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Keskitalo, Pigga. "Place and space in Sámi education." Policy Futures in Education 17, no. 4 (May 2019): 560–74. http://dx.doi.org/10.1177/1478210319848530.
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This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools’ pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the Sámi worldview and traditional knowledge should be closely connected to school practices. This means that the Sámi understanding of time and place should receive sufficient emphasis in school curricula. Schools could benefit from the open learning concept, such as modern curricula grounded in teaching that is phenomenon based. This could increase pupils’ motivation and sense of connection to the local area. With mediating structures – connected to multicultural educational contexts – such educational systems could be developed.
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Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "School space selection preferences: Architectural perspective toward formal school." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 502. http://dx.doi.org/10.11591/ijere.v10i2.20726.
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<span lang="EN-US">School space plays an essential role in creating a pleasurable learning atmosphere. The tendency of everyone to choose a school space also varies. By knowing this trend pattern, schools can be designed to improve student learning effectiveness. The purpose of this study was to find out which school spaces students choose to study, what kind of room criteria are needed, and distribution patterns of students' preference choices. This research used both the qualitative exploratory and quantitative methods using an open-ended question questionnaire for data collection. Data analysis techniques used qualitative analysis methods consisting of open coding, axial coding, and selective coding. The results showed that the library, mosque, and multimedia laboratory were the most preferred space for students to study at school. Some factors that influence the selection include thermal comfort, completeness of supporting facilities, and acoustic comfort.</span>
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Szpytma, Cezary. "Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne szkolnictwa w pierwszych dziesięcioleciach XX wieku." Problemy Wczesnej Edukacji 31, no. 4 (December 31, 2015): 23–41. http://dx.doi.org/10.5604/01.3001.0008.5645.
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The aim of the article is to present the contribution of Open-Air schools in the context of the evolution of the school environment and development of modern pedagogy. The article takes into account the historical context of evolution and the historical development of pedagogical ideas. The article focuses on the connection between pedagogy and architecture – regarding school, both disciplines are inextricably linked. Pedagogy is the theoretical foundation of teaching practice, implemented in an architectural space. The quality of this space is of great importance for learning outcomes. Consciously the design and architecture of a school creates something more than a simple housing for the process of education. It can create an environment for education and could strengthen that process in a synergistic manner. In reality, we can observe almost the opposite situation, when the school space, instead of comprehensively stimulating the students, becomes a materialized symbol of the oppressive nature of the educational system. Open-Air schools of the early twentieth century seem to be still an avant-garde and a model, which should be rediscovered. They offer the opportunity to develop social, emotional, and creative skills. These objectives are itemized by many as essential for education in the future.
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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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Bjønness, Birgitte, and Stein Dankert Kolstø. "Scaffolding open inquiry: How a teacher provides students with structure and space." Nordic Studies in Science Education 11, no. 3 (November 2, 2015): 223–37. http://dx.doi.org/10.5617/nordina.878.
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The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools.
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Sagbauer, Nanna Nora, and Martin Ebner. "Developing a Taxonomy Concerning Physical Existing Makerspaces in and Used by Schools." International Journal of Engineering Pedagogy (iJEP) 11, no. 2 (March 23, 2021): 57. http://dx.doi.org/10.3991/ijep.v11i2.17021.
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This systematic literature review addresses strongly on makerspaces in schools. An evaluation of literature about their status-quo shows qualitative and quantitative knowledge gaps in the relatively new field of makerspaces in and used by schools according to infrastructure, funding, and administration. A taxonomy concerning physical existing makerspaces in schools and used by schools including parameters like location, responsibilities, financing, instructors, users, time restrictions, and feasible maker activities is developed. Two different electronic journal databases, Institute of Electrical and Electronics Engineers (IEEE) and ScienceDirect, acted as source for this literature review. Most of this existing literature concentrates on the educational maker activities and only some feature additional information like the physical space, the financing or else. Nonetheless, these rare findings suggest four main categories of real-world makerspaces used for educational pur-poses in schools: External makerspaces, school makerspaces, open makerspaces located in schools, and temporary (Pop-up) makerspaces. Furthermore, we identified the need for investigations on the question of open makerspaces located in schools and the financial and organizational structure to operate them.
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McLeod, Julie. "Space, place and purpose in designing Australian schools." History of Education Review 43, no. 2 (September 30, 2014): 133–37. http://dx.doi.org/10.1108/her-03-2014-0020.
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Purpose – The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century. Design/methodology/approach – This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers. Findings – A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted. Originality/value – The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.
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Ochir, Batchimeg, Ju-Hwan Seo, and Jaehyuck Choi. "Study on the Causes of Open Space Loss of Schools in Ulaanbaatar City." Journal of Korean Society of Rural Planning 22, no. 4 (November 30, 2016): 37–47. http://dx.doi.org/10.7851/ksrp.2016.22.4.037.
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SHIMOKURA, Reiko, and Fumihito MIYAMOTO. "DEFERENCE OF OPEN-SPACE UTILIZATION BY THE LOCATION OF CLASSROOM IN ELEMENTARY SCHOOLS." Journal of Architecture and Planning (Transactions of AIJ) 77, no. 678 (2012): 1823–30. http://dx.doi.org/10.3130/aija.77.1823.
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Tanic, Milan, Danica Stankovic, Vojislav Nikolic, and Aleksandra Kostic. "The social dimensions of space in school environment." Facta universitatis - series: Architecture and Civil Engineering 16, no. 2 (2018): 307–14. http://dx.doi.org/10.2298/fuace180323010t.
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Children?s patterns of behavior in the school environment, conditioned by various levels of individual or group needs, represent the basic modalities of their relationship towards the immediate, both social and physical, environment. This paper studies the connection between the behavior of school children, whose relationships with their given social environment can take various forms, and certain spatial characteristics of elementary schools. The results indicate that there is a need to achieve a balanced relationship between a strictly defined and an open form of the physical environment in order to create conditions in which school children will express their current orientation and attitude toward their immediate social environment through their behavior in that particular physical environment. This includes the organization of a dynamic and shifting environment, spatial planning which needs to enable a greater degree of privacy in certain zones and the organization of spatial flow which enables adequate visual communication between the school children and the flexible structure of the space meant for education.
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UENO, JUN, and TAKEO MURAJI. "THE ANALYSIS OF TEE FURNITURE ARRANGEMENT AND THE FORMATION OF TEE SPECIFIC PROVISIONS AT OPEN-SPACE OF ELEMENTARY SCHOOLS Studies on the use of open-space in elementary schools (Part, I)." Journal of Architecture, Planning and Environmental Engineering (Transactions of AIJ) 386 (1988): 90–100. http://dx.doi.org/10.3130/aijax.386.0_90.
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Arlianty, D., Hasanuddin, Djufri, Muhibbuddin, and Supriatno. "The availability of open green space and tree architecture at public senior high schools." Journal of Physics: Conference Series 1460 (February 2020): 012069. http://dx.doi.org/10.1088/1742-6596/1460/1/012069.
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Reflis, Reflis, Indra Cahyadinata, and Satria Putra Utama. "Utilization of Environmentally Minded Open Space on New Normal Era." Altifani Journal: International Journal of Community Engagement 1, no. 2 (July 25, 2021): 60. http://dx.doi.org/10.32502/altifani.v1i2.3235.
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Indonesia has been battling Covid-19 by modifying the regional quarantine (lockdown) policy into large-scale social restrictions (LSSR) that are local according to the severity of the region. The government is trying to regulate the New Normal policy to avoid a prolonged economic impact that can cause a crisis. The objectives of this Community Service (CS) activity are: 1) To encourage people to stay productive in the new standard era by doing activities around the house. 2) Inviting the community to organize environmental space and use of the yard. Most people in the Villa Pabittei housing estate, Bengkulu City, Bengkulu Province are civil servants, temporary or non-permanent employees, so they carry out their activities at home because the government has closed offices and schools. To anticipate the boredom of the people who laid off, the methods of this CS activity are 1) Counseling using learning by doing techniques and providing motivation for the community to use vacant land with FMP (family medicinal plants), 2) Simulation of structuring space into an environmental park
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Cetinkaya, Levent. "The usage of social network services in school management and their effects." World Journal on Educational Technology: Current Issues 11, no. 1 (February 11, 2019): 116–27. http://dx.doi.org/10.18844/wjet.v11i1.4014.
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This study, which aims to find out the positive and negative aspects of the usage of social networking services in the management of schools, was designed as a qualitative research. Open-ended questionnaire and semi-structured interview forms were used together with multiple data collection techniques in this study. It was found that some of the schools used the Facebook account as social network service in the past, and then they deactivated their accounts. On the other hand, it was noted that all school principals used WhatsApp application for communication with other administrators and teachers of their schools. The findings of this study revealed that the school principals’ following positive views such as eliminating the time and space constraints in communication, being fast and safe, being useful in sharing school resources and materials, being easy to manage and being effective in moving the school culture out of the school.Keywords: School management, school culture, technology aided communication, social network services, interaction
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Huang, Bin Wen, and Jie Yu Li. "A Teaching Resources Platform Based on Cloud Computing Technology." Applied Mechanics and Materials 687-691 (November 2014): 3074–77. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.3074.
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This paper gives a teaching resources platform that is a comprehensive feature rich, convenient use, strong interactivity based on cloud computing technology. Platform includes various cloud functions and cloud spaces such as identity authentication function, single sign-on function, resources upload/download function, resources collection function, resource integration function, instant communication function, teacher resource cloud space, student resources cloud space, theme resources cloud space, department resources cloud space and schools resources cloud space. Compared with available technology, we can build an no capacity constraints cloud platform for storage and sharing of teaching resources based on the cloud computing technology, this teaching resources cloud platform is an open, interactive public service platform of educational resources.
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Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "How classroom design impacts for student learning comfort: Architect perspective on designing classrooms." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 469. http://dx.doi.org/10.11591/ijere.v9i3.20566.
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This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate & supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building & site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.
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Bozdağ, Çiğdem. "Intercultural learning in schools through telecollaboration? A critical case study of eTwinning between Turkey and Germany." International Communication Gazette 80, no. 7 (October 26, 2018): 677–94. http://dx.doi.org/10.1177/1748048518802221.
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Digital media offer various possibilities for internet-based telecollaboration in schools and open up a space for intercultural learning. Diverse initiatives like such as the European Union-initiative eTwinning network aim to support telecollaboration projects in education. This article argues that we need to develop critical and grounded understanding of telecollaboration projects and how they are being embedded in the context of existing school cultures. The article presents an in-depth case study of a telecollaboration project between a Turkish and a German school. On the basis of observations in schools, interviews with teachers and focus groups with pupils, the article argues that there are two main challenges that limit the experience of intercultural learning in the analysed project. The first point is about the strong teacher-centred project design and the discrepancy between the perspectives of teachers and pupils. The second point is the rather simplistic and superficial understanding of culture, which reasserts national cultures instead of promoting a more open perspective, that influences the project tasks and topics.
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Irugalbandara, Ayomi, Rebecca English, and Marilyn Campbell. "Classroom Space and Creative Student Engagement: A Focus on the Sri Lankan Drama Classroom." World Studies in Education 21, no. 2 (September 1, 2021): 45–57. http://dx.doi.org/10.7459/wse/21.2.04.
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Effective drama teaching and learning needs physical space: space for performance, expression, interaction and exploration. However, the Sri Lankan classroom environment remains largely unexplored in terms of investigating the relationship between the physical classroom environment and the teaching and learning of drama when process drama is the method of instruction. This article is based on the findings of a non-randomised control group intervention study, which involved forty classroom observations in secondary schools in Sri Lanka. The observations showed that students who were able to use the school’s open-air theatre for the entire intervention period engaged in far more collaborative, energetic, performative and creative behaviours than other classes who were in a confined classroom space with desks and chairs crammed closely together. Implications for the teaching of drama by different methods are discussed in the Sri Lankan context.
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Nyiramana, Christine, and Emmanuel Niyibizi. "Development Education and Global Learning: Lessons from Educationists in the Global South- Members of GPENreformation." ZEP – Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 2020, no. 04 (December 4, 2020): 30–35. http://dx.doi.org/10.31244/zep.2020.04.05.
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The celebration of the 500th Protestant Reformation Jubilee in 2017 has boosted the creation of an international network of Protestant institutions named GPENreformation, which currently brings together more than 46,000 schools and universities from all over the world of which more than half the members are from the African continent. These institutions join in different educational activities which allow the sharing of experiences through, for instance, short or long-term global learning projects. The article explores lessons learnt by protestant educationists in the Global South members of GPENreformation through a qualitative approach using semi-structured interviews and thematic content analysis. The findings indicate that participants find the network as an open space and dialogue among schools in the Global South and North. Moreover, the network has contributed to the change of perspectives from a closer nationalism to more open international perspectives. The GPENreformation has likewise engineered the regional networks contributing to actions and reflections of peace and values in the Global South. However, inequality of school resources and asymmetric understanding of partnerships should be reflected in the GPENreformation.
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Kasper, Tomas. "“Open air school” – A “new” space for educational school reform and life reform in the interwar period in Czechoslovakia (Sudeten German and Czech examples)." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 179. http://dx.doi.org/10.5944/hme.13.2021.27181.
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The study analyses two examples of so-called open air schools in Czechoslovakia in the interwar period – a Czech and a Sudeten German example of “new education”. The article presents selected examples of school reform as a place of “new education” and analyses their architecture with regard to the educational concept, the problem of education of the “new man” within the framework of life reform and with regard to the architectural conception and arrangement of the space intended for learning. The text analyses both the “external” form of the school building and the “internal” architecture of the educational thinking of the main protagonists of both school reform examples – Eduard Štorch and Karl Metzner. The analysis of the examples of school reform is carried out in the socio-political context of Czechoslovakia in the interwar period and in the context of the efforts to reform the school architecture at the beginning of the 20th century and in the interwar period in Central Europe.
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Md Sakip, Siti Rasidah, and Azna Abdul Wahab. "Bullying in School: Evaluation using CPTED at potential bullying area." Environment-Behaviour Proceedings Journal 5, SI2 (December 27, 2020): 3–13. http://dx.doi.org/10.21834/ebpj.v5isi2.2520.
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Abstract Bullying in schools is a worrying phenomenon and has an impact on the safety of school children. This paper aims to identify potential spaces of bullying behaviour in the school area. The questionnaire and observation checklist is an instrument to determine the frequency of student bullying in specific spaces of a school. Students from Form One until Form Three are the respondents in this research. Three areas with high rates of Bullying which are toilet, class and canteen. The maintenance element is the most crucial factor that space is not visited by students and potential area of Bullying. Keywords: Bullying, school, physical environment, CPTED eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI2.2520.
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Manghi, Dominique, René Valdés, and Sebastián Zenteno. "Exploring the other school: voices of school children and youth." Praxis Educativa 25, no. 1 (January 1, 2021): 1–22. http://dx.doi.org/10.19137/praxiseducativa-2021-250113.
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The objective of this study is to analyze the processes of educational inclusion based on the voices of school children and young people (NNJE) regarding their school experience in effective and inclusive education contexts. Within the framework of a school ethnography, focus groups based on a participatory methodology were carried out with a total of 30 students from three schools in the north of Chile. The results indicate that students want to face new school experiences, open the school to the community, improve the quality of life in the city where they live and move the classroom as the only teaching space. In addition, they highly value inclusion as a social and educational value. The final discussions revolve around the silences and tensions visualized in the students' responses and the importance of student participation.
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Dinker, Karin Gunnarsson. "Critical creatures: children as pioneers of posthuman pedagogies." International Journal of Sociology and Social Policy 41, no. 3/4 (January 12, 2021): 391–406. http://dx.doi.org/10.1108/ijssp-10-2020-0464.
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PurposeThis paper addresses two main questions: What is taught about animal ethics in primary school and how. Are these messages challenged by the students and, in that case, how and why? This is discussed in the light of Critical Animal Pedagogies.Design/methodology/approachThe findings drawn upon in this paper are from a critical human-animal ethnographic study carried out in three Swedish primary schools between 2012 and 2017 using a case study approach of interviews, observation and intervention.FindingsThis paper suggests that children's subtle ways of resisting and negotiating their own space in the face of adultism, which is the power adults exercise over children, are an ongoing struggle which can both destabilize anthropocentrism and open up space for new pedagogical practice.Originality/valueThis paper explores the implications of and possibilities for teaching and learning given the positions of human children and non-human animals intersect, foremost exploring the agency of children in the school environment.
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Lyapkova, Anna А. "CURRENT SITUATION OF GRAMMAR SCHOOLS’ LIBRARIES (ON THE EXAMPLE OF EDUCATIONAL INSTITUTIONS OF TOMSK)." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 39 (2020): 279–85. http://dx.doi.org/10.17223/22220836/39/26.
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The paper examines the current situation of grammar school’ libraries, which are being trans-formed into library-informational centers. The composition of the library fund is analyzed. The article considers the features of the activity of libraries of General education institutions on the example of libraries of grammar schools in Tomsk. The main areas of activity are defined, such as library lessons, organization of exhibitions, etc. The paper considers the formats of libraries' participa-tion in the educational process and extracurricular activities (organization of events). The representation of grammar school libraries in the virtual spaceis analyzed. The document analysis method was used as the leading method. In general, the representation of libraries on the websites of educational institutions is usually very limited. On some sites, information about libraries is limited to providing brief information about the library or even to having a provision about the library (or library-informational center) as a structural division of the grammar school. The main source of statistical information was the regulations on libraries, open analytical re-ports and reports on self-examination of educational institutions. These documents are presented on the websites of grammar schools. Basic statistical information is provided in open analytical reports and self-research reports. The-se documents determine the current composition of library collections, the volume of the fund of edu-cational and methodical literature, as well as the equipment and capacity of libraries. Open reports, in addition to this information, also contain information about the activities of li-braries: the subject of exhibitions and librarian events. The websites of some grammar schools have provided library work plans, which have also be-come a valuable source of information, since they provide the greatest coverage of the topics and types of events that are held by the library. The regulations on libraries and library and information centers of grammar schools have be-come a source for defining the libraries main tasks, which can be different. The main conclusion to which the author of the article comes: despite the fact that most educa-tional institutions are focused on creating library-informational centers aimed at creating a common information environment, there is a lack of representation of the activities of high school libraries in the virtual space, which is modern and promising.
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Mete, Filiz, Serife Buyukkose, Ozlem Cakir, and Ummugulsum Candeger. "Graphic representation of open and distance education history." Global Journal of Information Technology: Emerging Technologies 7, no. 3 (December 24, 2017): 92–98. http://dx.doi.org/10.18844/gjit.v7i3.2831.
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Nowadays, learning and instruction take place independent of time and space through the distance education system,wherein courses are conducted completely online through network technologies using interactive video -based instructional materials. This study examines the open and distance education system that was a part of the history of education in the Turkish republic first at universities, and then in high sch ools and secondary schools. It is aimed to narrate the history of open and distance education using graph theory trees in order to provide a better understanding of this process. Within this context, the project YAYÇEP may be mentioned. Historical developments can be narrated in a chronological order through graph theory trees, and this makes it possible to see the big picture. Open and distance education is discussed, historical information is given and, finally, a graph theory tree drawn using the graph theory is used to explain the topic.Keywords: Distance education, open education, graph theory, the history of distance education.
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Serdiuk, A. M., N. S. Polka, V. M. Makhnyuk, M. Y. Antomonov, N. P. Pavlenko, I. O. Chernichenko, I. P. Kozyarin, O. P. Ivakhno, and N. V. Lebedinets. "SANITARY, EDUCATIONAL AND URBAN LEGISLATION OF UKRAINE ON ENSURING THE CONDITIONS OF STUDENTS 'LIVING IN SCHOOLS: WORLD REALITIES AND EXPERIENCE." Hygiene of populated places 2020, no. 70 (December 22, 2020): 7–22. http://dx.doi.org/10.32402/hygiene2020.70.007.
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The purpose of the work is to substantiate the hygienic criteria of architectural and planning decisions of the educational space to ensure sanitary and epidemiological conditions of life of primary school students. Taking into account foreign experience. The conducted researches allowed: - to identify, in a retrospective analysis of the provision of the child population schools I, I-II, I-III degree, reducing the number of schools for 30 years by 30% and increasing the number of students only in the last three years by 323 thousand, which dramatically increased the burden on existing schools; - identify violations of the principle of proportionality of construction of new residential build-ings and the required number of schools for residents of new buildings, according to which new schools are not built, which leads to the use of schools located above the regulatory distance and causes their excess capacity; - to establish that in Ukraine the norm of the territory of school grounds for pupils of primary school age is 2-4 times less, than in other European countries; - to establish that sanitary normative distances between the educational institution and adjacent residential and public buildings were observed in 91% of rural school projects, while in urban ones only in 71%, which caused compaction of the settlement territory; - to determine in modern educational programs the absence of need in the territories of training-production and training-research zones (training grounds, research sites, greenhouses, geographical areas, etc.) and to recommend their use in sports, play and recreation zones in functioning schools; - to substantiate the need to take into account the territories of training and research and training and production areas in the design of specialized schools; - to determine that every third city school functioned with exceeding the normative indicator on class size by more than 23%, which leads to congestion of students and deterioration of sanitary and hygienic conditions and living conditions in schools; - to establish that the norms of natural air exchange during education are not observed and amount to 9 m3/h per child (if necessary 16 m3/h), which does not ensure air quality in the classroom and affects the deterioration of health and reduced efficiency of students; - to establish that for the implementation of the concept of a new Ukrainian school in the func-tioning schools there is a deficit of the area of the educational premises of the primary school in 16%; - to identify in the daily routine of students of grades 1-4 in 30% of cases the replacement of active motor games in the open air with activities with static mode ("sitting" mode) by increasing the duration of homework and attending extracurricular activities with extracurricular activities; - to establish the existence of close relationships between direct and indirect indicators of architectural and planning decisions, which are part of the formation of educational space, and the determinants of health of primary school students; - to substantiate a set of preventive measures and proposals for the Ministry of Education and Science, the Ministry of Health, the Ministry of Regional Development in order to prevent the development of "school" occupational diseases of primary school students at the design stage of new and reconstruction of existing schools.
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Männistö, Perttu. "An exploration of the public space and its activities1 in a Finnish primary school." Citizenship Teaching & Learning 15, no. 2 (June 1, 2020): 203–20. http://dx.doi.org/10.1386/ctl_00029_1.
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Finnish schools are often pictured as models for open-ended, child-oriented and dialogic education. In this research article, I approached these phenomena by analysing the organization of a public space in one Finnish school. I used Hannah Arendt’s ([1958] 2013) phenomenological concepts ‐ action and labour ‐ to analyse what kind of consequences the organization of the public space of one Finnish school and the activities promoted within it has on the actions and thinking of the students. Did the studied school promote students active participation in the society or did it rather prepare the labour force for the society to keep functioning as it is? In phenomenology, the goal is to study the lived experience of the informants ‐ in this case, of the people acting in the public space of a school. I collected the ethnographic data that was used in the article by doing observations and interviews in one Finnish school in two separate classrooms in the autumn of 2015. My findings elucidate that not everyone was treated equally within the public space of the school. More so, students did not have real opportunities to act freely, i.e. politically and collectively in the school because power was in the hands of the teachers. The students were mostly taught to labour individually, internalize proper behaviour and were recognized through their labour represented by school tasks. Furthermore, most of the classes were packed full, which meant that constant hurry was the pace for life in the school during most of the days. This again made the realization of activities, which would represent action, nigh impossible in the first place.
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Rapaport, Carmit, and Isaac Ashkenazi. "Drop down or flee out?" International Journal of Disaster Resilience in the Built Environment 10, no. 1 (April 23, 2019): 52–64. http://dx.doi.org/10.1108/ijdrbe-09-2018-0040.
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Purpose The official earthquake protection instructions for schools and kindergartens in Israel have recently been updated from the traditional “drop, cover and hold on” approach to the “flee outside to an open space” approach. This paper aims to describe the decision-making process, discuss the dilemmas behind it and suggest new insights for challenging current instructions in other countries. Design/methodology/approach The authors analyze human behavior patterns during earthquakes in general, and at schools in particular, while taking into consideration the environment (in terms of applying building codes and the level of earthquake risk in various zones), personal characteristics (age, gender and past experience) and earthquake characteristics (intensity and duration). Findings Five aspects should be taken into consideration when changing current earthquake instructions: the general official earthquake protection instructions, the structure and construction of schools and kindergartens, common behavior during emergencies, warning systems and the need to establish standardized protection instructions and guidelines for every school and kindergarten in the country. Practical implications Policymakers in other countries should critique current instructions to maximize citizens’ chances of survival and mitigate possible earthquake hazards, including by improving risk communication with the public. Originality/value The paper describes a national decision-making process which questions current official earthquake instructions at schools and kindergartens, based on evidence gained from current construction conditions, human behavior analysis and other countries’ experiences.
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Kashaev, Andrey A. "Rural school vs low learning outcomes." Pedagogy Of Rural School 1, no. 7 (2021): 59–70. http://dx.doi.org/10.20323/2686-8652-2021-1-7-59-70.
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The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.
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Sypniewski, Jakub. "Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school." Miscellanea Geographica 23, no. 4 (October 31, 2019): 256–66. http://dx.doi.org/10.2478/mgrsd-2019-0024.
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Abstract Inquiry based science education has been more and more popular strategy in teaching sciences in recent years. Transregional pressure put by international, standardized knowledge and skills tests (e.g. PISA) to converge curricula (Rundgren 2015) of different European states paradoxically helps to promote the open inquiry method which involves the student in the teaching process. Earlier research done in many countries such as Turkey, Israel, Sweden, The Czech Republic (Heinz et al. 2017), Ireland (Dunne et al. 2013) or The Netherlands (Uum van Martina et al. 2016) shows the increase of interest in IBSE both in Europe and in the world. Teaching geography in Polish primary schools follows international educational trends. This study analyses several proposals of educational activities connected with Space which support geography teaching. All of them are conducted with using open inquiry method, which is recommended in New National Curriculum of geography (Core Curriculum, 2017, Geography-classes V-VIII).
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Mohammad Latif, Muhammad Alif, Mohd Ezad Hafidz Hafidzuddin, Marina Mohd Top@Mohd Tah, and Norihan Md Arifin. "ASPERLABS: OPEN SOURCE VIRTUAL LABORATORIES FOR STEM EDUCATION." International Journal of Modern Education 2, no. 5 (June 15, 2020): 29–37. http://dx.doi.org/10.35631/ijmoe.25004.
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The main challenge in the development of scientific education in Malaysia is the lack of interest in science among students. One of the reasons for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Physical experiments increase the costs due to their required equipment, space, and maintenance staff. A virtual laboratory can provide a cost-efficient way to organize high-quality laboratory work for many students. It is a damage resistance laboratory, thus opening the possibility to learn from mistakes. In Science, Technology, Engineering, and Mathematics (STEM) education, virtual laboratories can offer effective scientific exploration at a low cost. The objective of this research is to develop a platform for open-source virtual laboratories for STEM education inside and outside of Universiti Putra Malaysia (UPM). The virtual laboratory initiative is known as “AsperLabs”. This web-based interface offers several open-source virtual experiments for three subjects including physics, chemistry, and biology. Asperlabs have been utilized at Foundation level in UPM and STEM programs at local secondary schools. It has received positive feedback from students on both levels and will be included in the course materials for Foundation Program at UPM in the near future.
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Hordiienko, Nataliia. "THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF STUDYING THE SOCIAL RESOURCE POTENTIAL OF EDUCATIONAL INSTITUTIONS OF THE BOARDING TYPE." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 178–91. http://dx.doi.org/10.51706/2707-3076-2019-1-19.
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In the article the human capital of boarding schools is regarded as a network of social connections that form a space consisting of interdependent social positions. The essence of the concept «socialization potential of society» is defined as a set of opportunities that society has for exercising socialization influence on an individual in order to form his/her social qualities. It is stated that the social resource potential of boarding schools consists in the ability of the actors involved in the interaction to ensure the accumulation of all components of these educational institutions‘ social resources in order to implement a system of measures for education, socialization, rehabilitation, social protection, promotion of normal life arrangement of foster children. The author conducted the study of social and cultural aspects of boarding schools on the basis of socio-systematic analysis of social organization, characterized the vectors of boarding schools interaction with the external social environment. The complex characteristic of the social and cultural model of educational organization of boarding schools is given. The reputational issues of residential institution in the eyes of the public were analyzed. The scientific novelty of the obtained results consists in the fact that it conceptualizes for the first time in the Ukrainian sociological science the accumulation process of society‘s socialization potential in the activity of boarding schools with the use of human capital theories. This enabled to achieve certain scientific results, in particular: boarding schools were researched in the new conceptual framework as agents of accumulation of society‘s social potential; the concept «social resource potentials of educational institutions» was substantiated; the activity, relational and value components of the model of social resource potential of boarding schools was conceptualized and empirically verified; the social model of a boarding school as a modern open system was conceptualized. The following points got their further development: the provisions of G. Becker's theory of human capital regarding the explication of the concept «human capital» as a resource that pupils of boarding schools receive in the process of education and upbringing in these special social institutions that affect relations between people and the way they later use them in their life goals; the vision of a boarding school as an open system from the standpoint of provisions for group social inclusion, inclusive education and as a social institution through the justification of its explicit and latent functions. The provisions of the article can be used in the development of conceptual bases for work of institutions in the sphere of labor and social protection of people, education and science, health care, in public organizations, mass media and educational institutions, as well as in the process of training specialists to work with people who have functional disabilities.
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Swirski, Hani, and Ayelet Baram-Tsabari. "Will a Black Hole Eventually Swallow Earth?” Fifth Graders' Interest in Questions from a Textbook, an Open Educational Resource and Other Students' Questions." Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 313–27. http://dx.doi.org/10.28945/2324.
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Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students’ interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics “space” and “nutrition” randomly selected from three different sources: a 5th-grade science textbook, the “Ask-An-Expert” website, and questions collected from other students in the same age group. A sample of 113 5th-graders from two elementary schools were asked to rate their interest level in finding out the answer to these questions without knowledge of their source. Significant differences in students’ interest level were found between questions: textbook questions were ranked lowest for both subjects, and questions from the open-resource were ranked high. This finding suggests that questions sent to an open-resource could be used as an indicator of students’ interest in science. In addition, the high correlation of interests expressed by students from the two schools may point to a potential generalization of the findings. This study contributes by highlighting OER as a new and promising indicator of student interest, which may help bring “student voices” into mainstream science teaching to increase student interest in science.
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Caluwaerts, Steven, Sara Top, Thomas Vergauwen, Guy Wauters, Koen De Ridder, Rafiq Hamdi, Bart Mesuere, Bert Van Schaeybroeck, Hendrik Wouters, and Piet Termonia. "Engaging Schools to Explore Meteorological Observational Gaps." Bulletin of the American Meteorological Society 102, no. 6 (June 2021): E1126—E1132. http://dx.doi.org/10.1175/bams-d-20-0051.1.
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AbstractToday, the vast majority of meteorological data are collected in open, rural environments to comply with the standards set by the World Meteorological Organization. However, these traditional networks lack local information that would be of immense value, for example, for studying urban microclimates, evaluating climate adaptation measures, or improving high-resolution numerical weather predictions. Therefore, an urgent need exists for reliable meteorological data in other environments (e.g., cities, lakes, forests) to complement these conventional networks. At present, however, high-accuracy initiatives tend to be limited in space and/or time as a result of the substantial budgetary requirements faced by research teams and operational services. We present a novel approach for addressing the existing observational gaps based on an intense collaboration with high schools. This methodology resulted in the establishment of a regionwide climate monitoring network of 59 accurate weather stations in a wide variety of locations across northern Belgium. The project is also of large societal relevance as it bridges the gap between the youth and atmospheric science. To guarantee a sustainable and mutually valuable collaboration, the schools and their students are involved at all stages, ranging from proposing measurement locations, building the weather stations, and even data analysis. We illustrate how the approach received overwhelming enthusiasm from high schools and students and resulted in a high-accuracy monitoring network with unique locations offering novel insights.
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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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Wulandana, Rachmadian. "Open Water Flume for Fluid Mechanics Lab." Fluids 6, no. 7 (July 3, 2021): 242. http://dx.doi.org/10.3390/fluids6070242.
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Open water flume tanks with closed-loop circulation driven by centrifugal pumps are essential for hydro experimentation in academic settings as well as research centers. The device is also attractive due to its versatility and easy-to-maintain characteristics. Nevertheless, commercial open flume systems can be expensive and become less prioritized in engineering schools. This paper describes the design and fabrication of an affordable, medium-size water flume tank, suitable for education purposes. The central piece of the system is a transparent observation chamber where fluid experiments are typically conducted and observed. The expected maximum average water speed in the observation chamber of about 60 cm per second was achieved by the inclusion of a 3 hp centrifugal pump. The size and capacity of the current design were constrained by space limitation and available funds. The educational facility was assigned as a two-semester multi-disciplinary capstone senior design project incorporating students and faculty of mechanical, electrical, and computer engineering programs in our campus. The design process provides a training platform for skills in the area of Computer Aided Designs (CAD), Finite Element Analysis (FEA), Computational Fluid Dynamics (CFD), manufacturing, and experimentation. The multi-disciplinary project has contributed to the improvement of soft skills, such as time management, team working, and professional presentation, of the team members. The total material cost of the facility was less than USD 6000, which includes the pump and its variable frequency driver. The project was made possible due to the generous sponsor of the Vibration Institute.
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Hitter Buru, Timea, Erzsébet Buta, Gertrud Bucur, and Maria Cantor. "Children–plant interaction using therapeutic horticulture intervention in a Romanian school." Acta Universitatis Sapientiae, Agriculture and Environment 11, no. 1 (December 1, 2019): 130–38. http://dx.doi.org/10.2478/ausae-2019-0012.
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Abstract Nature, childhood, and ecopsychology can to be connected in the landscape of a schoolyard. The landscape architecture of the natural environments serves as a wide-open green space for outdoor activities, creating imaginative and inventive urban environmental layouts and connecting natural elements. School-based green experience, either indoor or outdoor, can be a physical and mental activity for children. In the case of individuals, it makes` easy to access a natural, green environment and to be actively involved in a natural setting, developing either social and/or cognitive functions and improving concentration and creativity. Therapeutic horticulture activity, such as planting indoor plants, can be a good experience for developing team work, the proprioceptive (kinase) receptors, affectivity, socialization, permanent care, and responsibility. The potential benefits of ornamental plants for children involved in public education include spending time in outdoor spaces, fresh air and sunshine, experiencing a sense of control, and being exposed to sensory stimulations. Physical and psychological education based on therapeutic horticulture activities in Romanian schools, such as planting and green care, can provide important opportunities for children to develop their attachment to nature, offering sustainable education solutions to an active part of the natural environment.
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Derivry-Plard, Martine. "Symbolic power and the native/non-native dichotomy: Towards a new professional legitimacy." Applied Linguistics Review 7, no. 4 (November 1, 2016): 431–48. http://dx.doi.org/10.1515/applirev-2016-0019.
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AbstractBased on the research literature of the “native/non-native” distinction and on Bourdieu’s notion of field and social action, this paper proposes to use the specific case of foreign language (FL) teaching in the French educational system to conceptualize the FL teaching field as a highly contested space where unequal actors vie for symbolic power and influence. The FL teaching field is organised into two large spaces: one representing state school educational systems, the other representing private language schools. Symbolic power and teaching legitimacies have been jointly constructed giving more power and legitimacy to non-native teachers in state school settings, and more power and legitimacy to native teachers in private language schools. Universities occupy a middle position between the educational settings of the national education systems and the private settings of language schools: the teaching of language to future specialists is still in the hands of non-native speaker teachers whereas the teaching of language to non-language specialists seems more open to native speaker teachers. The “native/non-native” opposition that linguists thought to be relevant linguistically might no longer be a linguistic concept (Paikeday 1985; Davies 1991; Rampton 1990; Cook 1999; Muni Toke 2013), but, as a social construct, this opposition is still very much alive. It serves to design language policies within which actors-teachers of foreign and second languages confront one another. Due to the global deregulation of educational settings, language actors-teachers are therefore put into a highly competitive market: both native and non-native language teachers struggle to be recognized, and essentialist or even racist attitudes have developed into what Holliday (2006) calls “nativespeakerism”. Understanding the structure of the language teaching field worldwide makes it possible to clarify the power struggle and symbolic violence within the field, whose goals and values are paradoxically aimed at mutual understanding through language teaching and cultural mediation – and even more so in the age of multilingualism.
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Haškovcová, Lucie, Markéta Slachová Goldová, and Kateřina Prokopová. "Gallery as an Open Space. The Collaboration of the Educational Department of Prague City Gallery with a Foreign Audience." Muzeum Muzejní a vlastivedná práce 55, no. 2 (2017): 45–51. http://dx.doi.org/10.1515/mmvp-2017-0047.
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Prague City Gallery, one of the major Czech cultural institutions, organises exhibitions, educational events and other accompanying programmes that are designed not only for Czech but also for foreign audiences. The purpose of this article is to introduce its activities and its openness towards foreign-language visitors - tourists, schools and students from other countries. It is not only its exhibition and the gallery’s operation that count with guests from abroad, but also the organisation of the exhibitions and the service provided for the visitors and the promotion. The interesting topics mentioned in the article include direct communication with these visitors and their integration and active involvement in the educational events. The focus of the text is on drawing inspirational and interesting examples from practice. Other activities of Prague City Gallery that are referred to in the article include cooperation with foreign countries, especially in regard to exhibitions and other similar projects. In conclusion, the development possibilities, the potential, the plans and the other visions concerning further positive development in this area are described.
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Raya, Moch Khafidz Fuad. "DAYAH AND MEUNASAH IN ACEH: REFORM IN LOCAL CONTEXT." Jurnal Tatsqif 19, no. 1 (August 3, 2021): 21–40. http://dx.doi.org/10.20414/jtq.v19i1.3504.
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The history of Islamic education in the early 20th century led to various changes, especially the emergence of madrasas as an Islamic schooling system. Traditional Islamic educational institutions inevitably have to harmonise and open themselves to transformation, even though they initially experienced opposition. Using a qualitative approach with a narrative documentation method based on historical texts and observations in several Islamic educational institutions in Aceh, this article focuses on revealing the history of the dayah and meunasah as a traditional Acehnese Islamic educational institution that underwent some fundamental changes. The results found: First, the existence of the dayah is more long-term than the meunasah even though both forms of this institution are rooted in the same ideological principles with different patterns, seen from the early 20th century until implementing sharia law in Aceh after the Helsinki peace agreement, the dayah was still existed by maintaining its institutional form. Second, the emergence of madrasas as a formation of the government’s political policy on the social conditions of the people that occurred has provided space for traditional Islamic educational institutions (such as the dayah) to open themselves to including general subjects, although this second result has led to struggles; Third, there is a contestation between dayah, Islamic schools, and madrasas, with public schools driven by traditionalist and modernist groups in maintaining their existence. The contest has opened the history of the dayah and meunasah into the form of public schools and madrasas in the future, both of which apply Islamic religious material, where public schools are superior to madrasas in terms of curriculum, educational programs, and human resources.
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Williams Olatunji, Rotimi, and Noeem Taiwo Thanny. "Availability and adequacy of WASH facilities in secondary schools in Lagos State, Nigeria." E3S Web of Conferences 211 (2020): 01023. http://dx.doi.org/10.1051/e3sconf/202021101023.
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The curtailment of infectious diseases is facilitated through observance of good hand hygiene, a habit which tends to be low less observed in developing countries. This paper investigated the level of availability and adequacy of water, sanitation and hygiene (WASH) materials in secondary schools in Lagos State, Nigeria. The sample size is made up of 620 respondents, selected through a combination of purposive, stratified, and simple random sampling methods. Research instruments adopted included questionnaires, focus group discussion guide, document observation, and unobtrusive observation. Quantitative data were analyzed through the Statistical Package for Social Sciences (SPSS). The study showed that the majority of the respondents (87.4%) admitted that the most typical type of toilet facility is a water closet, followed by pit latrine (13.7%) and open space (1.6%) for defecation. A majority of the respondents considered the provision of a wash hand basin as grossly inadequate. Therefore, researchers recommended improvement of structures, facilities, and materials relating to WASH in schools across Lagos State, Nigeria.
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Xiao, Jun, Hong-Zheng Sun-Lin, and Hsu-Chen Cheng. "A framework of online-merge-offline (OMO) classroom for open education." Asian Association of Open Universities Journal 14, no. 2 (December 2, 2019): 134–46. http://dx.doi.org/10.1108/aaouj-08-2019-0033.
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Purpose The purpose of this paper is to propose a design of online-merge-offline (OMO) classroom for open education with design principles related to practical issues of teachers’ teaching, students’ learning and schools’ management. Design/methodology/approach Three stages were covered: drafted an OMO classroom framework, built a sample classroom and explored end-users’ experience. First, authors searched for and reviewed previous studies and related cases to draft an OMO framework. Second, a classroom, consisted of wireless devices, cloud-based services, Internet of Things terminals, ergonomics furniture, and comprehensive data management and analysis services, was built in Shanghai Open University. Third, invited 11 students’, 18 teachers’ and 9 school managers’ perspectives were collected and analysed by surveys and interviews. Findings All student participants responded positively in terms of learning experience in the classroom. They not only engaged in classroom activities such, but also accessed needed learning materials and interacted with teachers and peers anytime anywhere via mobile devices. Similarly, most teachers (90 per cent) made positive responses because of flexibility of teaching strategies and learning activities and expressed willingness to use the classroom in the future (94.4 per cent). In addition, more than 78 per cent of managers positively commented on the design of classroom, interaction effects and effective management. Visualised data allowed them to timely monitor status of facilities, comprehensively understand users’ behaviour and issues, make necessary decision with scientific evidence. Research limitations/implications The framework and classroom not only provide teachers, students, school managers and researcher with a better understanding of innovative open education, but also indicate the key role of objective-oriented and data-driven issues for further work. Originality/value To meet needs of teachers, students, managers and researchers in today’s open education, an OMO classroom was built in Shanghai Open University based on the proposed Objective-Oriented Pedagogy-Space-Technology (OPST) framework. The framework provides readers (especially teachers and administrators of open-education institutes, staff of information centres and ed-tech researchers) with a better understanding of innovative instruction and effective management, and the originally designed classroom can be a practical and illuminating example.
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Britt, Clare, and Jennifer Sumsion. "Within the Borderlands: Beginning Early Childhood Teachers in Primary Schools." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 115–36. http://dx.doi.org/10.2304/ciec.2003.4.2.3.
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This article presents findings from a study undertaken by a pre-service early childhood teacher, that investigated the experiences of four beginning early childhood qualified teachers in primary school settings. The study explored the metaphors that these teachers used when describing their lived experience stories and analysed what these metaphors indicated about the discourses the teachers perceived were available to them, and where they had chosen to situate themselves within these discourses. Throughout the article, the metaphor of ‘border crossings' is used to highlight the focus within much of the literature on the difference and separation between early childhood and primary education. Data were generated through in-depth, open-ended interviews, a group discussion, visual representations and written material. The thematic recurrences and discursive positionings within the metaphors and narratives of the participants were deconstructed and critically analysed using a framework of feminist post-structuralism. In particular, this article explores the discursive positionings related to the teachers' movement within the borderland of early childhood education and primary education. It argues that early childhood teachers in primary schools are operating within an exciting space — an intersection between early childhood education and primary education. Rather than focusing on the difference and separation between these points, the focus shifts to working toward creating points of overlap, of connection — a shared borderland between early childhood education and primary education.
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Portnova, Tatiana V. "Exploring the Experience of Contemporary Dance Practices in the Context of Global Art Choreography in the Museum Space." Journal on Computing and Cultural Heritage 14, no. 4 (December 31, 2021): 1–6. http://dx.doi.org/10.1145/3460456.
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The purpose of the article is to examine modern projects in the field of choreography, interconnected with art museums that open doors for choreographers and together embody creative ideas. It is this creative, largely subjective, controversial dialogue between the museum and dance, accompanied by comments of art historians, choreographers, and artists, that gets its meaning in the presented material. The novelty of the study lies in assessing the main directions of choreographic activity, which can be mutually transformed so that the museum and dance function successfully in modern conditions and build a new communicative space with the audience. Through a creative analysis of the modern experience of dance practices, it is possible to discover the principles and trends that are destined to breathe new life into the museum space. The considered examples of organising a museum space with theatrical and plastic direction interacting with it clearly demonstrate that modern visual strategies, associated primarily with its interactive substance, affect the communicative and exhibition space of the museum in different ways. A choreographic performance was analysed as part of a diverse event taking place on the territory of the cultural and historical museum complex; inclusion of dance in the dynamics of the halls of the interior spaces of the museum; entry of a choreographic performance, theatrical actions into the exhibition space of expositions; the museum itself inviting artists, choreographic schools and studios to conduct regular classes and masterclasses within the walls of the museum to popularise its collections, and other examples of forms of interaction between the art of dance and the art museum.
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Ramírez, Rafael, and Cynthia Selin. "Plausibility and probability in scenario planning." Foresight 16, no. 1 (March 4, 2014): 54–74. http://dx.doi.org/10.1108/fs-08-2012-0061.
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Purpose – The purpose of this paper is to explore extant distinctions between plausibility and probability in scenario planning and re-frame the either/or stance in the literature within a broader set of methodological choice possibilities. Design/methodology/approach – The paper surveys the history of both terms in both the English language and more narrowly within scenario planning, critically assessing the confusions that have arisen. The paper questions the distinctions that have been made and offers a richer set of combinations to open up the methodological space available. Findings – The paper suggests that the either/or stances that have been dominant in the literature – and even shaped distinctions between different schools of scenario planning – must be surpassed by a richer set of combinations that open up new methodological approaches and possibilities. Research limitations/implications – This is a conceptual and exploratory paper. Therefore the findings are propositions and tentative. Practical implications – The paper opens up new ways of producing scenarios and may dissolve some of the infertile distinctions that have plagued the field to now. Originality/value – The paper dilutes distinctions that have been accepted for decades and opens up new possibilities in the scenarios field, which is growing and is now producing some 2,200 peer-reviewed articles/year in English alone as per the EBSCO database.
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Soong, Hannah. "Transnational teachers in Australian schools: Implications for democratic education." Global Studies of Childhood 8, no. 4 (December 2018): 404–14. http://dx.doi.org/10.1177/2043610618814907.
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While current debates on education for children from migrant background often focus on the prevailing problems of self-segregation and racialisation in Australian education, I take my point of departure from such perspectives to ask how the evolution of a burgeoning mobile teacher, who operates on a global scale, can matter to the distribution of educational opportunity and shape of democratic education outcomes for both domestic and overseas-born children. Consistent with the Special Issue, this article seeks to open a space for further research, to ask some old and some new questions about teaching for democracy. To examine how democracy can be fully realised in and through education, this article moves beyond problematising the dangers posed by globalised neoliberal school reform to attend to the cross-border flows of culturally and ethnically diverse transnational teachers in Australian schools. The article has two foci: first, it explores the role ‘transnational teachers’ have in education for democracy by understanding their place in the relations between education and access to sociocultural opportunities. Second, the article deploys a Deweyan approach to democracy and education, to argue for an education that is embedded in contexts, beyond than a locality, to incorporate sustained cross-border relationships and patterns of teachers’ social formation. Finally, the article details key pedagogical considerations for democratic education, moving beyond largely Eurocentric practices to include aspects such as generating diversity, cultivating transnational civic engagement, and advancing transnational aspirations of both teachers and students shaped by processes of globalisation.
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Russel, Wendy. "Exploring the Dilemma of Planning for Play in Schools." Gyermeknevelés 8, no. 3 (December 29, 2020): 16–23. http://dx.doi.org/10.31074/gyntf.2020.3.16.23.
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Play presents a dilemma for educators. The world of education is ever more outcome focused, with those outcomes becoming increasingly economic and competitive. Teachers and school leaders feel a pressure to perform well according to externally set standards. Within this context, play becomes problematic unless it can be harnessed in some way to these outcomes. This requires that the value of play be linked to something other than play. Specific kinds of play become valued for the outcomes they are thought to deliver. Planning involves planning the ‘rights kinds of play’ for the ‘right kinds of outcomes’. In this chapter, I explore these assumptions further — not to dismiss them entirely, but to see what a critical gaze might offer — and suggest that, valuable though it is, this misses out a lot of what play is about and why this matters for educational institutions. We know that children will play wherever and whenever the conditions are right. Playing is spontaneous and opportunistic, it can go in any direction, and its unique value lies in its intrinsic nature. Given this, predicting outcomes is not only difficult, but it risks turning whatever is planned into something other than play. This paper explores this dilemma, drawing on several conceptual tools from anthropology and philosophy that can help us think about the conditions that support playing in educational settings. In particular, it considers approaches to planning a space that is open for play to emerge.
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Hasanova, Samira. "A Qualitative Evaluation on Fiqh Education from İmam Hatip High Schools to Theology Faculties." SHS Web of Conferences 48 (2018): 01054. http://dx.doi.org/10.1051/shsconf/20184801054.
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Fiqh (Islamic law) has a central place in religious education. This paper attempts to attract attention to the central position of fiqh, which is defined as knowing one’s rights and duties; for this purpose the historical background of fiqh education from Ottoman madrasahs to the present is briefly covered, and its relation with basic Islamic sciences and Arabic, which is known as instrumental sciences, is displayed in the context of quality of education. In the paper the negative and positive aspects of the reflection of acquisitions on faculty education of İmam Hatip high school graduates in the case that they enter theology faculty are examined. Fiqh is related to such disciplines as construction, hadith and kalam based on religion; but it is also connected with such disciplines as philosophy, sociology and psychology which are not based on religion. The paper emphasizes the importance of including new fields such as Islamic law sociology and Islamic law philosophy in theology curricula and discussion is made on the necessity to open a space in the curriculum for these fields. The purpose here is to examine the problems in fiqh education in the process from İmam Hatip high schools to university and evaluate them from the perspective of students, lecturers and the curriculum.
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Shemeta, Yu. "FIREARMS AND KNIVES IN SCHOOLS AND GYMNASIUMS OF KYIV EDUCATION DISTRICT." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 145 (2020): 80–84. http://dx.doi.org/10.17721/1728-2640.2020.145.14.
Full textAbstract:
The educational space consists of a number of important and interrelated components, some of them date back to the recent or distant past. There are components of such past, which in this regard can be of cognitive and scientific interest, in particular in relation to Ukrainian schooling. Width of this space keeps many questions open, which arouse and will arouse interest and need for clarification. One of such questions concerns existence, usage of firearms and knives by teachers and students and their attitude towards these articles. The study highlights usage of firearms and knives as a part of daily life of students of high schools in Kyiv's education district as well as of their teachers. Aspects related to following matters are studied: which types of firearms and knives were available to students and teachers, in which ways they came into hands of students and teachers, how they were used and for which purpose, which existential and social consequences they might have. Students and teachers were found to be dealing with shotguns, pistols and revolvers, as well as large knives and small penknives. The author pointed out that students were not allowed to use firearms; teachers could purchase them under certain circumstances. Knives used to sharpen pencils or quills were allowed to be used by students, whereas were forbidden to be used for other purposes. The study analyzes cases of usage of knives and shows that knives were used to intimidate, threaten or insult rivals or colleagues. Cases of usage of firearms and damages they caused were identified: suicide (very common cases), duel, hunting, reckless behaviour, and injuries or deaths as consequences. Access to firearms is related to negligence in their safekeeping, sometimes firearms were borrowed, purchased or appropriated. Usage of weapons and knives resulted in investigation, trial and imprisonment, expulsion from high school, or dismissal, injury and death. The author assumed that number of weapons kept at home as well as number of accidents was greater than nowadays.
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Lamanauskas, Vincentas. "Primary School Teachers’ Educational Research: Educational Practice and Professional Development Context." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 1–18. http://dx.doi.org/10.23947/2334-8496-2020-8-3-1-18.
Full textAbstract:
Teacher research activity is an important complex part of their work. Therefore, alongside with the other, their important professional competences, teacher research activity competence becomes a significant one. Teacher’s activity space has widened a lot. Carrying out various research, the teacher uses the obtained information firstly for their activity improvement. It is obvious that there is a lack of reliable research on this question. A deep gap exists between educational research and educational practice. This research aimed to ascertain primary school teachers’ position on educational research question. The research was carried out in 2019, in which 106 primary school teachers from various Lithuanian schools took part. A two-part research instrument was applied, which consisted of open-ended and closed-ended questions. A descriptive qualitative and quantitative content analysis was carried out. Though most of the teachers thought that educational research was important for their practical activity, however, the biggest gap between educational research and educational practice is most frequently determined by the lack of teacher competence in this sphere. There exists an obvious teacher support need as well as teacher professional development needs in the aspect of research availability/accessibility and its use in educational practice.