Journal articles on the topic 'Open plan schools Victoria'
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UENO, Kanako, Kuniko HASHIMOTO, and Ryoko KURAKAZU. "STUDY ON SOUND ENVIRONMENT OF OPEN-PLAN SCHOOLS." Journal of Environmental Engineering (Transactions of AIJ) 74, no. 643 (2009): 1033–41. http://dx.doi.org/10.3130/aije.74.1033.
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Shield, Bridget, Emma Greenland, and Julie Dockrell. "Noise in open plan classrooms in primary schools: A review." Noise and Health 12, no. 49 (2010): 225. http://dx.doi.org/10.4103/1463-1741.70501.
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ITOH, Shunsuke. "USE OF MULTI-PURPOSE SPACES IN OPEN-PLAN ELEMENTARY SCHOOLS." Journal of Architecture and Planning (Transactions of AIJ) 78, no. 694 (2013): 2473–80. http://dx.doi.org/10.3130/aija.78.2473.
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.
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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Ferguson, Maria. "Washington View: Schools that stayed open: Lessons from St. Charles Parish." Phi Delta Kappan 102, no. 6 (February 22, 2021): 60–61. http://dx.doi.org/10.1177/0031721721998162.
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Maria Ferguson talks with Ken Oertling, superintendent of the Saint Charles Parish Public Schools in Louisiana, to learn more about how the school opened its doors to in-person learning in fall 2020, during the COVID-19 pandemic. The plan for reopening required district leaders to juggle a variety of logistical challenges and communicate clearly at every step. And the physical and mental health of staff and students became an even higher priority than before.
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AOKI, Ami, Kanako UENO, and Hideki TACHIBANA. "FIELDWORK STUDY ON OPEN-PLAN TYPE ELEMENTARY SCHOOLS FROM AN ACOUSTICAL VIEW POINT." Journal of Architecture and Planning (Transactions of AIJ) 67, no. 562 (2002): 1–8. http://dx.doi.org/10.3130/aija.67.1_12.
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YAMAGUCHI, Katsumi, and Kazuyoshi YASHIKI. "CHANGES IN THE IMPROVEMENT OF OPEN PLAN CLASSROOMS AT PUBLIC ELEMENTARY SCHOOLS IN TOKYO." AIJ Journal of Technology and Design 28, no. 69 (June 20, 2022): 822–27. http://dx.doi.org/10.3130/aijt.28.822.
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Kennedy, Carla J., Fiona Gardner, and Anne Southall. "The Intentional Compassion Framework for school communities." Health Education Journal 80, no. 6 (April 7, 2021): 660–71. http://dx.doi.org/10.1177/00178969211006746.
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Objective: This article offers a framework to guide schools in developing a compassionate culture. Using a social constructionist/critical perspective, five spheres of work are identified to help schools achieve this goal. Framing death, dying and bereavement from a health promoting perspective, they involve challenging current cultural perceptions, creating a culture of support, creating a grief-informed culture, establishing a culture of reflection and reflexivity, and developing a whole school plan. Setting: Eight rural primary school communities in central Victoria, Australia. Method: Constructivist grounded theory with interviews and analysis occurring concurrently, allowing categories to develop alongside new questions to explore participants’ thinking and priorities. Results: Participants’ insights, knowledge and priorities fostered understanding and led to the five strategies for change that underpin this framework. Conclusion: Study participants’ desire for a societal, cultural shift in how to understand death, dying and bereavement issues in school communities serves as an important foundation for change.
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Popescu, Maria-Magdalena. "STRATCOM PREDICTIVE DATA ANALYSIS FOR STRATEGIC PLAN FORECASTING." BULLETIN OF "CAROL I" NATIONAL DEFENCE UNIVERSITY 10, no. 3 (October 20, 2021): 109–16. http://dx.doi.org/10.53477/2284-9378-21-30.
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The idea of gathering intelligence from open source, human or social media as regular practice for structures in the field has been a frequently debated topic for specialized literature. Unlike this, gathering intelligence from corroborated Strategic Communication (StratCom) sources and instruments so that the information extracted that way be later on stored in databases and sieved through predictive analytics software to then reveal state or non-state actors’ measures and behaviors has recently been shared as a novel thesis of the present author and recently taken over by doctoral schools in the field. The current paper provides an extended insight into the topic, to consolidate the construct.
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Susetyarini, Eko, Roimil Latifa, Endrik Nurrohman, Abdul Karim Ibrahim, Sri Wahyuni, and Husamah Husamah. "Peningkatan Kualitas Pembelajaran Online pada Materi Peredaran Darah Menggunakan Model Problem Based Learning di SMP Muhammadiyah 8 Kota Batu." Bioscientist : Jurnal Ilmiah Biologi 9, no. 2 (December 30, 2021): 639. http://dx.doi.org/10.33394/bioscientist.v9i2.4640.
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The purpose of this study was to analyze the quality of online learning on blood circulation using a problem based learning model at SMP Muhammadiyah 8 Batu City. The type of research used is a case study (explorative descriptive). The time of the study began in August 2021. The place of research was carried out at SMP Muhammadiyah 8 Batu City. The research procedure includes: preparation and coordination with partner schools as research locations. Coordination with schools and subject teachers involved in research activities to get an agreement, including: 1) the class used for research; 2) model teachers who develop tools and strategies in research activities starting from Plan, Do, and See; 3) the material or topic being taught; and 4) observer who is in charge of observing research activities during open class. The method of collecting research data is by looking at the implementation of the research and discussing the findings in the study. Descriptive data analysis technique. The results showed that, the use of problem based learning models online or online in terms of the implementation of the plan, open class, and see went smoothly, there was an increase in student participation from open class I to open class II. Model teachers use various innovations in learning, including: breakout room google meet, heartbeat media, linoid, quiziz, and problem based learning models.
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Baña, Edward E., and Runato A. Basañes, PhD. "Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 120. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(120).
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In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan
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Baña, Edward E., and Runato A. Basañes, PhD. "Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 120. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(120).
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In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan
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Ito, Keiko, and Yurika Yokoyama. "Relationship between classroom plan types and the degree of concentration of the children in elementary schools: A comparative study of open‐plan classrooms and conventional‐plan classrooms." Japan Architectural Review 2, no. 1 (December 7, 2018): 88–100. http://dx.doi.org/10.1002/2475-8876.12074.
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Nuñez-Unda, Alfredo, Angelo Vera, Lidice Haz, Viviana Pinos, Roberto Zurita, and Silvia Medina. "The Raspberry Pi as a Computer Substitute at Elementary Schools in Developing Countries: A Pilot Experiment in Ecuador." MATEC Web of Conferences 210 (2018): 04023. http://dx.doi.org/10.1051/matecconf/201821004023.
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One of the main challenges of developing countries is to shorten the digital divide that exists with developed countries and countries in transition. The government of Ecuador through its National Plan for Technologies and Telecommunications (Plan Nacional de Telecomunicaciones y Tecnologías), has as a goal to give universal access to Technologies of Information and Communication (TICs) to its entire citizens. One of its projects is to assure connectivity and infrastructure in schools. This paper proposes a low-cost open source solution to improve the access to information technology and communication through computers to children of schools in low income areas. The proposed alternative was set out to using the Raspberry Pi 3 s a substitute of standard computer. Its performance and capabilities were put to test comparing them to standard PC main functions. the pilot experiment was implemented at the "Ciudad de Ariel" elementary school, located on Durán, Ecuador.
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Kalinga, Ellen A. "Research Methodology Adopted in Developing TanSSe-L System." Tanzania Journal of Engineering and Technology 38, no. 1 (June 30, 2019): 116–26. http://dx.doi.org/10.52339/tjet.v38i1.500.
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Research methodology is among the very important part in a research work. It is the heart which describe the activities necessary for the completion of the research work. Research methodology provides a plan of investigation considered to obtain answers to research problems and it depends on the context of application. This paper presents the research methodology adopted when developing Tanzania Secondary Schools e-Learning (TanSSe-L) system, a learning management system (LMS) which was successfully developed through customization of Moodle open source LMS. TanSSe-L system is a context centered platform for secondary schools in Tanzania. TanSSe-L system was developed using a number of methods and techniques taking into consideration open source/low cost system and the issue of sustainability, where academia, industry and Government were involved in a triple helix model. Focus group discussion in action research methodology, made secondary school stakeholders be involved in the TanSSe-L system development.
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Kim, Sung-Mi, Sang-Cheol Kim, and Chan-Hee Son. "A Study on Development Plan to Changes in Medium-and Long-term Demand for the Open Secondary Schools." Korea Educational Review 28, no. 1 (March 30, 2022): 29–65. http://dx.doi.org/10.29318/ker.28.1.2.
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Moss, Hilary J. "From Open Enrollment to Controlled Choice: How Choice-Based Assignment Replaced the Neighborhood School in Cambridge, Massachusetts." History of Education Quarterly 59, no. 03 (August 2019): 313–50. http://dx.doi.org/10.1017/heq.2019.27.
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In 1981, Cambridge, Massachusetts, became the first school district in America to replace its neighborhood schools with a “controlled choice” assignment plan, which considered parental preference and racial balance. This article considers the history preceding this decision to explore how and why some Americans became enamored with choice-based assignment at the expense of the neighborhood school in the late twentieth century. It argues that Cambridge's problematic experience with open enrollment in the 1960s and 1970s created a vocal, consumer-oriented, and politically active class of parents who became accustomed to choice and, by the early 1980s, dependent on its benefits. Moreover, controlled choice proved especially attractive in this university community because Cambridge had a constituency of well-educated, middle-income parents who possessed the social capital to identify the best educational opportunities for their children, but lacked the economic capital to use real estate to gain access to their preferred schools.
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Pyrini, Nancy, Orestes Johns Varonis, and Evangeline Marlos Varonis. "The Open Wings project." International Journal of Information and Learning Technology 34, no. 2 (March 6, 2017): 83–101. http://dx.doi.org/10.1108/ijilt-09-2016-0049.
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Purpose The purpose of this paper is to report the implementation and outcomes of the “Open Wings” project, a continuing effort to create a community of self-directed elementary school learners and to enhance their homonomy. Technology-enhanced international videoconference presentations resulted in both knowledge gains and attitude changes. These, in turn, inspired creative, collaborative interdisciplinary projects through which students demonstrated that they could embed themselves in contexts that contribute to homonomous identification and development. Design/methodology/approach Over the 2015-2016 school year, interactive international videoconferences were delivered to first and sixth grade classrooms in two elementary schools in Athens, Greece. Topics included a personal immigration story and responsible citizenship. Impact was measured quantitatively by a pre-test/post-test design that measured changes in knowledge and attitudes and qualitatively by student group projects at six stations inspired by e-reflect methodology. Findings Students demonstrated gains in factual knowledge and changes in attitudes toward immigrants and refugees. Individual and group work at each station revealed that they could plan, research, and present projects that demonstrated their personal sense of self and their place in the community. Originality/value With many in Greece directly affected by the economic crisis and an influx of refugees and immigrants, students feel they have no control over their lives and become fearful of outsiders. Even when resources are limited, innovative use of learning technologies can help educate students in the prescribed curriculum and guide them beyond hopelessness to see themselves as empowered individuals who can enrich their own lives and those of their communities.
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Safronova, A. M. "V.N. Tatishchev and Organization of First Verbal Schools in Urals." Nauchnyi dialog 11, no. 2 (March 19, 2022): 482–96. http://dx.doi.org/10.24224/2227-1295-2022-11-2-482-496.
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The article deals with the issue of opening the first verbal schools of the mining department in the Urals in 1721. V. N. Tatishchev, appointed by the Berg Collegium as the head of state-owned factories in 1720, decided to open literacy schools at two factories that were then in the mining department, and settlements assigned to them. In the very first normative document that regulated the activities of the factory commissar, he devoted one of the chapters to schools. The document is of particular interest as the first pedagogical experience of V. N. Tatishchev, who assumed responsibility for organizing verbal schools without waiting for the approval of the Berg Collegium. The norms of punishment concerning the reasons for opening schools, the duties of the commissioner for their arrangement, the duties of teachers, determining the sources of their support through special collections of money from local residents are analyzed in the article. The plan conceived by V. N. Tatishcheva was successfully implemented; in 2-3 years, more than a hundred children of factory residents, church ministers, landless peasant, and peasants learned to read and write in schools. Gradually, the factory authorities increased their share in the financing of schools up to the appointment of state salaries for needy schoolchildren.
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Darcy, Simon, Janice Ollerton, and Simone Faulkner. "“Why Can’t I Play?”: Transdisciplinary Learnings for Children with Disability’s Sport Participation." Social Inclusion 8, no. 3 (August 17, 2020): 209–23. http://dx.doi.org/10.17645/si.v8i3.2750.
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This article explores the constraints to mainstream sports participation of children with disability in community sports clubs and schools through their lived experiences and the perceptions of parents, teachers, coaches, and club officials. It does so by administering an open-ended survey instrument to a sample of participants recruited from schools, sporting facilities, and disability organizations in New South Wales and Victoria, Australia. The data were analysed through a transdisciplinary conceptual framework which brought together the social model of disability (disability studies) with the leisure constraints framework (leisure studies), which have been encouraged by both academics and practitioners. The findings identified ableist and disablist practices, creating an enabled understanding of the facilitators for social inclusion. Participants perceived that interrelated intrapersonal, interpersonal, and structural constraints excluded children from their desired sporting activities. Through applying the social model of disability to the leisure constraints framework, the findings and discussion showed that a great deal of what had been considered intrapersonal constraints of the child with disability could be reinterpreted as interpersonal and structural constraints through enabling socially inclusive practices. The implications are that a social model of disability brings a new social lens to understanding constraints to sport participation for children with disability and can produce effective strategies for inclusion in sport at schools and community sport clubs.
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Šiškevičiūtė, Daiva, and Eugenijus Valavičius. "Atvirųjų programų naudojimas mokymui." Informacijos mokslai 42, no. 43 (January 1, 2008): 78–83. http://dx.doi.org/10.15388/im.2008.0.3439.
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Atvirųjų standartų plitimas kelia naujus reikalavimus informacinių technologijų ir kitų kompiuterinių dalykų dėstytojams. Straipsnyje analizuojamos problemos, iškylančios ruošiantis dėstyti informacinių technologijų kursą, kai kompiuterių taikymo veiksmai iliustruojami atvirosiomis programomis. Taip pat pateikiama studentų pasirengimo priimti tokį kursą analizė – dviejų etapų nuomonės pokyčių tyrimo rezultatai, jų palyginimas su kitais tyrimais, vienų mokslo metų dėstymo patirtis.Teaching of information technology and open source programsDaiva Šiškevičiūtė, Eugenijus Valavičius SummaryThe movement towards open standards on all levels of social life/the life of society puts up new challenges for teachers of Information Technologies and other computer-related disciplines. Vilnius Business College prepared a plan of particular switchover from proprietary software in computer laboratories to open source software. This paper analyses the results of a two-stage survey of students’ opinion about open source software and problems that can occur when using such programs.The changes in students opinion are discussed and results of our surveys are compared with the results of an analogous survey in Lithuanian schools.
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Everhart, Robin S., Rosalie Corona, Suzanne E. Mazzeo, Katherine W. Dempster, and Michael S. Schechter. "School Nurses' Perspectives on Components of Asthma Programs to Address Pediatric Disparities." Journal of Pediatric Psychology 45, no. 8 (June 10, 2020): 900–909. http://dx.doi.org/10.1093/jpepsy/jsaa039.
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Abstract Objective To use a community engaged, collaborative approach with school nurses working within an urban community, to develop recommendations for future school-based interventions targeting pediatric asthma disparities. Methods Open-ended survey data were collected from 33 nurses (77% of nurses in the school district) during a face-to-face monthly health services meeting. Questions asked nurses to estimate the proportion of students with asthma with the necessary forms and medications at school and to describe perceived barriers to having such forms and medications, and potential initiatives that could be implemented. A 30-min asthma education class was also piloted with school nurses, who then rated its acceptability and feasibility. Open-ended survey data were analyzed using thematic analysis. Results Nurses estimated that 12% of students with asthma had an asthma action plan, 19% had a medication release form, and 15% had medications at school (i.e. inhalers). Four themes emerged regarding barriers to asthma management in schools and strategies for promoting asthma management in schools: coordination of care, asthma education, access to care, and medication adherence. Nurses noted the need for education focused specifically on teaching inhaler technique, and better communication between schools, providers, and families. Conclusions School nurses provided valuable information regarding specific barriers, as well as approaches to addressing these barriers in a future intervention. Findings suggest that a school-based intervention needs to address coordination among schools, parents, and medical providers, and will be optimally effective if it also addresses structural barriers.
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Kaewkumkong, Ampa. "Analyzing Thai Border School Policy Formation in the ASEAN Community Era." IKAT : The Indonesian Journal of Southeast Asian Studies 2, no. 2 (January 17, 2019): 181. http://dx.doi.org/10.22146/ikat.v2i2.38632.
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During the 1990s, Thailand’s border areas became more open as a result of improved political relations in the region, especially in regards to the promotion of border trade and transnational trade among Indochinese countries under the“From a Battlefield to a Marketplace” policy. In terms of education development,the nature of border schools in general has been gradually evolving over the past 60 years, and Thai border schools have improved considerably over this period.The first initiative undertaken in regards to border schools in Thailand was the official establishment of the “Border Patrol Police (BPP) School” in 1956. Inmore recent years, education development policy in border areas has repeatedlybeen modified, particularly since Thailand’s agreement to further integrate withother Southeast Asian countries as a part of the ASEAN Community 2015. In 2010, Thailand’s commitment to developing its border schools increased whenit began development of the “Buffer School” program as part of a strategic plan to improve educational institutions under the ASEAN “Spirit of ASEAN” policy.This policy aimed to promote education development and cooperation within the ASEAN through a range of initiatives, including ones pertaining to border areas. This paper thus aims to 1) review the substance of the Buffer School program as it pertains to emerging Thai border school policy in the ASEAN Community era, as well as the structure of its enforcement, then, 2) analyze the background and rationale of policymaking that has occurred from agenda-setting and policy formulation up until policy enactment corresponding to ASEAN frameworks derived from the ASEAN charter and Work Plan on Education.
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Nabbout, Ghassan, and Camille Nassar. "Impact of the Covid 19 pandemic on preclinical teaching in medical schools-Lessons learned." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 1–9. http://dx.doi.org/10.31686/ijier.vol9.iss4.2979.
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Objectives: The authors analyzed the weaknesses and areas of opportunities with the online teaching imposed by the COVID19 lockdown, and the new measures adopted to control the online examinations for medical students.
Method: In addition to personalized question sets we had location mapping and Open Broadcaster Software (OBS) for monitoring students during the exams as well as disabling the back-button during examination.
Results: The academic year was successfully completed on time. There was no change in the exams format or scope, yet the results were similar in terms of grade distribution, average and standard deviation as well as the validity and reliability scores.
The students’ perception of online teaching was evaluated through a survey. It revealed the importance and added value of online teaching but also exposed the gaps related to lecturers’ preparedness and need for training.
Conclusion: The online experience was a valuable lesson for us, as we discovered not only the weaknesses or areas to improve, but also new ways and opportunities that can be explored to enhance the learning experience.
Our plan is to introduce online teaching gradually to all modules and align it with students’ readiness through direct implications of students; however, every center should develop its own long-term plan to address its own problems and weaknesses.
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Nurmukhambetov, A. A. "THE MAIN TRENDS IN THE DEVELOPMENT OF THE SPHERE OF EDUCATIONAL ACTIVITY IN KAZAKHSTAN IN THE 20-30S OF THE TWENTIETH CENTURY." History of the Homeland 95, no. 3 (September 27, 2021): 118–26. http://dx.doi.org/10.51943/1814-6961_2021_3_118.
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The article identifies the main trends in the development of education in Kazakhstan in the 20-30s of the twentieth century on the basis of the analysis of archival material. The author uses as an evidentiary argument the government resolutions on the management of the educational sphere in the 20-30s of the twentieth century, revealing the features of the development of this industry, analyzes the regional indicators of schools organized in the country, reflects their statistical data. Using the documentary base, it identifies the main reasons for the failure of plans to open schools. Examines the factors that hinder the development of education, such as the shortage of specialists and the low material and technical condition of schools. The article gives a specific description of how the leadership of those years tried to solve the problems that arose as much as possible, however, there was still a gap between the set plan and the specific work. This is especially noticeable in the training of specialists. It is noteworthy that the author highlights the merits of the national intelligentsia in providing schools with author’s textbooks and educational materials.
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Ermenc, Klara Skubic, Jana Kalin, and Jasna Mažgon. "How to Run an Empty School: The Experience of Slovenian School Heads During the COVID-19 Pandemic." SAGE Open 11, no. 3 (July 2021): 215824402110321. http://dx.doi.org/10.1177/21582440211032154.
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In mid-March 2020, Slovenia declared the COVID-19 epidemic, which led to the closure of schools and the transition to remote education. This article presents the findings of a study conducted during the lockdown among school heads in primary and secondary schools. The authors identify the challenges and issues the school heads faced in the first weeks of the epidemic and examine the positive experiences that may represent examples of good practice for dealing with similar problems in the future. The study was carried out through an online questionnaire containing 12 single-answer and multiple-choice questions and one Likert-type scale. The school heads were free to write their answers to two open-ended questions. The findings show that schools responded quickly to the changed circumstances and continued to deliver education to their students without interruption, although their approaches differed significantly. A great deal of improvisation was observed, as was to be expected, as the state did not have a pre-prepared plan and was not able to provide a quick and adequate response.
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Calamidas, Elizabeth G., Tara L. Crowell, Laura Engelmann, and Heather Watkins-Jones. "AtlantiCare healthy school edible garden startup grants: A content analysis of post-grant follow-up reports." Health Education Journal 79, no. 6 (February 27, 2020): 671–85. http://dx.doi.org/10.1177/0017896920905622.
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Objective: The purpose of this article was to identify some of the implications, challenges and benefits of edible gardens cultivated at schools located in southern New Jersey, USA. Design and Setting: Over the course of three academic years (between 2014 and 2017), 73 schools received start up monies for school gardens from AtlantiCare Health System. The schools, located in Atlantic, Cape May and Ocean Counties in New Jersey, were required to complete an Edible School Garden Mini-Grant Follow-up Report. Methods: A content analysis was conducted on responses to 12 open-ended questions from these reports in order to highlight some of the implications, challenges and benefits of gardens within these schools. Results: Basic descriptive statistics provided logistical information such as those involved in the school garden, including community partnerships and garden maintenance, along with the harvest and outcomes of those harvests. Results provided valuable insight into the impact of school gardens on curriculum and policy change; benefits to knowledge, attitudes and behaviour change among participants; and areas in need of improvement. Frequency distributions identified any unexpected outcomes schools may have experienced, along with additional needs and schools’ future plans for their gardens. Conclusion: Overall, results indicate that schools were appreciative and excited about the opportunity to create school gardens and plan to continue these efforts. The implications of these results along with suggestions for future grant making, school garden efforts and research are discussed.
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Tripathi, Krishna Prasad. "Child-Friendly School Environment: A Case of Community Schools of Pokhara." Prithvi Journal of Research and Innovation 2 (December 16, 2020): 9–19. http://dx.doi.org/10.3126/pjri.v2i0.33428.
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The study is carried out to investigate the status of child-friendly school environment, and identify school’s policy towards it. It was delimited to Pokhara Metropolitan of Kaski District. To accomplish the objectives, the explanatory sequential research design was used. The survey technique was used for quantitative and observation was used to qualitative study. There were 128 basic community schools. Eleven schools were selected randomly. The interview schedule and observation checklist were the major tools of data collection. Collected data and information were analyzed both quantitatively as well as qualitatively as per their nature in the table. The findings of the study demonstrated that physical facilities in community schools in Pokhara Metropolitan City seem satisfactory. The researcher asked and observed the school sites. More than one quarter schools (27.3%) had peace and quiet place to teach. More than one-third school (36.4%) had satisfactory and the same (36.4%) had no open and enough space. The study also found that all schools had little raised and dry land and not to risk of sinking during the monsoon. More than half of the schools (54.5%) had the satisfactory situation on sufficient space and on adequate water and facility of waste disposal. From the observation, it was found that nearly two third schools had poor situation of restrooms without water and latches. It is concluded that the community schools tried their best to make child-friendly school environment, but those attempts were found to be insufficient. The study recommended that communication, cooperation, and coordination are needed among the stakeholders to plan for the quality education in schools.
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Del Curto, D., A. Garzulino, F. Allegretti, and S. Mazza. "GIS OR BIM? A COMPARISON APPLIED TO THE CONSERVATION MANAGEMENT PLAN OF A 20th CENTURY ARCHITECTURAL HERITAGE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W15 (August 22, 2019): 365–72. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w15-365-2019.
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<p><strong>Abstract.</strong> This paper discusses the impact of the advanced systems of architectural survey and modelling to the research on the Conservation Management Plan (CMP) for architectural heritage, particularly when such a tool is applied to the 20th century architectural heritage. The authors focus on a comparison between the Building Information Modelling (BIM) technology and the Geographic Information Systems (GIS). The Conservation Management Plan for the National Art Schools of Havana in Cuba is used as case study. Given the plurality of buildings and various levels of interest in such a context, conservation and management needs, the need to share the results with non-specialized stakeholders, the need to combine different scales of analysis and different typologies of materials, the results point out the advantages of a GIS platform. The conclusions open to further possibilities of integrating GIS and BIM to the specific task of effectively conserving and managing the 20th century architectural heritage.</p>
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Minarti, Aznia, Fadli Fadli, and Lisa Martiah Nila Martiah. "KARAKTERISTIK KEUANGAN SEKOLAH DAN PENGAWASAN TERHADAP EFEKTIVITAS PENGELOLAAN KEUANGAN SEKOLAH KEJURUAN DI BENGKULU UTARA." JURNAL FAIRNESS 8, no. 1 (March 30, 2021): 17–28. http://dx.doi.org/10.33369/fairness.v8i1.15192.
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This research aims is to determine the school financial characteristics and supervision on the effectiveness of financial management of Vocational School in North Bengkulu. In this study the object of research is the school treasurer, treasurer committee, Chairman of Komita, and principal. Characteristics of school finance at are good or run according to the rules. Monitoring of financial management is also indispensable in the financial management of vocational schools. The results of the study indicate that the respondents' answers tend to agree to some point of activity carried out by the principal, school committee, treasurer, etc. The school financial management process should be efficient, cost-effective and financially appropriate, financial management must be well-directed and controlled in accordance with the original plan, program/activity, be open or transparent, and wherever possible using the capability/revenue outcome of funds which has been targeted through the previous plan is quite possible, so that the effectiveness of financial management can work well.
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Minarti, Aznia, Fadli Fadli, and Lisa Martiah Nila Puspita. "KARAKTERISTIK KEUANGAN SEKOLAH DAN PENGAWASAN TERHADAP EFEKTIVITAS PENGELOLAAN KEUANGAN SEKOLAH KEJURUAN DI BENGKULU UTARA." JURNAL FAIRNESS 7, no. 3 (March 4, 2018): 17–28. http://dx.doi.org/10.33369/fairness.v7i3.15188.
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This research aims is to determine the school financial characteristics and supervision on the effectiveness of financial management of Vocational School in North Bengkulu. In this study the object of research is the school treasurer, treasurer committee, Chairman of Komita, and principal. Characteristics of school finance at are good or run according to the rules. Monitoring of financial management is also indispensable in the financial management of vocational schools. The results of the study indicate that the respondents' answers tend to agree to some point of activity carried out by the principal, school committee, treasurer, etc. The school financial management process should be efficient, cost-effective and financially appropriate, financial management must be well-directed and controlled in accordance with the original plan, program/activity, be open or transparent, and wherever possible using the capability/revenue outcome of funds which has been targeted through the previous plan is quite possible, so that the effectiveness of financial management can work well.
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KURAKAZU, Ryoko, Kuniko HASHIMOTO, and Kanako UENO. "SIGNIFICATION OF OPEN-PLAN LEARNING ENVIRONMENT IN PRIMARY SCHOOLS FROM THE VIEW POINT OF TEACHERS' EVALUATION AND OPERATION STATUS OVER YEARS." Journal of Architecture and Planning (Transactions of AIJ) 76, no. 664 (2011): 1073–81. http://dx.doi.org/10.3130/aija.76.1073.
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Kim, Pil-Soo, and You-Chang Jeon. "A Study on the Layout Patterns of Public Schools in Manhattan - Focused on Relationship between Manhattan Grid Plan and Open Space -." Journal of Korean Institute of Educational Facilities 20, no. 2 (March 30, 2013): 3–14. http://dx.doi.org/10.7859/kief.2013.20.2.003.
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Olfat, Atazadeh, Shojaei, and Rajabifard. "The Feasibility of a BIM-Driven Approach to Support Building Subdivision Workflows—Case Study of Victoria, Australia." ISPRS International Journal of Geo-Information 8, no. 11 (November 4, 2019): 499. http://dx.doi.org/10.3390/ijgi8110499.
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Cities are facing dramatic challenges due to population growth and the massive development of high-rises and complex structures, both above and below the ground surface. Decision-makers require access to an efficient land and property information system, which is digital, three-dimensional (3D), spatially accurate, and dynamic containing interests in land (rights, restrictions and responsibilities—RRRs) to manage the legal and physical complexities of urban environments. However, at present, building subdivision workflows only support the two-dimensional (2D) building subdivision plans in PDF or image formats. These workflows result in a number of issues, such as the plan preparation being complex, the examination process being labor intensive and requiring technical expertise, information not being easily reusable by all subdivision stakeholders, queries, analyses, and decision-making being inefficient, and the RRRs interpretation being difficult. The aim of this research is to explore the potential of using Building Information Modelling (BIM) and its open standards to support the building subdivision workflows. The research that is presented in this paper proposes a BIM-driven building subdivision workflow, evaluated through a case study in the state of Victoria, Australia. The results of the study confirmed that the proposed workflow could provide a feasible integrated mechanism for stakeholders to share, document, visualize, analyze, interpret, and reuse 3D digital cadastral data over the lifespan of a building subdivision project.
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Wati, Indra, and Hem Chand Dayal. "Exploring possibilities and challenges of Lesson Study: A case study in a small island developing state." Waikato Journal of Education 27, no. 3 (December 9, 2022): 73–88. http://dx.doi.org/10.15663/wje.v27i3.812.
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Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachers’ perceptions of LS as a professional learning endeavour. The benefits and challenges teachers experienced when attempting to engage in LS was further explored. The study focused on the Fijian primary teaching context, specifically on Year 8 mathematics teachers. Data was collected using a series of class observations and semi-structured interviews in two case-study schools. Analysis of classroom observations and semi-structured interviews confirms that LS provided a useful mode for teachers to talk about their mathematics lessons and open them for scrutinisation by their teaching colleagues. The findings suggest that all the teachers in the two schools found that LS is a powerful learning platform to improve teachers’ mathematical knowledge and pedagogical skills. These findings have important implications for the implementation of effective professional learning amongst practising primary school teachers.
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Murphy, Marie, Miranda Pallan, Emma Lancashire, Rhona Duff, Ashley J. Adamson, Suzanne Bartington, Emma Frew, et al. "The Food provision, cUlture and Environment in secondary schooLs (FUEL) study: protocol of a mixed methods evaluation of national School Food Standards implementation in secondary schools and their impact on pupils’ dietary intake and dental health." BMJ Open 10, no. 10 (October 2020): e042931. http://dx.doi.org/10.1136/bmjopen-2020-042931.
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IntroductionExcess free sugar intake is associated with obesity and poor dental health. Adolescents consume substantially more free sugar than is recommended. National (UK) School Food Standards (SFS) are in place but are not mandatory in all schools, and their impact on the diets of secondary school pupils is unknown. We aim to evaluate how SFS and wider healthy eating recommendations (from the national School Food Plan (SFP)) are implemented in secondary schools and how they influence pupils’ diets and dental health.Methods and analysisSecondary-level academies/free schools in the West Midlands, UK were divided into two groups: SFS mandated and SFS non-mandated. Using propensity scores to guide sampling, we aim to recruit 22 schools in each group. We will compare data on school food provision and sales, school food culture and environment, and the food curriculum from each group, collected through: school staff, governor, pupil, parent surveys; school documents; and observation. We will explore the implementation level for the SFS requirements and SFP recommendations and develop a school food typology. We aim to recruit 1980 pupils aged 11–15 years across the 44 schools and collect dietary intake (24-hour recall) and dental health data through self-completion surveys. We will compare free sugar/other dietary intake and dental health across the two SFS groups and across the identified school types. School type will be further characterised in 4–8 case study schools through school staff interviews and pupil focus groups. Evaluation of economic impact will be through a cost-consequence analysis and an exploratory cost–utility analysis.Ethics and disseminationEthical approval was obtained from the University of Birmingham Ethical Review Committee (ERN_18-1738). Findings will be disseminated to key national and local agencies, schools and the public through reports, presentations, the media and open access publications.Trial registration numberISRCTN 68757496 (registered 17 October 2019).
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Sufanti, Main, Agus Nuryatin, Fathur Rohman, and Herman J. Waluyo. "The Content of Tolerance Education in Short Story Learning in High Schools." Asian Journal of University Education 17, no. 1 (March 8, 2021): 112. http://dx.doi.org/10.24191/ajue.v17i1.12609.
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Short stories have the advantage of teaching materials. Because of its short form, it is flexible to be used as teaching materials that do not take long to read. This study aims to describe the teachers’ perception of the urgency of integrating tolerance education in the short story appreciation, the content of tolerance values in the short story appreciation learning instruments in high school, and the content of tolerance values in the short story appreciation teaching materials in textbooks. In order to achieve that, a descriptive qualitative method was employed in this study. The results are as follows. (1) All Indonesian teachers in senior high schools in Surakarta have the perception that the value of tolerance education is important to be integrated into learning, including in the short story appreciation learning. (2) The character of tolerance is always listed in the Syllabus document and the Core Competency component of the lesson plan. Apart from that component, the character of tolerance is implicitly included in the character of "caring" and "open to others' opinions" in 86% of the syllabus and lesson plans. (3) There are 9% of short story appreciation teaching materials that have tolerance education content. The potential for this tolerance content is found in a lot of teaching material topics in the form of learning activities and short stories.
Keywords: Character Education, Short story appreciation, Teaching material, Textbooks
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Omar, Mohd Saifulkhair, and Mohd Isa Awang. "Differences between gender and Higher-order thinking skills." Journal of Metrics Studies and Social Science 1, no. 1 (May 27, 2022): 1–10. http://dx.doi.org/10.56916/jmsss.v1i1.39.
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This study aimed to identify the differences between gender and High Order Thinking Skills (HOTS). A total of 85 form two students from secondary schools in Kuala Nerus, Terengganu, were selected as the sample in this study. Pupils are chosen randomly. Researchers have used a questionnaire instrument that is divided into three parts, namely student demographics, close-ended HOTS questions and open-ended HOTS questions. The findings of the study show that there is a difference between the levels of HOTS, which is analysing and evaluating in regards to the gender of students for closed-ended questions. Meanwhile, there are differences in all four levels of HOTS with respects to the gender of students for open-ended HOTS questions. The results of this study will enable the Malaysian Examinations Council to plan questions that are appropriate to the level of HOTS of all students in Malaysia. Meanwhile, the Malaysian Ministry of Education can focus on programmes for male students to reduce the gender gap in international and national examinations.
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Michasova, Milena. "Regional Implementation Experience of the “Soft” Model of Geometry Teaching Based on the Computer Experiment." Russian Digital Libraries Journal 23, no. 1-2 (March 3, 2020): 99–108. http://dx.doi.org/10.26907/1562-5419-2020-23-1-2-99-108.
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Some results of implementation of the “soft” model of geometry teaching in schools of Nizhny Novgorod region are considered. The realization is based on the ideas of experimental mathematics, according to which the content of educational materials (open problems in geometry) is selected and developed. In addition, it is contributing to the development of students’ intelligence. Thus, student models the geometric situation using open-source software actively, is mobile in the selection of the software, understands geometric facts and regularities, acquires the ability to argue (to analyze, to compare, to generalize, to make conclusions). The experience of the using computer experiments at geometry lessons is examined form psychodidactic approach’s point of view. The advantages of special educational tasks are proved: open problems in geometry, which are based on the “soft” model of teaching geometry using the ideas of experimental mathematics. The peculiarity of the proposed open problems in geometry is that they, being a projection of traditional closed classical problems in geometry, at the same time, firstly, provide the formation of the main components of the mental (cognitive, conceptual, metacognitive, intentional) experience of the student and, secondly, create conditions for the manifestation of individual cognitive styles of students. Enrichment of metacognitive experience is carried out by means of chains of tasks, which create conditions for formation of abilities to plan, predict and control the mathematical activity.
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Gallegos-Sánchez, Jesús José, Francisco Ruiz-Juan, Mario Alberto Villarreal-Angeles, and Jorge Isabel Zamarripa Rivera. "Etapas de cambio en la práctica de actividad física de tiempo libre en estudiantes de secundaria de Victoria de Durango, México. (Change stages to practice of physical activity within free time in high school students of Victoria of Durango, Mexico)." Retos, no. 35 (September 13, 2018): 196–200. http://dx.doi.org/10.47197/retos.v0i35.66878.
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El propósito del estudio fue analizar las etapas de cambio ante la práctica de actividad física en el tiempo libre en estudiantes de educación secundaria de la Ciudad de Victoria de Durango, México. El marco teórico empleado fue el Modelo Transteórico. Se diseñó un estudio cuantitativo, observacional-descriptivo de corte transversal. La muestra fue 1112 estudiantes de secundaria, edades entre los 12 y 15 años (M= 13.52; ±.92); el 52.6% fueron chicas y 47.4% chicos; 37.2% de primer curso, 33.9% segundo, 28.9% de tercero; 69% de turno matutino y 31% vespertino; el 25.5% inscritos en de secundarias Generales Federales, 36.6% Técnicas Federales y 37.9% Estatales; 15.5% en secundarias con índice de marginación urbana alto, 29% medio, 12.2% bajo y 43.4% muy bajo. Se administró el cuestionario de etapas de cambio hacia la práctica del ejercicio físico. El análisis de datos fue realizado por medio de estadística descriptiva y prueba de Chi2. Los principales resultados advierten que la mayoría de los estudiantes(60.4%) están en etapas de cambio poco activas o inactivas (no ofrecen beneficios a la salud); los chicos son más activos (51.7%)que las chicas (29.1%); los estudiantes más activos son los de secundarias Federales Generales así como los de primer curso; cuando el índice de Marginación Urbana bajael porcentaje de estudiantes en etapas más activas o con beneficios para la salud aumenta. Concluyendo que es importante considerar las etapas de cambio de comportamiento para planificar estrategias de modelos educativos. The purpose of the study was to analyze the change stages to practice of physical activity within free time in high school students of the City of Victoria of Durango, México. The theoretical framework used was the trans-theoretical model. It was designed a quantitative, observational-descriptive cross-sectional study. The sample was 1112 high school students, with ages between 12 and 15 years (M = 13.52; ± .92), (52.6% girls and 47.4% boys, 37.2% first, 33.9% second and 28.9% of third deggre 69% morning shift and 31% evening shift, 25.5% Federal General High Schools, 36.6% Federal Techniques and 37.9% Local, 15.5% high urban marginalization index, 29% medium level, 12.2% low and 43.4% very low. The questionnaire of stages of change towards the practice of physical exercise was administered. The data analysis was performed by means of descriptive statistics and proof of Chi2. The main results the majority of students (60.4%) are established in non-active or inactive stages of change that do not offer any health benefits; boys are more active (51.7%) than girls (29.1%); the students of the Federal General High Schools are the most active, as well as those in the first year; In relation to the IMU, as it improves, the percentages of students increases with more active stages or with health benefits. Concluding It is important to consider the stages of behavior change to plan strategies for educational models.
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Odeniyi, O. A., and A. S. Adeyanju. "ASSESSMENT OF SCHOOL RECORD MANAGEMENT IN SECONDARY SCHOOLS IN FEDERAL CAPITAL TERRITORY." Open Journal of Educational Development (ISSN: 2734-2050) 1, no. 1 (March 10, 2020): 54–65. http://dx.doi.org/10.52417/ojed.v1i1.63.
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The study was carried out with the purpose of assessing school record management in FCT secondary schools. Record management is the area of administrative management that is concerned with achieving economy and efficiency in the creation, maintenance, use and disposal of records of an organization throughout its life cycle. Implementing good record management practices in schools would provide information for educational planners and administrators, serves as historical source for documenting history of the school. School records comprise all existing and accessible records, books, files and other documents containing useful information that relates to what goes on in the school system They are evaluation tools for accessing progress made by schools and also show evidence of compliance with legislative laws. The descriptive research design was used for this study. The population was drawn from ten (10) secondary schools in FCT. The instrument for data collection comprised of questionnaire titled “Assessment of School Record Management in Secondary Schools in FCT” (ASRMSS). A sample size of eighty respondents from schools was used. Simple percentage was adopted in analyzing the research questions while chi-square was adopted in analyzing the hypotheses. Research findings revealed that the various record books used in schools include: log-book, attendance register, lesson plan, syllabus, staff movement book, visitors’ book, admission and withdrawal register, to mention a few. It was also revealed in the findings that most of the records in school are not properly kept. Also, timely supply of school records, availability of funds, teachers’ training and proper back up of records were the solutions proffered by respondents. It was however recommended that stakeholders in the school should make use of the school’s record books for efficiency purposes. Furthermore, stakeholders should ensure timely update of record materials and finally, delegation and follow-up on record procedures should be given adequate attention by school principals.
Odeniyi, O. A. | Department of Education Administration and Planning, National Open University, Abuja, Nigeria
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Bernstein, Ann. "South Africa’s Key Challenges." ANNALS of the American Academy of Political and Social Science 652, no. 1 (January 30, 2014): 20–47. http://dx.doi.org/10.1177/0002716213508913.
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The article looks at the “tough choices” (per the National Development Plan) South Africa has to make to be a successful country. It provides policy recommendations and prescriptions for many of the critical issues facing South Africa. The most urgent policy challenges revolve around high levels of unemployment, the regulation of the labor market and the role of unions, the shortage of skills, and the education system. The solutions proposed include the relaxation of labor laws, which hinder entry into the labor market, especially for young people; the introduction of special economic zones; the adoption of an open migration regime for skilled migrants; and the establishment of low-fee private schools and private tertiary education providers. The article calls for bold and visionary leadership in South Africa to ensure that the “tough choices” needing to be made are implemented.
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Stankovic, Dejan. "School development planning in Serbia: How teachers evaluate it." Zbornik Instituta za pedagoska istrazivanja 43, no. 1 (2011): 25–40. http://dx.doi.org/10.2298/zipi1101025s.
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School development planning is an instrument of school internal development. It has been present in Serbian schools since 2002, but until today there have not been enough data regarding the way development planning takes place and what its effects are. The main question in this research is how the teachers directly involved in the process itself evaluate development planning in their schools. The sample consisted of 291 teachers from 51 primary schools in Serbia. They replied in written form to the open-ended questions regarding their opinion about the positive and the negative sides of school development planning. Data processing included creating categories of teacher answers and calculating the relative presence of answers by categories. Teachers estimated that the following were the positive sides of development planning: strengthening cooperation and team work, introducing planning practice, school development, increased participation, successful project realization and acquisition of new knowledge and advanced training. Teachers most often had no objections to development planning, and when they did, these referred to the following: insufficient support to the development team, resistance and lack of interest of their colleagues, demands of planning, problems with the functioning of the development team and poor plan realization. The results point out to the conclusion that school development planning is predominantly positively evaluated and at the same time provide the foundation for arriving at practical ideas regarding the future direction of the policies in the field of internal school development.
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Boadu, Kankam. "Preparation and Role Performance of Heads of Secondary Schools in the Ashanti Region of Ghana: Lessons to Draw." Advances in Social Sciences Research Journal 8, no. 5 (June 2, 2021): 473–86. http://dx.doi.org/10.14738/assrj.85.10066.
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This study examined how Senior Secondary School heads were prepared for their roles and if their preparation have bearings on their role performance. The research design adopted for this study was descriptive survey. In all, a sample of 51 heads of Senior Secondary School in the Ashanti Region of Ghana were purposively selected and assessed. A 21-item questionnaire consisting of both open and close ended items was used. The data was analysed using percentages and chi-square. Analysis of the data showed that majority of the heads have not had any advanced preparation for their roles and that they faced challenges in their day to day performance of their roles. The recommendations made among other things are that there should be succession plan for prospective heads of institutions so that when they eventually assume heads positions, they are not found wanting. More so, there should be manuals for heads of institutions to guide the newly appointed. Lastly, it is recommended that regular seminars and in-service training be organised for heads of institutions so that they share ideas and learn from best practices.
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Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (December 19, 2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.
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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
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Damayanti, Sri. "The Challenges Faced by the Model Teachers in Implementing Lesson Study." Ethical Lingua: Journal of Language Teaching and Literature 6, no. 1 (March 4, 2019): 40–44. http://dx.doi.org/10.30605/ethicallingua.v6i1.1170.
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Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.
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Simón Rueda, Cecilia, María Luz de los Milagros Fernández-Blázquez, Helena Pérez-de la Merced, Carmen Márquez Vázquez, Gerardo Echeita Sarrionandia, and Amparo Moreno Hernández. "Entre el derecho a la educación inclusiva y la realidad: análisis del III plan de acción para personas con discapacidad de la comunidad de Madrid y propuestas." REOP - Revista Española de Orientación y Psicopedagogía 30, no. 1 (July 1, 2019): 57. http://dx.doi.org/10.5944/reop.vol.30.num.1.2019.25194.
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RESUMENLa presente investigación se incluye en un proyecto más amplio denominado “Madrid sin barreras: discapacidad e inclusión social” cuyo principal objetivo es analizar el éxito del III Plan de Acción para Personas con Discapacidad 2012-2015 de la Comunidad de Madrid y contribuir a la elaboración de un marco para un futuro Plan. La finalidad del estudio que aquí se presenta es conocer la opinión de profesionales de diferentes ámbitos educativos sobre este Plan, así comoanalizar las acciones que, desde su punto de vista, son prioritarias para facilitar la transformación de los centros educativos para ser más inclusivos. Un referente fundamental del trabajo ha sido el Comentario nº 4 al artículo 24 de la Convención sobre los derechos de las Personas con Discapacidad (UN.CDP, 2016). Se ha contado con la participación de 103 profesionales de la Comunidad de Madrid, que han respondido a un cuestionario con preguntas abiertas y cerradas. Los resultados muestran los aspectos positivos y negativos del Plan percibidos por los profesionales (difusión, coherencia y aportación a un sistema educativo más inclusivo). Las propuestas de acción formuladas más inmediatas se relacionan con aspectos vinculados a la normativa, la transformación de los centros y la sensibilización social.ABSTRACTThis research is included in a larger project called "Madrid without barriers: disability and social inclusion" whose main objective is to analyze the III Plan of Action for Persons with Disabilities 2012-2015 in the Community of Madrid and contribute to the development of a future Plan. The objective of the study presented here is to collect the opinions of professionals from different educational areas regarding this III Plan, as well as to highlight the actions that, from their point of view, are priorities to facilitate the transformation of schools so as to be more inclusive. A fundamental reference for this work is General comment Nº. 4, Art. 24 of the Convention on the Rights of Persons with Disabilities (UN.CDP, 2016). 103 professionals from the Community of Madrid have participated in this study, and they have answered a questionnaire with open and closed questions. The results show the positive and negative aspects of the Plan perceived by these professionals (e.g. related to their dissemination, coherence and contribution to a more inclusive education system) and the action proposals related to the regulations, the support given to the centres and social awareness.
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Maher, Anthony John. "‘We’ve got a few who don’t go to PE’." European Physical Education Review 23, no. 2 (May 20, 2016): 257–70. http://dx.doi.org/10.1177/1356336x16649938.
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Britain’s 1981 Education Act stimulated a partial migration of pupils from special to mainstream schools. The onus has since been on teachers to meet the needs and capitalise on the capabilities of pupils with special educational needs and disabilities (SEND) in mainstream school settings. The research analysed learning support assistant (LSA) and special educational needs coordinator (SENCO) views on inclusion in physical education (PE). Individual interviews were conducted with 12 LSAs and 12 SENCOs working in mainstream schools in North-West England. Open, axial and selective coding was performed on interview transcripts to identify reoccurring themes. The research found that SENCOs and LSAs considered PE to be an inclusive subject, the conceptualisation of which was left to them. However, developing PE provision that met the needs and optimised the capabilities of pupils with autism spectrum disorders (ASD), and supporting pupils with SEND during team games and competitive sports, were identified as key challenges to inclusion in PE. This may be of concern to some educationalists given that these types of curriculum activities have recently been repositioned at the heart of PE in England. A key challenge for all those involved in educating pupils with SEND in PE, especially teachers and LSAs, is to plan and teach team games and competitive sports in ways that meet the needs of and stretch all pupils, in particular those with ASD.
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Nguyen, Margaret B. "Aligning Partners in Pediatric Health: Using Geographical Information Systems to Plan Community Coalitions." Journal of Primary Care & Community Health 11 (January 2020): 215013272094051. http://dx.doi.org/10.1177/2150132720940513.
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Introduction: Compared with adults, children have higher emergency department (ED) utilization for asthma exacerbation. While community coalitions have been shown to prevent ED visits for asthma, there is little guidance on where to best implement these efforts. Geographical information systems (GIS) technology can help in the selection and coordination of potential coalition partners. This report proposes a model to be used by clinicians and child health equity advocates to strategize high-impact community health interventions. The aims were to identify the clusters of ED utilization for pediatric asthma, evaluate sociodemographic features of the population within the clusters, and identify potential primary care and school community partners. Methods: This model uses ED visit data from 450 nonmilitary California hospitals in 2012. We obtained ZIP code–level counts and rates for patients younger than 18 years discharged with a diagnosis code of 493 for asthma conditions from the California Office of Statewide Health Planning and Development’s Open Portal. We applied GIS spatial analysis techniques to identify statistically significant cluster for pediatric asthma ED utilization. We then locate the candidate community partners within these clusters. Results: There were 181 720 ED visits for asthma for all age groups in 2012 with 70 127 visits for children younger than 18 years. The top 3 geographic clusters for ED utilization rates were located in Fresno, Inglewood, and Richmond City, respectively. Spatial analysis maps illustrate the schools located within 0.5– and 1-mile radii of primary care clinics and provide a visual and statistical description of the population within the clusters. Conclusion: This study demonstrates a model to help clinicians understand how GIS can aid in the selection and creation of coalition building. This is a potentially powerful tool in the addressing child health disparities.
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Lorange, Peter, and Howard Thomas. "Pedagogical advances in business models at business schools – in the age of networks." Journal of Management Development 35, no. 7 (August 8, 2016): 889–900. http://dx.doi.org/10.1108/jmd-11-2014-0150.
Full textAbstract:
Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.