events, as presented in this article, embraces the relationship between teachers, Foundations, and university students enrolled in a teacher education program and professors to connect with children, families, and other professionals. Within this organizational design, various activities have been created for the entire family, helping to plan, practice, and prepare children for school. Supporting the value of detailed planning and successful implementation, this event allows parents to gain information about school readying success, and engage their children in literacy activities. This develops the relationship between home, school, university, and community enhancing the well-being of society.
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Macdonald, Gerard. "Schools for a Knowledge Economy." Policy Futures in Education 3, no. 1 (March 2005): 38–49. http://dx.doi.org/10.2304/pfie.2005.3.1.8.
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English schools have always been involved with the economy of their time, but it was not until the mid-nineteenth century that schooling for the poor became primarily an adjunct of industry, rather than of the Church. This industrial style of education, preparation for the production line, still informs the school system, though Britain is no longer primarily an industrial country, but one moving toward a post-industrial economy. Such a ‘new economy’ will almost certainly be dependent on the production of new, or renewed, knowledge; and thus on the creativity and innovative capacity of its workers, and on their ability to continue learning throughout life. To foster these qualities, our school system – designed for quite different purposes – will have to undergo significant change. It will need a rethinking of what is meant by learning; a forward-looking and individualised curriculum (though not necessarily one that is centrally mandated); a new involvement with economic growth areas; and a quite different approach to networked technologies. Like any conservative institution, British schools tend to resist proposals for radical renewal, and that resistance is now, and will be in future, supported by an influential group of parents. But the school system's political paymasters have traditionally seen schooling as an instrument of economic growth. Since schools are not well fitted to serve a nascent knowledge economy, at some point there are likely to be radical changes to their practice.
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Burke, Rachel, and Rebecca Soraya Field. "Arts-Based Approaches to Languages Education with Refugee-Background Learners in the Early Years: Co-Creating Spaces of Hope." Education Sciences 13, no. 1 (January 13, 2023): 85. http://dx.doi.org/10.3390/educsci13010085.
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Young learners with refugee experiences face a constellation of challenges particular to forced migration and resettlement. Experiences of trauma, violence, poverty, and disrupted or limited access to formal education and healthcare can have complex and long-term impacts on learning. Further, the sociocultural and linguistic challenges of undertaking education in unfamiliar schooling systems in transit and resettlement countries can also impede learner engagement and obscure individual strengths. However, like all student cohorts, children with refugee and asylum seeker backgrounds are also unique, with individual personal, sociocultural, and linguistic attributes on which to draw. While these assets may be overlooked or obscured in traditional educational contexts, arts-based approaches to instruction can offer generative and affirming learning spaces that illuminate individual strengths and provide powerful rejoinders to deficit constructions. This article provides an overview of recent research that explores vibrant and innovative arts-based approaches to languages instruction for refugee and asylum-seeker background learners in the early years. The article takes the form of a scoping study of literature using Arksey and O’Malley’s framework to map the field of research, document novel instructional approaches, and identify key themes. Our discussion is oriented toward educators who seek to innovate their own instructional practice. In addition to exploring the creative avenues for language instruction described in the literature, we consider key themes that emerged inductively from our analysis including the agentic value of arts-based instructional practices, the role of narrative in articulating experiences of place and identities, and the significance of arts-based connections between home and school linguistic repertoires.
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Geduld, Deidre, and Heloise Sathorar. "Transforming teacher education: Using community mapping to read the word and world." Journal of Education, no. 86 (April 22, 2022): 1–19. http://dx.doi.org/10.17159/2520-9868/i86a02.
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The development of critical pedagogical approaches in teacher education (TE) in the South African context is imperative given the deepening crisis in the public schooling system in the country. Public discourse and debates amongst scholars suggest that education for critical citizenship and the development of substantive democracy are under threat. In order to advance education in support of substantive democracy, TE requires critical reflection and engagement with teaching practices that promote the development of citizenship for critical engagement and participation in the socioeconomic transformation of South Africa. This paper argues for the development and application of innovative approaches to teacher preparation that challenge the neoliberal attack on public education and the suppression of emancipatory practices amongst teachers. These approaches include a conscientious examination and application of community mapping as a pedagogical instrument that acquaints student teachers with, and deepens their understanding of, the contextual realities of educational experiences in poor and working-class South Africa. Drawing on case studies of community mapping, our paper argues for critical engagement in the teaching academy with the theory and practice of teacher preparation towards transformative work and an exposure to educational praxes that better prepare student teachers for a vocation that embraces the philosophies, methodologies, and ethics of critical pedagogy. The main thesis of this paper is that community mapping is a critical and transformative pedagogical tool that should be integral to teacher preparation in South Africa.
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Trujillo, Tina, and Michelle RenÉE. "Irrational Exuberance for Market-based Reform: How Federal Turnaround Policies Thwart Democratic Schooling." Teachers College Record: The Voice of Scholarship in Education 117, no. 6 (June 2015): 1–34. http://dx.doi.org/10.1177/016146811511700602.
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Background In 2009, the Obama Administration announced its intention to rapidly “turn around” 5,000 of the nation's lowest-performing schools. To do so, it relied on the School Improvement Grant (SIG) program to provide temporary funding for states and schools, and to mandate drastic, school-level reforms. Most of these reforms require massive administrative and teacher layoffs, especially under the “turnaround option.”In the public debate about the SIG program, reforms such as turnarounds have been described as new and innovative. In reality, the nation has significant experience with them, particularly over the past 40 years. Turnaround-style reforms are not only based on unwarranted claims; they ignore contrary research evidence about the potential of mass firings to improve organizational performance. Purpose This paper considers the tensions with democratic education inherent in the federal SIG program's market-based school reforms. It examines the evolution of and intent behind the 2009 federal SIG program. From there, it considers the lessons of forty years of research on educational effectiveness and high-stakes accountability. It builds on this evidence, as well as the growing literature on communities’ engagement in reform, in its analysis of the school turnaround research and practice. The paper culminates in a set of recommendations that are intended to re-center the purposes of public education for low-income students, students of color, and local communities in developing more equitable, democratic school turnarounds. Research Design This article synthesizes forty years of research on school and district effectiveness, high-stakes accountability, and community engagement in school reform to evaluate the federal School Improvement Grant program's potential to cultivate democratic, equitable public schools. It also reviews the small, but rapidly growing literature on school turnarounds, paying particular attention to the ways in which this new field reproduces or departs from earlier literature that examined reform models that are analogous to the current SIG-funded school turnarounds. Conclusions: Based on the provisional lessons that are emerging from current SIG-inspired turnarounds, from research on earlier efforts to improve school and district effectiveness, and from pockets of promising community-based practices that are developing at local and national levels, we propose five steps that federal, state, and local policymakers can take toward fostering more equitable, democratic turnaround processes. First, increase current federal and state spending for public education, particularly as it is allocated for more democratic turnarounds. Second, focus turnaround policies on improving the quality of teaching and learning rather than on technical-structural changes. Third, engage a broad cross-section of schools’ communities—teachers, students, parents, and community organizations—in planning and implementing turnaround strategies that are tailored to each school and district context. Fourth, incorporate multiple indicators of effectiveness—apart from test scores—that reflect the range of purposes for schools. Fifth, support ongoing, systematic research, evaluation, and dissemination examining all aspects of turnaround processes in schools and districts.
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Nedvěd, Martin, and Valerie Zámečníková. "Influence of Alternative Education on the Architecture of Conventional Schools." Advanced Materials Research 1020 (October 2014): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.1020.686.
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Alternative schools have had an undisputable innovative influence on the major (conventional) schooling since their formation in the first half of the 20th century. They have brought new ideas and methods that have been partially or fully adopted by schools that do not even consider being alternative. Architectural language formed together with the alternative education (Waldorf, Montessori, Dalton, Jena etc.) and responded to their specific needs and philosophies – specific shapes, layout, new forms of learning areas etc. Aim of this article is to choose and describe some principles of alternative school architecture, which could be used for new buildings and reconstructions of traditional schools. Method of the research was analysis of chosen alternative school buildings that were realized mainly in Europe and the USA, their qualitative evaluation and description of typological and architectural principles. According to the research outcomes, specific typological, constructional and material solutions were chosen, which are possible to apply also to common learning areas designing. Conclusions of this research can be used in practice (by designing of new buildings and reconstructions of school buildings) and in the education of architectural designing and building typology. .
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Ismail, Rahimah, Halimah Badioze Zaman, and Ummul Hanan Mohammad. "A Visual-based Project Production Package for Design & Technology Subject, Based on Computational Thinking Skills Across-STEM." JOIV : International Journal on Informatics Visualization 6, no. 2-2 (August 7, 2022): 445. http://dx.doi.org/10.30630/joiv.6.2-2.1029.
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Computational Thinking (CT) is a concept introduced in the problem-solving process and is a systematic way of thinking not only in computer science but also in various other disciplines. Awareness to apply CT into education at different curricular levels has started from the beginning of schooling in various contexts and directions. Development of a Visual-based Project Production Package Model (KHP4) across –STEM, using computational thinking skills in the Reservoir Crop System (ST2) project production process for the Design and Technology (RBT) subject in primary schools, aims to improve students' problem solving and thinking skills, to be more critical, creative and innovative, which includes the development of RBT learning model and modules. This life cycle model is adapted form the ADDIE modeL, which integrates the concept of 'prototyping' based on five (5) main phases, namely analysis, design, development, implementation, and evaluation. Assessment with aprropriate iteration. This development model is adapted based on the COMEL learning Model with the practice of interactive, fun, interesting and motivating learning for students with the addition of a new component and elements. Thus, this paper highlights the evaluation of the Visual-based Project Production Package Development (KHP4) model in Project Production which is able to improve thinkingand problem solving skills, based on CT to prepare students towards 21st century learning and to instill sustainable development practices in students in facing Energy Transition that is experienced nationally and globally.
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Leão, Rita de Cássia Hoffmann, Vanessa de Lima Silva, and Rafael da Silveira Moreira. "Latent Class Analysis: a new vision of the phenomenon of depression in elderly men in the Brazilian Northeast." Revista Brasileira de Geriatria e Gerontologia 20, no. 6 (December 2017): 814–25. http://dx.doi.org/10.1590/1981-22562017020.160159.
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Abstract Objective: to identify the prevalence of depression in elderly men and associated factors using Latent Class Analysis. Method: a cross-sectional, epidemiological study evaluating 162 Primary Care users resident in the community in Recife, Brazil, was carried out. The Yesavage Geriatric Depression Scale was used as a screening instrument. The study was based on descriptive analysis and Latent Class Analysis, which allows the indirect measurement of the phenomenon of Depression by measuring the latent phenomenon of depression through 15 directly observed questions/answers from the scale used followed by ordinal logistic regression. Results: Elderly men with up to four years of schooling had a 2.43 times greater chance of developing depression. Those with normal levels of cortisol were less likely to become depressed while elderly men with low levels of Vitamin D and testosterone and high levels of thyroid stimulating hormones (TSH) were more likely to be depressed. The prevalence of the highest level of depression in the study population was 29% and was associated with low levels of education and alterations in the clinical data investigated. Conclusion: The study concluded that Latent Class Analysis allowed an innovative perspective of the phenomenon of depression and its relationship with associated factors, allowing a better and broader approach to this phenomenon in clinical practice.
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Gruver, Michelle, and Michelle Gamber. "Does Exposure to Primary Care Early in the Didactic Phase of the Physician Assistant (PA) Curriculum Influence Field Choice Post-Graduation?" Journal of Primary Care & Community Health 11 (January 2020): 215013272096059. http://dx.doi.org/10.1177/2150132720960598.
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Background Over the past 10 years, the nation has witnessed a significant increase in the number of physician assistant (PA) education programs. Primary care shortages throughout the United States have reached a staggering deficiency. The purpose of this project was to expand the primary care workforce in the Commonwealth of Virginia by increasing exposure to primary care setting early in the academic didactic year of physician assistant schooling. Methods This innovative research project originated in 2017 and was inclusive of PA students ranging from 20 to 44 years of age, across multiple demographics, conducted during the first year of didactic studies. This cross-sections study examined a total size of 115 students over from three different cohort years that participated in the free medical clinic completed a pre/post exposure survey. Results This study highlighted that an increased exposure to primary care in the early didactic phase of physician assistant graduate studies yielded a moderate increase in the interest to pursue a career in primary care upon graduation. Throughout the 2016 to 2017, 2017 to 2018, and 2018 to 2019 academic cohorts, 19% more from baseline indicated at the end of their primary care experience that they were more likely to practice in the field of primary care following the free medical clinic experience. Conclusions This study demonstrates a positive influence of early exposure to primary care for Physician Assistant students with the increased affinity to practice in the field upon graduation and has set a foundation for continuation of data collection in future PA cohorts.
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Cairns, Liam, Seamus Byrne, John M. Davis, Robert Johnson, Kristina Konstantoni, and Marlies Kustatscher. "Children’s Rights to Education – Where is the Weight for Children’s Views?" International Journal of Children’s Rights 26, no. 1 (March 7, 2018): 38–60. http://dx.doi.org/10.1163/15718182-02601007.
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This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concerning the extent to which the views of children are given due weight in decision-making processes in schools, whether the background a child comes from affects the way school staff listen to them and whether school rules act as a barrier or enabler for children’s rights. In turn, these questions are related to what educational processes might look like that place due weight on the views of children, what cultures create barriers to listening in practice, and what we can learn from children’s overall experiences. The paper presents findings from a participatory empirical peer research project (funded by a Carnegie Research Incentive Grant and the University of Edinburgh Challenge Investment Fund), conducted with and by young people in schools in Scotland and the north of England. This paper is innovative as it is the product of collaborative working between academics at the University of Edinburgh, staff at Investing in Children and the young researchers who co-authored this article for publication.
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Kelly, Sean, Zachary Mozenter, Esteban Aucejo, and Jane Cooley Fruehwirth. "School-to-School Differences in Instructional Practice: New Descriptive Evidence on Opportunity to Learn." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–38. http://dx.doi.org/10.1177/016146812012201102.
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Background/Context There is continuing debate among social scientists and educators about the role of school-to-school differences in generating educational inequality. Are some students high achieving because they attend School A, while others struggle because they attend School B, as critical discourse on schools argues? Alternatively, is educational inequality driven largely by social forces outside of the school, in the home and neighborhood environment, or by educational processes that are largely common across schools as much social science research argues? Analyses of school achievement, and in particular test score gains from year-to-year, suggest very small between-school differences. Yet, analyses of test score data alone may fail to reveal important school-to-school differences that affect the quality of the classroom experience and a variety of educational outcomes. Purpose/Objective We provide evidence on the following research questions. What is the magnitude of school-to-school variation in instructional practice, as captured by multiple measures? Are some domains of instruction (e.g., behavioral management) more variable between schools than others? To what extent are school-to-school differences in instruction associated with compositional characteristics of students and teachers? Research Design This study relies on the Measures of Effective Teaching Study data, which offer an unprecedented set of observations of teachers’ instruction scored on state-of-the-art observational protocols. To examine the extent of school-to-school variation in instructional practice in elementary and middle schools, we conducted a decomposition of variance analysis using summary scores on multiple measures. We further examine behavioral climate as revealed during instruction separately from overall instructional practice. Next, we examine differences in instruction associated with compositional characteristics of students using multilevel models. Finally, we use an innovative two-stage statistical adjustment strategy to more narrowly identify the possible association between composition and teaching practice due to school-to-school teacher sorting. Findings/Results The basic descriptive results from this study suggest a middle view of school-to-school differences in instruction. We find that substantial school-level variation in instruction exists, with 30% or more of the total variance in instruction lying between schools in these data. Behavioral climate during instruction appears to be particularly salient, and especially in elementary schools. Much of the between school variance we identify, in some cases 40% or more, is readily explained by simple measures of socio-demographic composition, including in particular the racial make-up of schools in the MET districts. Finally, some evidence from a statistical adjustment method suggests that teacher sorting, rather than measurement bias and teacher adaptation, is principally responsible for school-to-school differences in instruction. Conclusions/Recommendations More than an academic debate, basic differences between schools in the quality of the learning environment, along with parental understandings and beliefs about school effects, are potentially important drivers of school and neighborhood sorting and segregation, and even public investment in schooling. Additionally, this question carries continued policy relevance as states adopt and revise teacher and school accountability frameworks that implicitly attribute school-to-school differences to organizational functioning, and seek to carry out instructional improvement efforts in targeted schools. The basic descriptive results from this study suggest school-level differences are not as great as suggested by critical theory and the public discourse, but neither are they as inconsequential as one might infer from some social science research or the literature on value-added differences between schools.
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Ivanova, N. V. "SUBJECTIVITY OPTIMIZATION OF FOURTH GRADERS IN A PERSONALITY-DEVELOPING EDUCATIONAL ENVIRONMENT." Educational Psychology in Polycultural Space 53, no. 1 (2021): 6–17. http://dx.doi.org/10.24888/2073-8439-2021-53-1-6-17.
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The article reveals possibilities of a specially organized personality-developing educational environment at the final stage of primary general education (the fourth year of schooling) to optimize the subjectivity formation of fourth-graders. Insufficient knowledge of the environmental approach to the formation of the subjectivity of primary school students makes the work relevant. The theoretical basis of the article is psychological and pedagogical research in the field of the educational environment and the subject genesis of schoolchildren. The author presents the content of a two-year empirical study, which involved 213 fourth-graders (average age 10–11.5 years) at one of the experimental sites. Diagnostics of the development of subjectivity of fourth-graders was carried out using the questionnaire of the subjectivity structure of E.N. Volkova and I.A. Seregina, modified by M.A. Pyzh’yanova and was held at the beginning and the end of the academic year. The statistical reliability of the study results was determined using the Pearson Chi-square test (χ2). The article presents psychological and pedagogical characteristics of an innovative personality-developing educational environment at the final stage of initial general education, reveals main conditions and opportunities aimed at improving the subjectivity of fourth-graders in each of the components of the experimental educational environment (spatial-subject, psychodidactic, social). According to the results of the study, it was proved that the personality-developing educational environment, in which the experimental group (108 people) was included, had a positive statistically significant effect on the level of the development of all components of the subjectivity of fourth-graders (activity, ability to reflect, freedom of choice and responsibility for it, awareness of one's own uniqueness, understanding and acceptance of another person, self-development). No statistically significant positive changes in the development of the subjectivity components of fourth-graders were found in the control group (105 people). The research materials can be used in educational practice to optimize the development of the subjectivity of fourth-graders.
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Vasenko, V. "TECHNICAL MODELING IN DESIGN AND TECHNOLOGICAL ACTIVITY OF SCHOOLCHILDREN." East European Scientific Journal 3, no. 5(69) (June 15, 2021): 17–23. http://dx.doi.org/10.31618/essa.2782-1994.2021.3.69.59.
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The article considers the possibilities of purposeful influence on the development of schoolchildren creative potential, their involvement in various activities, self practical work in the field of education “Technology”. They can be effectively implemented through the use of modern pedagogical and technological systems, which are based on the principles of design and technological activities, which provides simultaneous development, training and education of students by involving them in active creative work.
It is established that the creative process is characterized by the unity of theoretical knowledge and practical experience and the theory is tested in practice, but in practice the issues appear that require a theoretical solution. For technical creative activity the theoretical preparation of schoolboys consists in providing them with a system of knowledge, methods and ways of designing, receptions of the decision of creative problems and technical knowledge. Experience of practical work appears on the basis of the formation of skills and abilities to work with instruments and perform technological operations.
It is described that the continuity of this process in creative activity is of great importance, and the episodic nature is ineffective. The education of constant interest in creative work is carried out continuously, systematically during all years of schooling by creative activities. The effectiveness of creative work has a significant impact on the education of creative personality traits. The result is that the student has more opportunities to implement in their intellectual and practical activities the necessary corrections to the concepts and images of technical objects and processes, which result in fundamentally new solutions.
It is shown that project-technological activity as the main didactic unit promotes: formation of skills, creative system thinking, technological culture and ethics, strengthening of imagination. It is a powerful stimulus for the emergence of new creative ideas in students, the search for alternative solutions, their analysis and synthesis, and in the future provides a basis for innovative thinking and action. Implementation of personality-oriented paradigm of labor training of students; ensures the unity of education and upbringing of students, preparing them for professional self-determination, the desire for self-education.
It is proved that the lessons of technical work open wide opportunities for improving the creativity of students. The use of methods of teaching students technical modeling in the process of organizing design and technological activities in the lessons of labor training contributes to this. It is important for the teacher to make the most of all opportunities for the formation of a technologically advanced personality, the level of development of which is not possible without proper creative abilities obtained in technical modeling in the process of organizing design and technological activities of students.
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Chand, Vijaya Sherry. "Mainstreaming the Practices of Innovative Teachers: Managing Decentralized Professional Development in Public Schooling." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 5 (2006): 17–24. http://dx.doi.org/10.18848/1447-9524/cgp/v06i05/49525.
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Curry, Marnie W., and Steven Z. Athanases. "In Pursuit of Engaged Learning with Latinx Students: Expanding Learning beyond Classrooms through Performance-Based Engagements." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–49. http://dx.doi.org/10.1177/016146812012200815.
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Background/Context Urban public high schools serving low-SES communities historically have underserved nondominant culturally and linguistically diverse students by divesting them of social and cultural resources and delivering impoverished curriculum and instruction. Associated with such subtractive schooling, many Latinx youth have suffered from academic disengagement and limited academic success and futures. Focus of Study This study investigates one school's efforts to promote Latinx students’ academic and intellectual engagement through a schoolwide system of performance-based assessments (PBAs) that featured meaningful, embodied, discourse-rich activities, many of which occurred beyond classrooms during after-school hours. We examine the scope of PBA opportunity across the school and the ways educators enacted PBAs to optimize nondominant students’ engagement. We also report the organizational structures that enabled the PBA system and some implementation challenges/tensions. Setting This study features Mario Molina High, a small urban Title 1 public California school serving 262 students, of whom 90% received free/reduced-price lunches, 76% were Latinx, and 33% were emergent bilinguals. MHS emphasized an explicit social justice mission and had a record of some success with Latinx students, as measured by graduation and college-going rates, course completion for admission to California universities, and standardized achievement tests. Research Design We treat MHS as a “critical case,” holding strategic importance to the problem on which the study focuses. Using qualitative methods, we employed a bi-level design to uncover links between school organization and instruction. Data Collection and Analysis We drew on 240 hours of school observations, with special attention to PBA enactments. We also drew on 45 interviews with key stakeholders; faculty survey responses; school documents; student work; and email list communications. Our analysis involved thematic coding, memos, metamatrices, and situated/discourse analyses. Findings/Results MHS's PBAs drew school actors out of the spatial/temporal boundaries of classrooms and fostered serious, spirited, interactive spaces for learning. Three aspects of PBAs—authentic audiences, embodied action, and dialogic argumentation—transformed these assessments into what we call performance-based engagements (PBEs). This shift enhanced students’ engagement and contributed to a schoolwide culture of engaged learning. We argue that sustained participation in PBEs encouraged students to experiment with and adopt expanded practice-based identities as critical thinkers and change agents. Conclusions/Recommendations Our study suggests how the schoolwide implementation of dynamic, innovative, and culturally sustaining forms of assessment can expand and revivify traditional school learning in ways that promote the academic and intellectual engagement of historically underserved students.
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Blanton, Carlos Kevin. "A Legacy of Neglect: George I. Sánchez, Mexican American Education, and the Ideal of Integration, 1940–1970." Teachers College Record: The Voice of Scholarship in Education 114, no. 6 (June 2012): 1–34. http://dx.doi.org/10.1177/016146811211400601.
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This biographical study of Dr. George I. Sánchez, a leading Mexican American educator, intellectual, and activist from the 1930s through the 1960s, opens up the idea of compensatory education—the prevalent notion of the 1960s that schools use specialized instructional programs to combat the alleged cultural deprivation of some children, particularly minorities—to a wider focus. While George Sánchez addressed key themes of compensatory education in critical and even predictive ways since at least the 1940s, he was not known to the compensatory education movement, nor was his most passionate subject, Mexican Americans, much of a factor in compensatory education thinking. And this was most unfortunate. No one captured more forcefully the tension between liberal sympathy to offer special schooling to Mexican Americans and how such innovative educational programs maintained and perpetuated the widespread practice of racial segregation. I focus on several discrete, illustrative episodes of Sánchez's life and activism over a three-decade period: first, Sánchez's New Deal-era idealism from the late 1930s and early 1940s in which he used stricter sociological definitions of Mexican American culture as deficient and in need of government action; second, his efforts of the 1940s and 1950s to desegregate public schools in Texas and the Southwest on behalf of the nascent Mexican American civil rights movement; third, his support for bilingual education in the 1960s for reasons of civic and political equality, but not from the perspective of sociolinguistic theory; and finally, Sánchez's surprisingly persistent and pugnacious opposition throughout the 1960s to a preschool compensatory program that originated from within the Mexican American community. These four phases of Sanchez's career illustrate the degree to which Sánchez wrestled with, and even predicted, some key points of later criticism of the entire compensatory education intellectual project. These aspects of Sanchez's work also document just how invisible Mexican American struggles were to national intellectual and policy circles. But most of all, George I. Sánchez recognized that the Mexican American people in the United States, his people, suffered greatly from a sad legacy of neglect. One of the central consistencies to his pedagogical thinking regardless of the decade was his willingness to call attention to that tragic legacy in the hopes of correcting it. This underlying principle to Sánchez's life and work, as well as his sharp diagnosis of the leading educational theories of the day, makes his marginal, almost invisible position among compensatory education thinkers of the 1960s, who also sought to correct legacies of injustice, just as tragic. Educational thinkers today should know more about George I. Sánchez as well as his perspectives on Mexican Americans, schools, and justice.
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Hutchison, Kirsten, Louise Paatsch, and Anne Cloonan. "Reshaping home–school connections in the digital age: Challenges for teachers and parents." E-Learning and Digital Media 17, no. 2 (January 28, 2020): 167–82. http://dx.doi.org/10.1177/2042753019899527.
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Imperatives to connect the worlds of home and school, evident in global policies of family engagement and partnership initiatives between teachers and parents to support children’s education are viewed as key dimensions of academic success. However, developing ways to meaningfully connect and engage teachers, parents and students in learning ecologies remains elusive, contested and increasingly complex in the digital age. Teachers are encouraged to draw on their students’ digital ‘funds of knowledge’ to create innovative learning opportunities and develop capacities for creativity and critical thinking. Despite significant research into creativity pedagogies and the inclusion of parents in policy documents urging for increased innovation in schooling, which often implies the use of digital technologies, parents are largely invisible in research into creative pedagogies. The data explored in this article are drawn from a larger project which adopted a teacher-as-inquirer approach to investigate teacher, student and parent experiences and understandings of innovative teaching designed to integrate creative and critical thinking with digital literacy practices. The analysis mobilises the key features of creative and innovative learning environments identified in the research literature to explore teachers’ initiatives to develop reflexive and innovative pedagogies and foregrounds the ways in which incorporation of digital media impacted on parental engagement in their children’s learning. Findings highlight significant challenges for schools and teachers to meaningfully and sustainably connect home and school learning which positions children, teachers and parents as agentic and creative.
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Freeman, Stephanie. "Immersed In Pellet Technology: Motivation Paths of Innovative DIYers." Outlines. Critical Practice Studies 16, no. 1 (August 26, 2015): 54–80. http://dx.doi.org/10.7146/ocps.v16i1.21988.
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What drives and moves an individual towards certain goals and activities is a familiar question for scholars dealing with motivation in the context of schooling or (techno-scientific) work practices. However, non-school contexts such as Internet-enabled volunteer-based technical DIY communities are also important to understand since a growing part of everyday social life is spent on the Internet. This article offers the analytical concept of 'motivation path' for understanding changing and dilemmatic motives in innovative pellet DIY development. It also introduces the concept of 'innovative DIY' to show the blurring of the boundaries between profession/hobby and and past work life/retirement of technically competent, innovative people. The findings indicate that Internet-enabled making can be an important medium for continued personal growth, competence development, and (self) reflection. The findings could also help us understand how motivations may be carried over from professional work to private DIY work.
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Almazova, Irina G., Svetlana N. Chislova, Irina V. Kondakova, Nadezhda V. Zaitseva, and Marina S. Gladysheva. "Information technologies in the development of cybersport as an educational potential for young people." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 578–97. http://dx.doi.org/10.32744/pse.2022.4.34.
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Introduction. The Strategy for digital transformation of science and higher education (2021) adjusts the relevant vector in the context of comprehending the urgent issues of achieving “digital maturity” as an indicator of the national goal of “digital transformation” of the entire social sphere. It means that information technologies and digital educational resources are mandatory components of digital transformation of science, theory and educational practice. Cybersport is one of the innovative human activities; a kind of sport focused on the development of intelligence and leadership qualities of young people; a special educational potential of young people, acting as a leading factor of their social education. The purpose of this research involves characterisation of information technologies that are efficiently used in the development of cybersport as an educational potential of students. Methodology and methods. To analyse the possibilities of using information technologies (hereinafter – IT) in the development of cybersport, the method of generalisation and analysis of sources exploring the issues of embedding IT in the educational process and various spheres of life activities, as well as the method of questioning, were applied. The survey covered 60 respondents – students of Bunin Yelets State University. The research instrument comprised six questions, both with the choice of ready answers and those involving independent reasoning. Results. The analysis of the questioning results led to the conclusion that there is ample scope of using IT in the development of cybersport, both in terms of improving educational outcomes and extending the educational potential in general. The study showed that the awareness of the respondents was in line with their good knowledge about cybersport (50% of the respondents chose the most complete definition of this concept). The awareness of the advantages of cybersport and the purposefulness of the respondents’ participation in games showed the average level (25% of the participants note the benefits of cybersport associated with the absence of age restrictions; 25% of the respondents participate in games in a targeted way). The awareness of the disadvantages of cybersport is also at an average level (20-33% of the respondents). The realisation of personal qualities potential as a goal of engagement in cybersport shows the average level (the highest result is 37%, when the survey participants selected the given goal out of the proposed ones). The educational goal of cybersport was formulated correctly by 52% of the respondents, which is also indicative of the high level of awareness of the substance of cybersport. Among the two most important qualities required for a cybersport athlete, determination was chosen by 100% of the respondents, while 50% of them pointed to self-regulation, which is also an evidence of the high level of awareness of the given sport and the purposeful involvement in it. The prevailing high and medium levels of awareness indicate at broad possibilities of using cybersport as a ready educational platform for the development of soft skills, logic, adaptability, reaction, basic IT-skills, foreign languages, etc. Scientific novelty. The research results (its first part) made it possible: a) to characterise information technologies in terms of their importance for efficient development of cybersport as an educational potential for young people; b) to conclude that cybersport activities promote intellectualisation of educational process; improve teamwork skills, various communications building skills; form healthy lifestyle habits, compliance with daily regime, proper nutrition, etc. Practical significance. The performed research makes it possible to determine the cybersport development vector in the context of educational potential of young people and improvement of the methodological framework of the explored process in the practice of psychological and pedagogical follow-up and digital transformation of education and social schooling.
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Cambi, Franco. "John Dewey in Italia. L’operazione de La Nuova Italia Editrice: tra traduzione, interpretazione e diffusione." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 89. http://dx.doi.org/10.14516/ete.2016.003.002.004.
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The essay reconstructs the various phases of the discovery of John Dewey’s ideas on Education and the spread of their influence throughout Italian pedagogical circles from the end of the Second World War to the 1970s. Several Italian intellectual pioneers discerned within Dewey’s theories significant overtones of democratic political activism, and the potential for developing innovative practices by which the obsolete education system of the day could be modernized, and the demands for better schooling being put forward by many could be met. In the immediate aftermath of the Second World War, one such pioneer was Ernesto Codignola, a shrewd educational theorist who used the journal «Scuola e Città» (Schooling and the City), published by La Nuova Italia publishing house, as a mouthpiece for his ideas. Once the American philosopher’s ideas had been rediscovered, his most significant works were quickly translated and published, and then subjected to a flurry of detailed critical analysis and interpretation. During the 1960s and ‘70s, much of the research into Dewey’s theories was carried out in Florence, in particular by Lamberto Borghi, who interpreted them as the blueprint for a secular, democratic system of education that could be applied across the Italian peninsula.
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Lavidas, Konstantinos, Zoi Apostolou, and Stamatios Papadakis. "Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views." Education Sciences 12, no. 7 (July 1, 2022): 459. http://dx.doi.org/10.3390/educsci12070459.
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The COVID-19 pandemic has caused an unprecedented crisis. Worldwide, preschool teachers were invited to develop the students’ learning experience in a new digital environment for mathematics. This research investigates preschool teachers’ mathematics practices during remote teaching and the use of digital tools in teaching mathematics after their return to actual classes. Views from sixteen Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic analysis. The results showed that mathematical activities such as Numbers and Operations, Geometry, and Measurement occurred during distance learning in digital preschool classrooms. They made little reference to activities related to Algebra, while they did not refer to Data Analysis and Probability. They also seemed to prefer mathematical activities based on Connections and Representation processes in their digital classrooms. Preschool teachers reported that parents supported this process by their presence, and digital learning communities supported learning activities by providing guidelines and innovative approaches to them in digital times. However, after returning to face-to-face schooling, preschool teachers seemed to use digital tools to a lesser degree. They also mention that in face-to-face schooling, they prefer to utilize the authentic communication frameworks emphasizing problem-solving activities to enhance all mathematical processes. Implications for preschool teacher professional development are discussed.
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Seah, Wee Tiong. "Values-Based Mathematics Teaching: Promoting Mathematical Performance, Competencies and Wellbeing." Proceedings of the Singapore National Academy of Science 16, no. 01 (September 2022): 15–24. http://dx.doi.org/10.1142/s2591722622400026.
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Innovative practices in mathematics pedagogy at all levels of schooling are needed to better prepare our students to thrive amidst the demands of living in the 21st century, given that in many jurisdictions mathematics performance has been flat and students’ attitude toward mathematics has dipped. Beyond cognitive knowledge and skills, and beyond affective factors, the motivational aspect (and values in particular) is just as important too. Drawing on some recent relevant research findings, this paper presents what values associated with effective mathematics learning and with positive mathematical wellbeing look like. The need for teachers to be more aware and more confident of their values espousal is emphasized. Research on the JEDI approach to values learning is presented. Recent research on teacher strategies at orchestrating values alignment in their mathematics classroom is also reported.
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Hatch, Thomas, Jordan Corson, and Sarah Gerth Van Den Berg. "New Schools in New York City: Incremental Changes in Transformative Initiatives in the 21st Century." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (October 2021): 91–116. http://dx.doi.org/10.1177/01614681211058961.
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Background: After the turn of the 21st century in New York City, mayor Michael Bloomberg launched major initiatives to open new small schools and new charter schools as a central piece of a strategy to transform schooling and produce dramatically better results. Although more than 550 new public schools and charter schools were established in New York City between 2003 and 2015, with some increases in graduation rates, the focus on new schools has subsided, many aspects of schooling remain the same, and significant inequities in performance persist. Purpose/Objective: This article explores the confluence of factors that help to explain how some new practices emerge even as many aspects of what Tyack and Cuban called the “grammar of schooling” endure. Design/Analysis: To achieve this objective, this article undertakes a historical analysis that highlights the intersection among the goals, capacity demands, and values in the new school initiatives, and the needs, existing capabilities, and values of four intermediaries involved in creating new small schools or new charter schools. This analysis looks particularly at the different choices these organizations made about when to connect to and distance themselves from these initiatives (when to “bridge” and “buffer”) and the role those choices played in the extent and nature of their own growth and the evolution of the new schools initiatives. Findings/Conclusion: Even with political support and initiatives that were supposed to provide some freedom to innovate outside conventional constraints, these intermediaries had to find ways to fit within the needs, demands, and values of the school system at that time. At the same time, the intersections in the evolution of these organizations and the wider system also help to explain how they were able to influence the evolution of the policy environment, sustain themselves, and create some new practices, products, and services even as the focus on new school creation subsided.
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Hood. "Does Early Childhood Education in England for the 2020s Need to Rediscover Susan Isaacs: Child of the Late Victorian Age and Pioneering Educational Thinker?" Genealogy 3, no. 3 (July 11, 2019): 39. http://dx.doi.org/10.3390/genealogy3030039.
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Since the nineteenth century, the history of childhood has been inextricably linked to the history of schooling. Throughout the period of state-provided schooling, the approach to teaching the youngest children, originally from five but currently usually from three years old, has been contentious. This article looks at Susan Isaacs as a major figure in the shaping of views about early childhood education and thus in the history of contemporary childhood. It surveys her rather special position as someone who was herself a child in the urban late Victorian school system when schooling became compulsory for all, and who later combined radical innovation in the combination of educational theory and practice. She experienced for a period the running of a small experimental primary school on a daily basis, yet also engaged in high level academic research and writing which was founded on psychological, educational and, unusually for the time, observational principles. She thus provided evidence-based thinking for policy making at a crucial point in England’s educational history (The 1944 Education Act). Her early life, her neighbourhood as shown by the 1901 census and the educational significance of her position on the value of assessment through detailed observation are discussed within the overall context of the last one hundred and thirty years of educational change. This reveals the principles which formed during her childhood and which teachers who work with young children share now even though these are challenged by current government policy. This article focuses on educational policy in England, as the other countries of the UK have at times evolved separate structures for their school systems.
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Thumlert, Kurt, Ron Owston, and Taru Malhotra. "Transforming school culture through inquiry-driven learning and iPads." Journal of Professional Capital and Community 3, no. 2 (April 16, 2018): 79–96. http://dx.doi.org/10.1108/jpcc-09-2017-0020.
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Purpose The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study. Design/methodology/approach A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources. Findings The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks. Practical implications This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion. Originality/value The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).
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González Moreno, Claudia Ximena, Yulia Solovieva, and Luis Quintanar Rojas. "Educational policies and activities for preschool children: Reflections from the cultural-historical approach and activity theory." Revista de la Facultad de Medicina 62, no. 4 (May 7, 2015): 647–58. http://dx.doi.org/10.15446/revfacmed.v62n4.43468.
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Educational activities employed with preschool children<br />have significance in their development and preparation for<br />school learning. For this reason, it is necessary to analyze<br />the relationship established between educational policies<br />and educational activities for the preschool population in the<br />Colombian context. In this paper, these two aspects interact to<br />contribute to its conclusion. The teacher’s task is to promote<br />the integral development of children and ensure an optimal<br />level of preparation for schooling. Considering current<br />pedagogical practice, this task is not successfully carried out<br />as required by the objectives of educational policy. However,<br />monitoring this psychological and pedagogical approach<br />based on cultural-historical theory highlights both theoretical<br />foundations and methodological pathways for innovating with<br />regard to the educational status of preschool.
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Mpisili, Moses. "Innovation and Strategic Management Practices in the Implementation of Competency-Based Curriculum in Kenya." International Journal of Current Aspects 6, no. 1 (March 20, 2022): 62–72. http://dx.doi.org/10.35942/ijcab.v6i1.241.
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Kenya has seen several developments in its schooling and educational system since gaining its independence in 1963. Right from independence, the Ominde Commission (Ominde 1964) sought to reform the educational System, from one that was racially stratified to a more uniform one. Then came the 7-4-2-3 System that had 7 years of primary school, 4 and 2 years of lower and upper secondary and 3 years of university. Thereafter, following another assessment and subsequent recommendations of the Mackay Report in 1982 (Mackay 1982), the 8-4-4 System was introduced in 1985. It extended the life of primary school to 8 years, 4 secondary, and 4 university years. This System has been in place until the Competency-Based Curriculum (CBC) succeeded. The 8-4-4 System has its final cohorts going through the final assessments of primary school. Kenya has shifted the curriculum landscape within the contemporary education system by implementing the Competency-Based Learning Curriculum (CBC). The competency-based learning curriculum is a system of instruction that focuses on both the skills, reporting assessment, and instruction intended to enhance skill capabilities. The curriculum promotes individual wholesome wellbeing and the acquisition of skills that will enhance competency both in professional and real-life application. The design, roll-out, preparation, and implementation of the CBC, just like its predecessors, have not been without challenge and criticism. There has been passionate debate on its efficacy, currency, and relevance in the development of learners in today's modern society. This paper seeks to sift the chaff. The paper will by way of study, assess the place of strategic management practices in the wholesome running of educational systems and curricula, with a critical focus on how these practices have contributed to any hits or misses in implementing the CBC curriculum in Kenya. The study data was collected from collected emanated from education stakeholders such as teachers, heads of schools, and other educators and a survey of select public and private primary schools in Kenya. The highlighted challenges; infrastructural, teacher-learner ratio, process delivery challenges, and human resource, are crucial in determining whether the implementation of the CBC has and will be successful. They will be essential in forming both statutes and regulations that will streamline the competency-based curriculum to ensure that children accessing education at the lower levels obtain skills that will be practical in the professional world and the advancement of their careers.
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Velez, Gabriel M. "School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World." Laws 10, no. 3 (September 1, 2021): 71. http://dx.doi.org/10.3390/laws10030071.
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The COVID-19 pandemic has deeply affected schools and the people within them. The move to remote schooling forced practitioners of school-based restorative justice to adapt and innovate, as theory and practice had almost exclusively focused on in-person instruction. In this paper, I first review some of the challenges, adaptations, and lessons during the pandemic. I then argue that restorative justice in schools offers new and unique potential to address needs of educational communities and the students, educators, and staff within them as in-person instruction returns. Specifically, I suggest it could contribute to rebuilding social connection and community, bolstering mental health, and addressing inequities. Finally, I end with limitations and future directions for considering these extensions and evaluating their impact. School-based restorative justice alone cannot be a panacea for these issues, but could be integrated into other supports and services to address the stark needs of school communities and of the young people whose lives have been so deeply impacted by COVID-19.
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Kasmahidayat, Yuliawan. "Analisis Teknologi Informasi dan Komunikasi Dalam Interpersonal Relationship Kehumasan Persekolahan." Gunahumas 1, no. 2 (January 26, 2020): 273–47. http://dx.doi.org/10.17509/ghm.v1i2.23044.
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Abstract Pada era Teknologi Informasi dan Komunikasi, proses pembelajaran memiliki perbedaan signifikan dibanding pengajaran sebelumnya. Pengajaran zaman sekarang memanfaatkan teknologi informasi, menuntut guru untuk kreatif sebagai bentuk praktek kehumasan tentang citra materi pembelajaran di sekolah . Guru harus disiapkan untuk mengajarkan bagaimana anak menjadi kreatif dan kritis dalam praktek pencitraan materipelajaran sehingga dapat disukai siswa. Dengan demikian, siswa akan menjadi pribadi yang siap untuk menghadapi perubahan zaman melalui perannya sebagai aktor individual relation (IR). Selama melaksanakan perannya sebagai actor individual relation maka program kehumasan di persekolahan dapat diwakilinya. Adapun bidang kerja yang menjadi target sasaran Individualrelation praktek kehumasan dipersekolahan mencakup model, metode,kurikulum. Praktek individual relations ini sangat diperlukan untuk mewujudkan peningkatan kapasitas, profesionalisme guru, kurikulum yang dinamis, sarana dan prasarana yang handal, dan teknologi pembelajaran yang mutakhirdalam rangka menghadapi era revolusi 4.0. Dalam prakteknya (IR) ditentukan oleh keberadaan dari teknologi informasi untuk mengolah, mengemas dan menampilkan serta menyebarkan informasi pembelajaran yang dalam studi ini mampu menghasilkan kajian virtual learning dan dan E-learning.Pada akhirnya produk dari IR iniakan membuktikan bahwa prkatek kehumasandi persekolahan sangat dibutuhkan. Kata kunci : teknologi informasi, komunikasi, inovasi, humas pembelajaran. Abstract In the era of Information and Communication Technology, the learning process has significant differences compared to previous teaching. Teaching today utilizes information technology, requiring teachers to be creative as a form of public relations practice about the image of learning materials in schools. Teachers must be prepared to teach how children become creative and critical in the practice of imaging learning materials so that they can be liked by students. Thus, students will become individuals who are ready to face the changing times through their roles as individual relations (IR) actors. During carrying out his role as an actor individual relations, the public relations program in schools can be represented. The areas of work that are targeted by individual relations in school public relations practices include models, methods, curriculum. This individual relations practice is indispensable for realizing capacity building, teacher professionalism, a dynamic curriculum, reliable facilities and infrastructure, and the latest learning technology in order to face the revolutionary era 4.0. In practice (IR) is determined by the existence of information technology to process, package and display and disseminate learning information which in this study is able to produce virtual learning and and E-learning studies. In the end, the products of this IR will prove that the public relations practice in schooling is needed. Keywords: information technology, communication, innovation, learning.
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Rodrigues, Aldina, Paula Catarino, Ana Paula Aires, and Helena Campos. "Conceptions of Students about Creativity and Mathematical Creativity: Two Cases Studies in Vocational Education." Proceedings 2, no. 21 (October 30, 2018): 1357. http://dx.doi.org/10.3390/proceedings2211357.
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Given the diversity of meanings nowadays, creativity and mathematical creativity are difficult to define. However, it is crucial to do so, whether in society, in education or in mathematics education. Creativity is not valued as an integral part of the classroom context of mathematics or in Teacher practice, possibly due to the constant changes of Portuguese curricular. In this sense, it is necessary to promote the development of creativity as an integral part of the pedagogical practice of each teacher. The teacher’s role is fundamental to allow students opportunities to use the didactical resources, such as the mathematical tasks. In the 21st century, creativity and mathematical creativity have become important in Portuguese curricula through the implementation of the Students Profile in the end of compulsory schooling. This profile appeals to the development of creativity regarding of values, competences and guiding Principles, in order to mobilize schools and society for a better education. It is desirable that a young person, after leaving compulsory schooling, becomes a citizen capable of thinking critically, autonomously and creatively. Thus, in order to look for creative teaching approaches and strategies for the mathematical contents, it was decided to question students on the alluded concepts. This research took place in the academic year 2017/2018, with 14 participants aged between 15 and 21 years old (mean ages M = 17.36 and DP = 1.82) of two classes from one group of Portuguese state schools. The methodology was qualitative and interpretative, using a multiple case study design, one in a 10th grade class and another in a 12th. In data processing related to the analysis of the written documents, content analysis was used, and examples that represent each category were presented. The results achieved indicated, for these participants, that conceptions of creativity and mathematical creativity were not divergent in the two cases. In fact, the participants associated creativity with the category of Create something new and different and mathematical creativity with the category of Innovation.
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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (October 16, 2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.
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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.
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Coulson, Andrew J. "Human Life, Human Organizations and Education." education policy analysis archives 2 (June 3, 1994): 9. http://dx.doi.org/10.14507/epaa.v2n9.1994.
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The social structures within which we live and work have a profound effect on the success of our pursuits. These effects are too often poorly understood by those who shape public policy, leading to organizations that are antagonistic to the very goals they are meant to achieve. Unfortunately, this has been the case with public education in the United States. Data are presented that illustrate the way in which the incentive structure of our public school system leads the goals of its employees to diverge from those of the families it is intended to serve. Arguments in support of government-run schooling are discussed and refuted. An alternative system of mutually beneficial cooperation within a competitive market is proposed, based on its proven success in the more liberal parts of our economy. It is demonstrated that such a market system would unite the goals of educators and families, encourage innovation, and discourage many of the inefficient and educationally irrelevant practices engendered by the public school system.
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Naveed, Zaeema, Babar Tasneem Shaikh, and Muhammad Asif Nawaz. "INDUCED ABORTIONS IN PAKISTAN: EXPOSITIONS, DESTINATIONS AND REPERCUSSIONS. A QUALITATIVE DESCRIPTIVE STUDY IN RAWALPINDI DISTRICT." Journal of Biosocial Science 48, no. 5 (August 11, 2015): 631–46. http://dx.doi.org/10.1017/s0021932015000255.
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SummaryOver 2 million abortions occur annually in Pakistan, mostly in a clandestine and unsafe environment. This is an area of grave concern for the reproductive health of women. A dearth of credible data and incomplete information make the problem more difficult to address. This qualitative study was conducted in semi-urban settings in Pakistan to record perceptions and practices concerning care seeking, experiences and outcomes regarding induced abortions and post-abortion care services. Women who had had induced abortions and abortion service providers were interviewed. Unwanted pregnancies and poverty were found to be the main reasons for seeking an abortion. Moreover, the unwanted pregnancies occurred due to low use of contraceptives, mainly due to a fear or past experience of their side-effects, unfamiliarity with correct usage and perceived inefficacy of the methods, especially condoms. There is an obvious need for practical and innovative interventions to address unmet need for birth spacing through improved access to contraceptives. Contraceptive providers should be provided with up-to-date and detailed training in family planning counselling, and perhaps allowed unrestricted provision of contraceptives. As a long-term measure, improvement in access to education and formal schooling could increase young girls’ and women’s knowledge of the benefits of family planning and the risks of unsafe abortion practices. Males must be involved in all the initiatives so that both partners are in agreement on correct and consistent contraceptive use.
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Tukur, Mohammed, Garba Umar Bebeji, and Muhammad Muhammad SULEIMAN. "THE IMPACT OF ICT IN ADULT AND NON FORMAL EDUCATION IN NIGERIA: A REVIEW." International Journal of Business, Law, and Education 2, no. 3 (November 9, 2021): 105–13. http://dx.doi.org/10.56442/ijble.v2i3.28.
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This article is attempting to comprehend the effects of Information and Communication Technology in the exercises of Adult and Non-Formal and Education. It diagrams various techniques to confer training by using Information and Communication Technology (ICT) apparatuses, developments, and arising patterns. Simultaneously, this text features the benefits accumulated by the utilization of Information and Communication Technologies (ICTs) in teaching and learning processes. The effect of Information and Communication Technology on all schooling areas raises difficulties for legislatures, educators and learners. There is a more noteworthy interest for and reception of innovation in training in adult and non-formal education. The realization of the potential of ICTs to improve educational practices is a series of pedagogical and practical challenges. This article considers the issues starting with the basic motivation behind instruction and closes by raising a progression of difficulties that instructive foundations should confront in case they are to effectively coordinate ICT into educating and learning rehearses. The inescapable utilization of ICTs for long-lasting learning just as local area strengthening is a huge pattern in realizing in the current century.
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Lebedintsev, Vladimir B., and Margarita V. Minova. "CONCEPT OF THE SCHOOLING DEVELOPMENT IN RURAL MUNICIPAL AREAS OF THE KRASNOYARSK TERRITORY." Pedagogy of Rural School 5, no. 3 (2020): 20–39. http://dx.doi.org/10.20323/2686-8652-2020-3-5-20-39.
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The concept proposes a mechanism for implementing state requirements and public expectations. It is stated that infrastructure changes of the last twenty years do not contribute to the schooling development. The presence of a school in the village is not a guarantor of such education, which will allow the graduate to be able to ensure the recovery of the economy and social development of the village. The lifestyle mastered by a schoolchild during the years of study in a class and training organization has long been inconsistent with the socio-economic expectations of society, including the needs of rural development. Fundamental changes are required in the basic (that is, educational) process – the transition to learning systems that are different from classroom and lesson. The worldview and methodological foundations for the transformation of schooling in the countryside are revealed: the civilizational need for a transition to universal cooperation of the subjects of coexistence; value principle is that a person is the main goal and the main means of fruitful educational environment; programmatic and organized approach is a continuous comparison, refinement and adjustment of programmatic representations and actual unfolding activities; focusing on the development of training is a qualitative change of its goals, content, technologies, management, etc.; technological invariant in the construction of training is non-frontal classes, individual educational (educational) routes and programs of students, general cooperation of training participants. Models of the school level of educational organization («out-of-hours» field of education; non-frontal classes while maintaining classes; the learning process in a diverse learning team; intersecting and integrating educational, club and production processes in a different age group) and inter-agency level (based on the interaction of schools – a network form of implementing the educational program, inter-school groups in educational subjects, metadisciplinarity and/or interdisciplinarity; on the basis of a combination of general and supplementary, general and vocational education programmes; based on the interaction of schools and other organizations of the social sphere and production). In terms of personnel policy, emphasis is placed on the general practical training of teachers, the cultivation of specialists of new educational practice during its formation, the construction of centers of the future and their living at seminars for the professional development of leaders and teachers. To manage the implementation of the concept, a regional innovation mechanism is created, it is system of communications and cooperations (both initiative and specially organized) between participants. The fundamental difference from the management models implemented in the past is that the avant-garde subject is represented not by a specific school, but by a municipal subject.
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Cherkowski, Sabre, Kelly Hanson, and Keith Walker. "Flourishing in adaptive community: balancing structures and flexibilities." Journal of Professional Capital and Community 3, no. 2 (April 16, 2018): 123–36. http://dx.doi.org/10.1108/jpcc-09-2017-0021.
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Purpose This paper documents findings from a qualitative research project on flourishing in schools using a positive organizational research approach. The purpose of this paper is to uncover and bring to description educators’ experiences of the conditions, forces and influencing factors for flourishing in their context. The main objectives were to inform research and practice in school improvement from a positive perspective, provide knowledge and practice about noticing and growing well-being for educators and to encourage an attention on individual and collective well-being as an organizational imperative. Design/methodology/approach To gain a rich description of what it means for educators to feel a sense of flourishing in their work, the researchers used qualitative, case study methods and appreciative research activities. For the case study reported on in this paper, data were collected through open-ended, appreciative, focus group conversations and researcher observations in the participants’ classrooms. Conversations were recorded and transcribed. The researchers analyzed the transcripts using an iterative process of coding, categorizing and abstracting data. Findings Participants grew their adaptive communities through balancing structures (collaboration, purpose, administrator support) with flexibilities (synergy, creativity, tinkering, friendships) for adaptation and co-creation. Well-being was connected with feeling collegial support, care, shared meaning and engagement and where positive relationships were central in their work. These relational conditions seemed to contribute to building a social container that promoted flourishing. This led to innovation as teachers worked together in ways that promoted their learning and growth as a group, and increased their sense of vitality in their work. The researchers found that the principal plays a vital role in fostering, encouraging and sustaining conditions for teachers to cultivate adaptive community. Research limitations/implications While small in scale and not generalizable across contexts, this research offers particular examples of what is working well for these teachers. Insights from these examples are intended to be generative, potentially resonating with and inspiring others to examine the possible benefits and potentials that may come from a positive approach to research and practice in school improvement in their own contexts. Engaging in positive organizational research in schools led to new insights on the work of teaching, learning and leading in schools. The researchers suggest that this positive, appreciative and generative perspective offers potentials and benefits for new understandings on school improvement. Practical implications The findings from this case study indicate that more attention is needed to supporting educators to cultivate the conditions necessary to experience rich and meaningful relationships within which they will thrive, grow and innovate in their teaching. At a system level, the authors argue for a re-orientation of schools toward well-being and a more holistic and human-development perspective on schooling. Social implications Currently and internationally, schooling is under re-design as the authors learn more about the need to organize the schools in ways that encourage the kinds of teaching and learning necessary to prepare young people for an increasingly unpredictable future. The findings from this study highlight the importance of attending to teacher well-being as a fundamental aspect of encouraging the kind of teaching needed for the kinds of learning desired in schools across all contexts. Originality/value This case study provides the findings that illustrate the potential and benefits of research on school organizations from a positive organizational perspective. Additionally, this study is a reminder of the systemic nature of all living systems, such as schools, and the associated need to ensure well-being for all members of the learning community.
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Ioannidou, Martha. "Artists as Inviting Personalities for Self Exploration and Social Learning at School." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 52. http://dx.doi.org/10.26417/ejser.v11i2.p52-58.
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In today’s increasingly fast-paced societies, undergoing reformation in the aging schooling systems in order to prepare children to subdue the high amounts of pressure and stress and lead productive lives seems to be moving slowly, compared to the unexpected rhythms of the socio-economic changes. In that context a programme has been created at the School of Primary Education, based on the belief that art shouldn’t rest only in the frame, but become itself a frame of the children’s experiences, a means for self-exploration, enhancing at the same time social learning and cultural responsiveness in schools. At current stage we explore whether and how artists as inviting personalities can become an example to children for building their own identity, while opening widely the borders of relating effectively to others or to life’s varied phenomena, as they learn how to communicate the subtleties of who they really are and what they believe in ways that words usually fail to fully capture. Children are asked to choose as a self-companion through their school year an artist, who greatly benefited from the arts’ unique power as a tool for shedding light on his/her self-knowledge and for overcoming difficulties as well as a means of fostering meaningful connections with his/her social and cultural environment. Curricular goals and learning units are approached by adapting innovative and effective teaching practices through the arts, based on the life and work of the artists children have chosen.
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L.I., Ponomareva, and Gan N.Yu. "PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF VOCATIONAL GUIDANCE FOR EARLY CHILDREN IN A PRESCHOOL EDUCATIONAL INSTITUTION." “Educational bulletin “Consciousness” 24, no. 9 (September 30, 2022): 12–21. http://dx.doi.org/10.26787/nydha-2686-6846-2022-24-9-12-21.
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Modernization of the domestic education system contributed to the restructuring of the methodological base of the educational process, the adoption of new legal documents regulating the state policy in the field of education, and the development of innovative educational practices at all levels of the lifelong education system. A special approach was required to the problem of self-realization and self-determination of a person in professional activities, an adequate choice of career, the scope of application of personal capabilities in accordance with certain abilities and inclinations for the chosen profession. According to the majority of domestic and foreign scientists, the choice of life and professional path begins not from the moment of studying at a university, but long before that, and, as the researchers note, not even at the stage of schooling, but even in a preschool educational organization. In this regard, one of the most important tasks of modern preschool education is the development of pedagogical conditions that contribute to the successful formation of preschoolers' ideas about the world of professions and understanding the essence of adult work, which in pedagogical science is usually called early career guidance. An analysis of existing practices shows that the work of preschool educational institutions in this direction comes down only to familiarizing children with the work of adults. At the same time, preschoolers often find themselves cut off from the real world of work, cannot imagine the nature of professional activity and “try” themselves in a particular profession. The authors of the article made an attempt to correct the existing gap in the work of kindergartens. They developed pedagogical conditions for the implementation of early career guidance in preschool educational institutions, organized an empirical study that proved their effectiveness.
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Torres-Hernández, Norma, and María-Jesús Gallego-Arrufat. "Pre-service teachers’ perceptions of data protection in primary education." Contemporary Educational Technology 15, no. 1 (January 1, 2023): ep399. http://dx.doi.org/10.30935/cedtech/12658.
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The protection of personal data and privacy are important issues closely related to use of social media, information and communication technologies, and the Internet in the area of education. The treatment of academic information and use of tools and programs for instruction, communication, and learning have revealed the handling of a significant volume of personal data from different sources. It is essential to protect this information from possible privacy violations. This descriptive study, which is of transversal nonexperimental design, focuses on how 384 pre-service teachers’ enrolled in educational technology courses in their education programs view the protection of personal data. The goals are to describe and analyze how these teachers perceive the risks associated with protection of data on the Internet and what they know about protection of data in primary education. We administered a questionnaire within the framework of an educational activity that focused on digital competence in data protection in education. The results show a high perception of risk in topics such as accepting cookies when surfing the Internet or transferring banking information. The knowledge the students claim to have shown a lack of information on the protection of minors’ data in issues related to the development and schooling of primary school students, as well as their health, background, and family environment. Curricular treatment of these areas that includes content, practices on regulations, and adopts a situated, critical, and responsible approach in pre-service teacher education is recommended.
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Bai, Yunfeng, Xueli Tang, Xingfang Li, and Shunan Fan. "Explorations in Teaching Research by a Tutoring Institution in China." ECNU Review of Education 2, no. 1 (March 2019): 87–94. http://dx.doi.org/10.1177/2096531119840866.
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Purpose: This article focuses on rarely explored organizational practice of teaching research in China’s private tutoring industry. Taking a large private tutoring institution as an example, the article examines how private tutoring institutions understand and engage in educational explorations of standardization and informatization processes. Design/Approach/Methods: The article is based on a case study of one of the biggest tutoring companies in China. The study started with document analysis of the institutional history, supplemented by interviews with personnel who have worked in the institution since it was founded. Next, the researchers collected empirical data using mixed methods. Quantitative data were obtained from the user database owned by the institution. Qualitative data were collected directly by the researchers through interviews and participant observation. Both qualitative and quantitative data were analyzed from multiple perspectives. Findings: Teaching research in private tutoring institutions commonly differs from that in public schooling. In this particular case, it is technology-driven, student-tailored, and process-standardized. Utilized well, it can supplement the mainstream public education system and promote education innovation and equity throughout the country. Originality/Value: It is hoped that this article could give some insights into the possibility of the cooperation between formal schools and tutoring institutions in the areas of teaching research and other in-class and off-campus activities. The article can also draw public attention to the necessity and benefits of adopting technical methods in the teaching process.
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Dr Catherine Robertson. "Call for papers for the Special Edition, JOVACET 5(2), 2022." Journal of Vocational, Adult and Continuing Education and Training 4, no. 1 (November 30, 2021): 2. http://dx.doi.org/10.14426/jovacet.v4i1.196.
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Recognition of Prior Learning (RPL), referred to, inter alia, as APL in other contexts, has been recognised by South African and international policies as a critical means of access to, and certification of further and higher learning, especially for mature learners. While there is general acknowledgement of the importance of RPL for lifelong learning and social inclusion, learning institutions have not embraced RPL equally across the board, and implementation practices vary greatly, often leading to learner frustration. While there have been some local studies and a growing international literature, RPL is by and large under-researched in South Africa.
In light of the above and its long tradition of RPL provision, the University of the Western Cape’s Recognition of Prior Learning (RPL) unit will be hosting a conference on 30 and 31 March 2022, with the theme ‘Implementation, Assessment and Articulation of Recognition of Prior Learning’. As one of the intentions of the conference is to ‘build the scholarship of RPL’ (also known as APL in other contexts), JOVACET will be partnering with the UWC RPL Unit to produce a Special Issue of the journal in 2022 for publication of relevant papers that fall within the scope of our journal.
Topics broadly covered by the conference include (but are not limited to) the following:• RPL policy research• Sharing RPL practices• Capacity building for RPL• Innovative RPL models• RPL assessment for undergraduate and postgraduate access in higher education• Articulation models for RPL in post-schooling
Submissions for paper presentations at the conference should be made directly to the conference organiser, Dr Rekha Rambharose, email rrambharose@uwc.ac.za, but additional, relevant topical papers seeking publication in this JOVACET Special Issue may be directed to Dr Catherine Robertson, email cathy@trobertson.co.za.
Please note that all submissions considered for publication, whether presented at the conference or not, will undergo the JOVACET double blind review process towards publication in November 2022 or earlier if possible.
Due date for full paper submissions (Special Issue): 30 April 2022
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Blair, Elizabeth E., and Sherry L. Deckman. "“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–38. http://dx.doi.org/10.1177/016146812012200704.
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Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender-creative students, guided by the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender-creative students? Ultimately, this study aims to inform the development of effective teacher education curricula and related policy on trans and gender-creative identities. Participants Participants were 183 undergraduate preservice teachers enrolled in 10 sections of an educational equity course. Research Design We conducted a qualitative, inductive, thematic online discourse analysis. Using a queer, social justice teacher education framework, we qualitatively analyzed 549 online PST-authored posts. Findings/Results Three themes emerged: (1) PSTs voiced discomfort negotiating conflicting values and roles in supporting trans and gender-creative students, and PSTs suggested (2) individualized, differentiated interventions, and (3) community education approaches to promote comfort for trans and gender-creative students—strategies that may reinscribe normative, institutionalized views of gender identity. Conclusions/Recommendations Findings suggest the pressing need for innovative teacher education on gender identity and fluidity: PSTs need more opportunities to learn about supporting trans and gender-creative students, to critically consider constructs of gender and sexuality, and to explore how systemic gender oppression intersects with other forms of oppression through schooling practices.
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André, Telma, Dárida Maria Fernandes, and Maria Inês Pinho. "UKIDS – Trash Value: Educating With Citizenship in an Interdisciplinary Context." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 124–41. http://dx.doi.org/10.2478/dcse-2021-0021.
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Abstract Supervised Teaching Practice (PES) should promote the development of skills associated with the profile of the teacher-researcher, namely: observation, recording, analysis, reflection. At the same time, it should provide children with rich and diverse experiences that produce education for (with) citizenship. The research project developed at PES was based on the European project UKIDS (Erasmus +) and was based on learning by project methodology, allowing for interdisciplinary knowledge. The challenges set in the project offer a variety of tasks to work on aspects such as initiative, motivation and innovation, as well as, trust and responsible social participation. Specifically, the Trash Value challenge, proposes to give a new life to waste, respecting a sustainable environment. Based on the implementation of this challenge and using the egg cartons, it was investigated how this material potentiated the development of social skills, reasoning and mathematical communication of children in the 4th year of schooling. The research methodology had characteristics of action-research, selecting different techniques and instruments for data collection. In addition to the pre-test and post-test carried out on the students and the teacher in charge of the class, audio recordings, field notes, photographic records and children’s productions were collected and organized in the form of multimodal narration. After conducting the study, it was possible to verify that the Trash Value challenge promoted the development of social skills, with a greater focus on cooperation, self-control and responsibility. Convergingly, problem-solving and mathematical communication skills have improved considerably, in an environment rich in children’s environmental awareness.
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Clark, Lawrence M., Toya J. Frank, and Julius Davis. "Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative." Teachers College Record: The Voice of Scholarship in Education 115, no. 2 (February 2013): 1–29. http://dx.doi.org/10.1177/016146811311500202.
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Background/Context Historians and researchers have documented and explored the work and role of African American teachers in the U.S. educational system, yet there has been limited attention to the specific work, role, and experiences of African American mathematics teachers. To meaningfully and responsibly conceptualize the role of African American mathematics teachers and better understand their work in U.S. schools, analytic approaches are needed to help us understand cases of African American mathematics teachers as representations of a complex and ever-evolving series of intertwined contexts, forces, and events that include critical events along historical timelines (i.e., U.S. educational system, mathematics education, technological innovation and development, African American teaching force). Purpose/Objective The purpose of this article is to challenge readers to consider the African American mathematics teacher as a conceptual entity that embodies characteristics, practices, and dispositions that are potentially meaningful for students, particularly African American students, in ways that support students’ capacity to participate and perform within the racialized contexts of mathematics education, the broader schooling experience, and broader society. Design Structured as an analytic essay, this article provides a rationale and potential directions of inquiry for historians and researchers open to explorations of relationships between race, mathematics education, teacher identity, and teacher practice. Conclusions/Recommendations We make two assertions about the African American mathematics teacher that help to conceptualize his or her role as a theoretical construct. First, the African American mathematics teacher is a boundary spanner with membership in multiple communities—a mathematically proficient and intellectually powerful African American person within a historically disempowered African American community with a history of inaccessibility to and underperformance in mathematics. Second, through various implicit and explicit means and micro-interactions, the African American mathematics teacher has the potential to engage in liberatory mathematics pedagogy, a pedagogy that serves to dismantle racialized hierarchies of mathematics ability. We encourage mathematics education researchers to interrogate, challenge, critique, and build on conceptualizations of the African American mathematics teacher as an entity that represents a unique confluence of experiences, perspectives, dispositions, and knowledge domains critical to the education of students. In doing so, it is our hope that theories of student learning, participation, and performance will more willingly embrace, acknowledge, and incorporate the inescapable dynamics of race, class, student identity, and teacher identity.
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Tang, Hei-Hang Hayes, King Man Eric Chong, and Wai Wa Timothy Yuen. "Learning to understand a nation." Social Transformations in Chinese Societies 15, no. 2 (August 21, 2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.
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Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.